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assistingdevelopingand evaluating professional teaching

By Alex Warren,2014-08-03 18:12
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assistingdevelopingand evaluating professional teaching

    Principal Evaluation Instrument

    South Carolina Department of Education

     “In many ways, the school principal is the most important and influential in any school. It is his leadership that sets the tone of the school, the climate for learning, the level of professionalism and morale of teachers and the degree of concern for what students may or may not become. If a school is a vibrant, innovative, child-centered place; if it has a reputation for excellence in teaching; if students are performing to the best of their ability, one can almost always point to the principal’s leadership as the key to success.”

     United States Senate Report, 1972

    Directions: This instrument was developed by the Leadership Office in collaboration with the

    Principal Evaluation Review Committee and the Expert Panel for Principal Evaluation.

    This instrument is based on standards and criteria for principal evaluation that have

    been adopted by the State Board of Education. It is required that school districts use the

    standards, criteria, and procedures adopted by the State Board of Education for the

    purpose of evaluating all principals at least once every three years. Principals will be

    rated on each standard by checking the category that most appropriately describes the

    principal’s performance for that particular standard. Evidence that documents

    performance should be described. After completing the instrument, the rating for each

    standard should be transferred to the rating profile on the appropriate summative

    evaluation sheet.

     ___________________________________________ ___________

     Name of Principal Date

     __________________________________________ __________

     Name of Superintendent/Designee Date

Standard 1: Vision

    A school principal is an educational leader who fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of learning that reflects excellence and equity.

     Criteria: Performance criteria below describe the observed levels of proficiency for the vision standard. Criteria within each level allow for variances in degrees of proficiency on the standard. Districts may choose to list additional local criteria.

     ? Exemplary ? Proficient ? Improvement Needed

The principal’s performance is The principal’s performance is The principal’s performance is

    characterized by most of the characterized by most of the characterized by most of the

    following: following: following:

; Involves stakeholders (e.g. ; Involves some stakeholders ; Involves few stakeholders (e.g.

    school and district personnel, (e.g. school and district school and district personnel,

    students, families, and personnel, students, families, students, families, and community

    community members) in the and community members) in members), does not have a broad

    development of a broad vision the development of a broad vision for the school, or does not

    for the school that is compatible vision for the school that is have a vision that is compatible with

    with the district’s mission and compatible with the district’s the district’s mission and vision.

    vision. mission and vision.

     ; Collaborates with few stakeholders

    ; Collaborates with stakeholders ; Collaborates with some or seldom informs stakeholders

    to establish goals, develop a stakeholders, or informs about goals, plans, and priorities, or

    plan, and to set priorities stakeholders about goals, plans, has not established goals, developed

    consistent with the vision of the and priorities consistent with a plan, or set priorities consistent

    school. the vision of the school. with the vision of the school.

; Communicates the school’s ; Communicates the school’s ; Communicates the school’s vision,

    vision, goals, plans, and vision, goals, plans, and goals, plans, and priorities to staff,

    priorities to staff, students, priorities to staff, students, students, parents, and community on

    parents, and community on a parents, and community. an inconsistent basis.

    regular basis.

     ; Implements, evaluates, and ; Fails to implement, evaluate or

    ; Implements, evaluates, and refines selected portions of the refine the plan of action for

    refines the plan of action for plan of action for achieving the achieving the school’s vision.

    achieving the school’s vision. school’s vision.

Other local criteria: _____________ Other local criteria: ___________ Other local criteria: _____________

    _____________________________ ___________________________ _____________________________

    _____________________________ ___________________________ _____________________________

     Evidence/Supporting Data: _________________________________________________________________________

     ________________________________________________________________________________________________

     _________________________________________________________________________________________________

Standard 2: Instructional Leadership

    A school principal is an educational leader who fosters the success of all students by leading the development and

    alignment of the organizational, instructional, and assessment strategies that enhance teaching and learning.

     Criteria: Performance criteria below describe the observed levels of proficiency for the instructional leadership

    standard. Criteria within each level allow for variances in degrees of proficiency on the standard. Districts may

    choose to list additional local criteria.

     ? Exemplary ? Proficient ? Improvement Needed

    The principal’s performance is The principal’s performance is The principal’s performance is characterized by most of the characterized by most of the characterized by most of the

    following: following: following:

; Sets and communicates high ; Generally sets and ; Rarely sets and communicates high

    standards for communicates high standards standards for curricular/instructional

    curricular/instructional quality for curricular/instructional quality and student achievement.

    and student achievement. quality and student

     achievement. ; Demonstrates little proficiency in

    ; Demonstrates proficiency in ; Demonstrates some proficiency analyzing research and assessment

    analyzing research and in analyzing research and data.

    assessment data. assessment data.