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assistingdevelopingand evaluating professional teaching

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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.

     ; Ensures the use of data from ; Rarely ensures the use of data from

    ; Ensures the use of data from most state and locally state and locally mandated

    state and locally mandated mandated assessments and assessments and educational

    assessments and educational educational research to research to improve curriculum,

    research to improve curriculum, improve curriculum, instruction, and student

    instruction, and student instruction, and student performance.

    performance. performance.

     ; Routinely observes staff and/or ; Infrequently observes staff or assists ; Observes staff and assists in the assists in the implementation of in the implementation of effective

    implementation of effective effective teaching and teaching and assessment strategies

    teaching and assessment assessment strategies to to promote student learning.

    strategies to promote student promote student learning.

    learning. ; Monitors and evaluates the ; Rarely monitors or evaluates the

     effectiveness of most effectiveness of instructional

    ; Monitors and evaluates the instructional programs to programs to promote student

    effectiveness of instructional promote student learning. learning.

    programs to promote student

    learning.

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

    ____________________________ ___________________________ _____________________________

    ____________________________ ___________________________ _____________________________

     Evaluator is required to list student achievement/student growth data used as evidence to evaluate principal

     performance on Standard 2: ______________________________________________________________________

     ________________________________________________________________________________________________

     ________________________________________________________________________________________________

     Standard 3: Effective Management

     A school principal is an educational leader who fosters the success of all students by managing the school

     organization, its operations, and resources for a safe, efficient, and effective learning environment.

     Criteria: Performance criteria below describe the observed levels of proficiency for the effective management

    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:

    ; Seeks and allocates resources to ; Often seeks, and/or adequately ; Rarely seeks and/or adequately

    achieve school and district allocates resources to achieve allocates resources to achieve school

    goals. school and district goals. and district goals.

     ; Plans and administers

    ; Plans and administers budgeting budgeting and purchasing ; Plans and administers budgeting and

    and purchasing according to all according to most local, state, purchasing, with little attention to

    relevant local, state, and federal and federal requirements. local, state, and federal

    requirements requirements. ; Screens, recommends, and

     assigns staff in a timely manner

    ; Screens, recommends, and ; Seldom screens, recommends, and based on local, state, and

    assigns staff in a timely manner federal requirements, with assigns staff in a timely manner

    based on school needs, some use of school needs based on school needs, assessment

    assessment data, and local, state, information and assessment data, or local, state, and federal

    and federal requirements. data . requirements.

     ; Typically manages the

    ; Manages the supervision and supervision and evaluation of ; Demonstrates little ability to

    evaluation of staff in accordance staff in accordance with local, manage the supervision or

    with local, state, and federal state, and federal requirements. evaluation of staff in accordance

    requirements. with local, state, and federal ; Implements, evaluates, and

     requirements. refines, as necessary,

     ; Implements, evaluates, and procedures for the security and

    ; Implements, evaluates, and refines, refines, as necessary, procedures safety of all personnel and

    for the security and safety of all students. on an inconsistent basis, procedures

    personnel and students. for the security and safety of all ; Ensures the maintenance of a

     personnel and students. clean and aesthetically pleasing

     ; Ensures the maintenance of a school environment most of the

    ; Does not ensure the maintenance of clean and aesthetically pleasing time.

    school environment. a clean and aesthetically pleasing

     school environment.

Other local criteria: ____________ Other local criteria: ____________ Other local criteria: ______________

    ____________________________ ____________________________ ______________________________

    ____________________________ ____________________________ ______________________________

     Evidence/Supporting Data: __________________________________________________________________________

     ________________________________________________________________________________________________

     ________________________________________________________________________________________________

Standard 4: Climate

     A school principal is an educational leader who fosters the success of all students by advocating, nurturing and

     sustaining a positive school climate.

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

    ; Initiates and maintains strategies ; Initiates and maintains ; Misses opportunities to initiate or

    to promote collegiality and strategies to promote maintain strategies to promote

    collaboration among the staff. collegiality and collaboration collegiality and collaboration among

    among the staff most of the the staff.. ; Involves parents, students, and

    time. the community in efforts to

    ; Involves some parents, ; Involves few parents, students, or create and maintain a positive

    learning environment. students, and community the community in efforts to create

     members in efforts to create and maintain a positive learning

    and maintain a positive environment. ; Establishes and supervises

    learning environment. programs that promote positive

    social, emotional, and ; Establishes and adequately ; Does not establish or adequately

    intellectual growth for all supervises programs that supervise programs that promote

    students. promote positive social, positive social, emotional, and

     emotional, and intellectual intellectual growth for all students.

    growth for all students. ; Establishes and enforces

    standards for appropriate ; Establishes and typically ; Neglects to establish or consistently

    student behavior according to enforces standards for enforce standards for appropriate

    local, state, and federal appropriate student behavior student behavior according to local,

    requirements. according to local, state, and state, and federal requirements.

     federal requirements.

