ADMINISTRATIVE &SUPERVISORY · 2011. 12. 16. · 2O11–2O12 WORKING DRAFT M O N TG O M E R Y C...

2O11–2O12www.montgomeryschoolsmd.orgWORKING DRAFT

M O N T G O M E R Y C O U N T Y P U B L I C S C H O O L S

ADMINISTRATIVE&SUPERVISORYprofessionalgrowthsystemhandbook

ROCKVILLE, MARYLAND

VISIONA high-quality education is the fundamental right of every child. All children will receive the respect, encouragement, and opportunities they need to build the knowledge, skills, and attitudes to be successful, contributing members of a global society.

Board of Education

Ms. Shirley BrandmanPresident

Mr. Christopher S. BarclayVice President

Ms. Laura Berthiaume

Dr. Judith R. Docca

Mr. Michael A. Durso

Mr. Philip Kauffman

Mrs. Patricia B. O’Neill

Mr. Alan XieStudent Member

School Administration

Dr. Joshua P. StarrSuperintendent of Schools

Mr. Larry A. BowersChief Operating Officer

Dr. Frieda K. LaceyDeputy Superintendent of Schools

850 Hungerford Drive Rockville, Maryland 20850 www.montgomeryschoolsmd.org

A&S PGS Handbook 2011–2012 Introduction —i

Table of Contents

Introduction Preamble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 A&SProfessionalGrowthSystem:ADiagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Attracting and Recruiting Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 DefinitionsofAttractingandRecruiting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 AttractingA&SCandidates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 RecruitingA&SPersonnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 FeedbackforContinuousImprovement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Professional Development Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Audiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 ProfessionalDevelopmentPlan(PDP) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Mentoring Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 QualitiesofaMentor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 RolesofaMentor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 ProcessfortheMentoringModel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Recognition Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 ActivitiesWorthyofRecognition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 MethodsofRecognition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Leadership Standards, Criteria, and Descriptive Examples Principals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 AssistantPrincipals,AssistantSchoolAdministrators,and

CoordinatorsofSchool-BasedPrograms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 CentralServicesAdministrators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 MontgomeryCountyBusinessandOperationsAdministrators . . . . . . . . . . . . . . . . . 55

ii —Introduction A&S PGS Handbook 2011–2012

Evaluation Process for Principals Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 ElementsoftheEvaluationProcess . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 RoleofConsultingPrincipal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 A&SPGSEvaluationProcessforPrincipals:ADiagram . . . . . . . . . . . . . . . . . . . . . . 72 FrequentlyAskedQuestionsaboutRevisionstotheA&SPGSHandbook,

AdoptedJune27,2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Evaluation Process for Assistant Principals, Assistant School Administrators, and Coordinators of School-Based Programs Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 ElementsoftheEvaluationProcess . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 RoleofConsultingPrincipal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 A&SPGSEvaluationProcessforAssistantPrincipals,AssistantSchoolAdministrators,

andCoordinatorsofSchool-BasedPrograms:ADiagram . . . . . . . . . . . . . . . . . . . 78 FrequentlyAskedQuestionsaboutRevisionstotheA&SPGSHandbook,

AdoptedJune27,2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Evaluation Process for Central Services Administrators Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 ElementsoftheEvaluationProcess . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 RoleofConsultant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 A&SPGSEvaluationProcessforCentralServicesAdministrators:ADiagram . . . . . . . . 85 FrequentlyAskedQuestionsaboutRevisionstotheA&SPGSHandbook,

AdoptedJune27,2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Evaluation Process for Montgomery County Business and Operations Administrators Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 ElementsoftheEvaluationProcess . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 RoleofConsultant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 A&SPGSEvaluationProcessforBusinessandOperationsAdministrators:ADiagram . . 93 FrequentlyAskedQuestionsaboutRevisionstotheA&SPGSHandbook,

AdoptedJune27,2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Appendixes AppendixA:AdministratorFrequencyScheduleforEvaluation . . . . . . . . . . . . . . . . . 95 AppendixB:FinalEvaluationReportForms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

A&S PGS Handbook 2011–2012 Introduction —1

Introduction

PreambleOrganizational Culture of Respect StatementMontgomeryCountyPublicSchools(MCPS)recognizesandvaluestheroleofallemployeesascontributorstoalearningcommunitythatsetshighstandardsofperfor-manceforstaffandstudents .Byworkingtogetherthroughcontinuousimprovement,effectivecommunication,andmeaningfulinvolvementinthedecision-makingprocess,weprovideahigh-qualityeducationtoeverystudent .Wearecommittedtosharedresponsibilityandacollaborativepartnership,integratedintoanorganizationalcultureofrespect .Thiscultureisbuiltonthebeliefthatallemploy-ees,bothschool-basedandnon-school-based,areessen-tialtoasuccessfullearningenvironment .

Inordertosustainanorganizationalcultureofrespect,itiscriticalthatallemployeeshaveanawareness,under-standing,andtoleranceofothers’interests,viewpoints,cultures,andbackgrounds .Thisculturepromotesaposi-tiveworkenvironmentthatsupportsthesuccessofeachemployee,highstudentachievement,andcontinuousimprovementinaself-renewingorganization(MCPS,ExcerptR .E .S .P .E .C .T .MakeitReal,2005) .

Equity and Cultural CompetenceThecommitmenttofosteranorganizationalcultureofrespectthatisembeddedthroughouttheschoolsystemisapriorityoftheemployeeassociations/unions,theBoardofEducation,thesuperintendent,andexecutivestaff .Inherenttothisbeliefistherecognitionthatthereisstrengthindiversityandthebeliefthatallemployeesareessentialtoasuccessfullearningcommunity .Therefore,MCPScommitstoCreatingaPositiveWorkEnvironmentinaSelf-renewingOrganizationthatdoesthefollowing:

• Believesthattheinclusionofindividualswithabroadrangeofexperiencesandbackgroundsbroadensandstrengthenseducationandcontributestostudentachievement

• Promotesknowledgeandunderstandingofone’sownculturalidentityasitinfluencesaculturallycompetentworkplace

• Valuestheuniquenessofculturesotherthanone’sownandtherichnessofculturaldiversityandcommonality

• Promotesawarenessofandsensitivitytoindividualdif-ferenceswithinvariousculturalgroups

• Eliminatesstereotypesrelatedtorace,ethnicity,region,religion,gender,socioeconomicstatus,age,andindi-vidualswithdisabilities

• Promotesthevalueofdiversityandequityinourprofes-sionaldevelopmentofferings,recruitment,hiring,andpromotionalpractices

• Providesvenuesforcourageousconversationsaboutdiversityandequityinasafe,nonjudgmentalenvironment

• Promotesafocusondiversityandequitythroughtheimplementationofeachstandard

Role of the Professional Growth System Implementation TeamsTheimplementationofthecomponentsofeachprofes-sionalgrowthsystem(PGS)isoverseenbyajointmulti-stakeholderimplementationteam .EachteamischargedwithmonitoringtheprocessesandproceduresassetforthinthedesignofthePGS .Throughacollaborativeandproblem-solvingprocess,theImplementationTeamsareresponsiblefordefiningexpectationsandpracticesandassessingtheimplementationofthePGS .Inaddressingissuesthathavearisen,thedecision-makingprocesswillbetoseekconsensus;whenthatisnotpossible,avotingprocessmaybeused .IssuesthatcannotberesolvedattheImplementationTeamlevelmaybereferredtotheappro-priatecollaborationcommittee .AllprofessionalgrowthsystemhandbooksarecontinuouslyupdatedtoreflectchangesinprocessesandproceduresapprovedbytheappropriateImplementationTeam .

• TheImplementationTeamsmeetregularlyonasched-uleagreedonbythemembersatameetingpriortoJuly 1,forthesubsequentyear .

• TheImplementationTeamsconsistofrepresenta-tivemembersoftheemployeeassociationsandadministration .

• TheImplementationTeamsarechairedbytheemployeeassociationpresidentsordesigneesandMCPSdesig-nees,whoareappointedbythedeputysuperintendentofschoolsandthechiefoperatingofficer .

• Themeetingsarefacilitatedbyanappointeeoftheasso-ciatesuperintendent,OfficeofHumanResourcesandDevelopment .

• Anagendaisdeveloped,withinputfromImplementationTeammembersorothercollaborationcommittees .

2 —Introduction A&S PGS Handbook 2011–2012

VisionAneffectivelearningcommunityforstudentsandadultsinschoolsrequireshighlyskilledadministrators,teachers,supportstaff,andothersworkingtogethertoensuretheachievementofallstudents .Theadministratorplaysakeyroleinthecomplexworkofcreating,guiding,managing,andinspiringthatlearningcommunity .Tothatend,apro-fessionalgrowthsystemforadministratorsis—

• acomprehensivesystemforattracting,recruiting,men-toring,developing,evaluating,andrecognizingadmin-istrators;and

• adynamicstructureforcriticalreflection,continuousimprovement,andlifelonglearning .