    ; Manages conflict and crisis ; Manages conflict and crisis ; Rarely manages conflict and crisis

    situations in an effective and situations in an effective and situations in an effective and timely

    timely manner. timely manner the majority of manner.

     the time.

    ; Deals with student misconduct ; Usually deals with student ; Infrequently deals with student

    in a prompt and effective misconduct in a prompt and misconduct in a prompt and

    manner. effective manner. effective manner.

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

    ____________________________ ___________________________ _____________________________

    _____________________________ ___________________________ _____________________________

     Evidence/Supporting Data: __________________________________________________________________________

     ________________________________________________________________________________________________

     ________________________________________________________________________________________________

Standard 5: School/Community Relations

     A school principal is an educational leader who fosters the success of all students by collaborating effectively with

     stakeholders.

     Criteria: Performance criteria below describe the observed levels of proficiency for the school/community

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

    choose to list additional local criteria.

     ? Proficient ?Improvement Needed ?Exemplary

    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:

    ; Develops an effective and ; Develops a somewhat effective ; Does not develop an effective and

    interactive communications plan and interactive interactive communications plan

    and public relations program. communications plan and and public relations program.

     public relations program.

     ; Participates in school ; Rarely participates in school

    ; Participates in selected school community activities. community activities.

     community activities.

     ; Involves staff, parents, ; Inconsistently involves staff,

    community, and students in ; Involves some staff, parents, parents, community, and students in

    needs assessment, problem community, and students in needs assessment, problem solving,

    solving, and decision making needs assessment, problem or decision making for school

    for school improvement. solving, and decision making improvement.

     for school improvement.

     ; Responds to diverse community ; Rarely considers diverse community

    ; Responds to diverse interests and needs. interests and needs.

     community interests and needs

    in most cases. ; Creates and sustains a variety of ; Misses opportunities for involving

     opportunities for parent and parents and the community in

    ; Creates and sustains some community involvement in school activities.

    school activities. opportunities for parent and

     community involvement in ; Seldom collaborates with staff to

    school activities. ; Collaborates with staff to develop strategies for parents and

     develop effective strategies for the community to support students’

    parents and the community to ; Collaborates with staff to learning.

    support students’ learning. develop strategies for parents

     and the community to support

     students’ learning.

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

    ____________________________ ___________________________ _____________________________

    ____________________________ ___________________________ _____________________________

     Evidence/Supporting Data: __________________________________________________________________________

     ________________________________________________________________________________________________

     ________________________________________________________________________________________________

    Standard 6: Ethical Behavior

     A school principal is an educational leader who fosters the success of all students by demonstrating integrity, fairness,

     and ethical behavior.

     Criteria: Performance criteria below describe the observed levels of proficiency for the ethical behavior 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:

    ; Works within professional and ; Typically works within ; Inconsistently works within

    ethical guidelines to improve professional and ethical professional and ethical guidelines to

    student learning and to guidelines to improve student improve student learning and to

    accomplish school and district learning and to accomplish accomplish school and district goals.

    goals. school and district goals.

     ; Inconsistently models respect,

    ; Models respect, understanding, ; Models respect, understanding, understanding, sensitivity, and

    sensitivity, and appreciation for sensitivity, and appreciation in appreciation for all people.

    all people. most circumstances.

     ; Usually adheres to local, state, and

    ; Adheres to local, state, and ; Adheres to local, state, and federal requirements.

    federal requirements. federal requirements

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

    _____________________________ ___________________________ ____________________________

    _____________________________ ___________________________ ____________________________

     Evidence/Supporting Data: _________________________________________________________________________

     _______________________________________________________________________________________________

     _______________________________________________________________________________________________

Standard 7: Interpersonal Skills

     A school principal is an educational leader who fosters the success of all students by interacting effectively with

     stakeholders and addressing their needs and concerns.

     Criteria: Performance criteria below describe the observed levels of proficiency for the interpersonal skills

    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:

; Demonstrates respect for others. ; Demonstrates respect for others ; Inconsistently demonstrates respect

     with few exceptions. for others.