PhilosophyTheprofessionalgrowthsystem(PGS)foradministratorsandsupervisorsacknowledgesthatadministrativelead-ershipiscomplex,changing,andessentialtoimprovingteachingandlearning .ThisPGSestablishestheframe-workthatdescribestheskillsandknowledgeforadminis-tratorsandsupervisorstobuildlearningcommunitiesforbothstudentsandadults .

ThisPGSservesseveralpurposes:

• Providesacomprehensivesystemfordevelopingandevaluatingadministratorsandsupervisors

• Setsclearexpectationsabouttherolesandresponsibili-tiesforeachadministrativeandsupervisoryposition

• Describesprofessionalgrowthopportunitiestosupportandnurturealladministratorsandsupervisors

• Createsadynamicstructureforcriticalreflection,con-tinuousimprovement,andlifelonglearning

• Promotespersonalownershipofprofessionaldevelop-mentandincorporatesself-andpeerappraisal .

ThesuccessofthisPGSisdependentonaprofessionalcultureinwhichmutualrespect,teamwork,andtrustarethetenetsofitscontinuousimprovement .Thesecondi-tionsempoweradministratorsandsupervisorstomakedecisionsconcerningtheirownprofessionalgrowthandtocontributetothedevelopmentofacultureofownershipforbothstudentsandadultsinaprofessionallearningcommunity .

ContextTheMontgomeryCountyBoardofEducation(BOE)andMCPShavedevelopedthismission:

• Toprovideahigh-quality,world-classeducationthatensuressuccessforeverystudentthroughexcellenceinteachingandlearning .

Toaccomplishthismission,theBoardofEducationhasadoptedthefollowingsystemgoals:

• Ensuresuccessforeverystudent

• Provideaneffectiveinstructionalprogram

• Strengthenproductivepartnershipsforeducation

• Createapositiveworkenvironmentinaself-renewingorganization

Our Call to Action: Pursuit of Excellenceprovidesanactionplanforachievingthefoursystemgoals .Toachievethefourthgoal,MCPShasfocusedonthedevelopmentofprofessionalgrowthsystemsforallofitsemployees .Aprioritywasestablishedtohaveacompetent,caringteacherineveryclassroomandaskilledprincipalineveryschool,asteachersandprincipalsareconsideredtobekeyplayersinensuringahigh-qualityeducationforallstudents .Inaddition,variousstakeholdersinMCPScon-siderthedevelopmentofthecapacitiesofbothteachersandprincipalsasessentialforthedistricttoaccomplishthegoalsthataredirectedtowardimprovingtheteachingandlearningprocess .Thegoalofcreatingapositiveworkenvironmentinaself-renewingorganizationincludesanobjectiveforthedevelopmentofaprofessionalgrowthsystemforadministrativeandsupervisorystafftoincreaseadministrativeeffectivenessandrecruitanddevelopadministrativepersonnel .AsMCPSstakeholdersidenti-fiedthecriticalneedforeachstaffmembertohavetheknowledge,skills,attitudes,andexpectationstoaffecttheoptimumlearningforeverychild,thedevelopmentofaprofessionalgrowthsystemforadministratorsstartedinspring2002 .

Initially,theworkfocusedonaplanforprincipalsandthenexpandedtoincludealladministrativeandsupervi-sorypersonnel .Theprincipalplaysakeyroleinthecom-plexworkofcreating,guiding,managing,andinspiringalearningcommunity .Expectationsforprincipalsandthedemandsforprincipalstoserveasinstructionalleadershavedrasticallychangednotonlytheroleofaprincipalbutalsothenumberofprofessionalsenteringadministra-tion .Onceaprincipalassumesthejob,theresponsibili-tiesaremany,theinteractionsarecomplex,andtheworkinvolvesanintegratedapproachtoalignresourcesandtocultivateasharedvisionthatsupportsteachingandlearning .Curriculumandassessmentchangesaswellasachangingsocietyrequireprincipalstounderstandchangeandtofacilitatechangesotheschoolremainsfocusedonthemissionofeducatingstudents .Tothatend,aprofes-sionallearningsystemforprincipalsisbothacomprehen-sivesystemforattracting,recruiting,developing,mentor-ing,evaluating,andrecognizingprincipalsaswellasastructureforcriticalreflection,continuousimprovement,andlifelonglearning .

TheprocessfordevelopingtheAdministrativeandSupervisoryProfessionalGrowthSystem(A&SPGS)was

A&S PGS Handbook 2011–2012 Introduction —3

designedtoincludeteamworkandtobuildtrustamongthestakeholdersandconstituents .ASteeringCommitteeandaDesignTeamwereappointed .TheSteeringCommitteeincluded22memberswhoweretrainedintheprocessofinterest-basednegotiations .TheDesignTeamincluded24memberswhowereguidedbyresearch-basedinformationthatidentifiesskillsandprofessionalstandardsforadministratorsinMCPS .BoththeSteeringCommitteeandtheDesignTeammembersincludedawideconstituencycomprisingteachers,principals,sup-portstaff,andthecommunity .TheDesignTeamcom-municatedsystematicallywiththeSteeringCommitteeforreviewandapprovaloftheircreativework .TheSteeringCommitteedevelopedperiodicwrittenupdatestotheBoardofEducationandtovariousconstituentsduringthedevelopmentalstages .Theprocessandthefinalproductwereintendedtoresultinacleardescriptionofadmin-istrativeknowledgeandskillsthatcontributetoahighdegreeofownershipinaprofessionallearningcommunityforadults,aneffectivelearningenvironmentforstudents,andthemanagementofanefficientandeffectiveschoolcommunity .

TheSteeringCommitteemodifiedtheInterstateSchoolLeadersLicensureConsortium(ISLLC)standardstocreatesixstatementsthatbecametheguidingleader-shipstandardsforthiswork .Thesestandardspresentacommoncoreofknowledgeandperformancesthatlinksadministrativeperformancetoenhancededucationaloutcomes .TheISLLCstandardswereselectedastheybestdescribetheroleofprincipalsandotheradministra-torsandarebasedinresearchofqualityschoolsinwhichparentsandteachersreporthighsatisfactionandprideintheirschools .TheISLLCstandardswerechangedtoreflectmorecloselythevalues,expectations,andinterestsofMCPSanditsstakeholders .UsingthesetsofcompetenciesfromtheGallupOrganization,theNationalAssociationofElementarySchoolPrincipals,theNationalAssociationofSecondarySchoolPrincipals,andtheBaldrigecategories,aswellastheISLLCknowledge,dispositions,andper-formances,theDesignTeamdevelopedcriteriaforeachstandard .DescriptiveExampleswerecreatedbythreefocusgroups:onegroupofourcommunitysuperinten-dentsandtheirdirectorsofschoolperformance,andtwogroupsofprincipalsfromelementary,middle,andhighschoollevels .TheDescriptiveExamplesareintendedtoprovidearicharrayofbehaviorsthatmeettheMCPSstan-dardsandbehaviorsthatdonotmeetthestandards .

Thevision,philosophy,andstandardsaretheheartofthisprofessionalgrowthsystem .Thesewrittencriteriaarefocusedonthecomplexandchangingroleoftoday’sadministrators .Additionally,thereisanemphasison

ensuringaprofessionalcultureofmutualrespectandteamworkasessentialfordevelopingleadership .Anevaluationcomponentisincludedforthepurposesofassuringanddocumentingqualityperformanceofprin-cipals .EvaluationprovidesfeedbacktoadministratorsontheirgrowthandinformsMCPSregardingtheprofes-sionaldevelopmentopportunitiesneededforbuildingthecapacityofourleaders .Theprocessofreevaluation,deci-sionsinvolvedinevaluation,andanappealprocessareincluded .Toprovidesupporttoprincipals,theroleoftheCPisdefined .Thisprofessionalisresponsibleforcoach-ingandmentoringprincipals,gatheringinformationfromavarietyofdatasources,andassistingprincipalswithset-tingpriorities,maintainingafocusonimprovement,anddevelopingaplanforgrowth .OthercomponentsoftheProfessionalDevelopmentGrowthSystemaddressprofes-sionaldevelopmentfordevelopingleadership,themen-toringprocess,waysinwhichaspiringprincipalsaretobeattractedandrecruited,andhowprincipalsshouldberec-ognizedforqualityperformance .Theworkofdevelopingthesedocumentswasdonethroughtheone-textprocessofinterest-basednegotiations .Thisprocessofincludingtheinterestsofawidebaseofstakeholderswasessentialtoproducingahigh-qualityplanforprofessionalgrowthforalladministratorsandsupervisorsthatreflectstheirneedsandsupportstheirgrowthwithleadership .

Thedevelopmentandrecognitionofleadershiprequirestime,commitment,anadequateresearchbase,andaworkingplanforperformanceandcontinuouslearning .ThePGSisaplanthatapproachesleadershipasacumula-tiveprocessandnotonesingleevent .Thegoaloftheplanistoensurequalityperformanceofouradministratorsandsupervisorsbylookingforconsistencyandalignmentwithprofessionalstandards .Essentialtohigh-qualityper-formanceisaprofessionallearningcommunitybuiltontrustandmutualrespectandacommunitythatprovidescollegialsupportandprofessionallearningthatreflectstheneedsoftoday’sleaders .