     ; Elicits and responds to feelings,

    needs, concerns, and ; Typically elicits and responds ; Seldom elicits and responds to

    perceptions of others to build to feelings, needs, concerns, feelings, needs, concerns, and

    mutual understanding. and perceptions of others to perceptions of others to build mutual

     build mutual understanding. understanding.

     ; Communicates effectively with

    stakeholders to support school ; Typically communicates ; Usually does not communicate

    and district goals. effectively with stakeholders to effectively with stakeholders to

     support school and district support school and district goals.

    goals. ; Recognizes and effectively uses

     skills and strategies for problem ; Inconsistently recognizes or uses

    solving, consensus building, ; Generally recognizes and skills and strategies for problem

    conflict resolution, stress effectively uses skills and solving, consensus building, conflict

    management, and crisis strategies for problem solving, resolution, stress management, and

    management. consensus building, conflict crisis management.

     resolution, stress management,

    and crisis management. ; Uses appropriate oral and written ; Oral and/or written communication

     communication skills. skills hinder effective interactions

     ; Uses appropriate oral and with stakeholders.

     written communication skills on

     most occasions.

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

    _____________________________ ____________________________ ___________________________

    _____________________________ ____________________________ ___________________________

     Evidence/Supporting Data: _________________________________________________________________________

     _______________________________________________________________________________________________

     _______________________________________________________________________________________________

Standard 8: Staff Development

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

    district staff to plan and implement professional development activities that promote the achievement of school and

     district goals.

     Criteria: Performance criteria below describe the observed levels of proficiency for the staff development

    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:

; Collaborates with staff to create ; Collaborates with staff to create ; Collaborates with staff to create and

    and implement a plan for a and implement a plan for a implement a staff development plan,

    variety of relevant staff variety of relevant staff however, the plan does not contain

    development activities that development activities that activities relevant to the achievement

    promote the achievement of promote the achievement of of school goals and staff growth.

    school goals and staff growth. school goals and staff growth.

     ; Uses limited data or does not use ; Uses data related to the ; Generally uses data related to data related to the achievement of

    achievement of school goals the achievement of school goals school goals and staff growth as the

     and staff growth as the basis and staff growth as the basis for basis for evaluating the success of

     for evaluating the success of evaluating the success of the the staff development plan.

     the staff development plan. staff development plan.

     ; Inconsistently encourages staff to set ; Encourages staff to set goals for ; Typically encourages staff to goals for professional growth.

     professional growth. set goals for professional

     growth. ; Sometimes shares effective teaching

     ; Shares effective teaching strategies and uses coaching skills to

    ; Usually shares effective strategies and uses coaching encourage professional growth.

    skills to encourage professional teaching strategies and uses

    growth. coaching skills to encourage

     professional growth.

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

     ____________________________ ___________________________ _____________________________

     ____________________________ ___________________________ _____________________________

     Evidence/Supporting Data: _________________________________________________________________________

     _______________________________________________________________________________________________

     _______________________________________________________________________________________________

    Standard 9: Principal’s Professional Development

     A school principal is an educational leader who fosters the success of all students by using available resources and

     opportunities for professional growth.

     Criteria: Performance criteria below describe the observed levels of proficiency for the principal’s professional

    development 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:

    ; Develops and implements an ; Develops and implements a ; Develops and implements an

    appropriate plan for professional plan for professional inappropriate plan for professional

    development consistent with development. development.

    school and district goals.

     ; Establishes and maintains a ; Does not establish or maintain a

    ; Establishes and maintains a limited professional network professional network with other

    professional network with other with other administrators. administrators.

    administrators.

     ; Complies with district and state ; Complies with district and state

    ; Complies with district and state professional development professional development

    professional development requirements. requirements some of the time.

    requirements.

     ; Typically participates in staff ; Infrequently participates in staff

    ; Participates in staff development development activities to development activities to understand

    activities to understand the understand the complex role of the complex role of teaching and

    complex role of teaching and teaching and effective effective instructional practices.

    effective instructional practices. instructional practices.

    Other local criteria: ___________ Other local criteria: ___________ Other local criteria: ____________

    ____________________________ ____________________________ _____________________________

    ____________________________ ____________________________ _____________________________

     Evidence/Supporting Data: _________________________________________________________________________

     ________________________________________________________________________________________________

     ________________________________________________________________________________________________

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