4 —Introduction A&S PGS Handbook 2011–2012

A&S Professional Growth System: A Diagram

A&S PGS Handbook 2011–2012 Attracting and Recruiting —5

Attracting and Recruiting

VisionTheAdministrativeandSupervisoryProfessionalGrowthSystem(A&SPGS)isessentialforattractingandrecruitinghigh-qualityadministratorsandsupervisors .Thiscom-prehensiveprofessionalgrowthsystemisbasedonstan-dardsandperformancecriteriathatreflectthehighlevelofskillsandcommitmenttoexcellencethatisexpectedofA&Spersonnelandrequiredofcandidates .Providingprofessionaldevelopmentopportunities,includingmen-toring,andrecognitionofperformancecreateapositiveclimatethatmotivatesindividualstoapplyforadminis-trativepositions .ItisagoaloftheA&SPGStoattractadiversegroupofindividuals .Itsprocessesareequitableandclearlydescribedsothatcandidatesknowwhattoexpectandhaveconfidenceintheintegrityofthesystem .Announcements,documents,andofficialstatementsreflectthisintegrity .

Definitions of Attracting and RecruitingAttractingistheprocessbywhichpersonnelaregivenopportunitiestolearnaboutthebenefitsandresponsibili-tiesofbeinganadministratororsupervisor .Recruitingistheprocessbywhichindividualsaresoughttoapplyforspecificpositions .

Attracting A&S CandidatesIntheA&SPGS,theprocessofattractingincludesidentify-ing,nurturing,andencouragingtalentedpersonnelwhoexhibittheabilitiesrequiredofanadministratororsuper-visortoprepareandapplyforadministrativepositions .Currentadministratorstakeresponsibilityforencouragingthesetalentedindividualsinavarietyofways,includingmentoring,andopportunitiestojobshadow .Anindi-vidualinterestedinapositionwillreceiveuponrequestaformaljobdescriptionsothattheyhaveclearexpectationsabouttheposition .DetailedjobdescriptionsareavailableontheMCPSwebsiteorcanberequested .

Acultureofsupportisprovidedasthefundamentalfoun-dationforattractingstafftoadministrativeandsupervi-sorypositions .Potentialcandidatesareencouragedtoparticipateoncommitteesattheschoolorcountylevel .Servingonaschoolimprovementteam,faculty-adminis-trationcollaborationcommittee,orsimilarworkgroupswillhelpindividualstoacquireknowledgeandtopracticeskillsthatareimportantforbecominganadministratororsupervisor .

Potentialcandidatesareencouragedtoparticipateinprofessionalorganizationsandtoreadprofessionalmate-rials .Specifically,widelyrespectedpublicationssuchas

Education Week, Educational Leadership,andtheKappanshouldbereadilyavailable .Articlesofrelevancetotheschoolandschoolsystemobjectivesshouldberecom-mendedtotheseindividualsforreading .Readingandanalyzingbooksonavarietyofadministrativetopics,suchasstudentachievement,leadership,changetheory,andprofessionallearningcommunities,shouldbeencour-aged .Feedbackfromcurrentadministrativeandnon-administrativeemployeesisgatheredregardinginterestsinpromotions,professionaldevelopmentneededforadvancement,andincentivesforapplyingforadministra-tivevacancies .Thefollowingaresomeexamplesoftheexperiencesforemployeestobuildtheirunderstandingandcapabilitytomoveintoadministrativepositions:

• Leadershipopportunitiesattheschoolanddistrictlevels

• Coursestoprovideskillsandknowledgeneededforadministrativeandsupervisorypositions

• Workshopswithinformationaboutcareerpaths

• OpportunitiestoshadowA&Spersonneltounderstandtheirjobresponsibilities

• QuestionandanswersessionswithA&Spersonneltoreceivefirsthandinformation

• Aspiringadministrators’programstomaximizeinternaladministrativerecruitment

Intheseways,currentemployeeslearnabouttheskills,knowledge,andabilitiesexpectedforeachA&Svacancy .

Centralofficesupervisorsatalllevelsmustaccepttheresponsibilitytoidentifyandnurturetalentedindividu-alswhowilleventuallyassumetheirroles .School-basedadministratorsandothercertifiedprofessionalpersonnelaregivenopportunitiestoshadowsupervisorsoftheirchoosing .Supervisorsmentorindividualswhodemon-stratetheskillsandmotivationtosucceedthem .

Internshipsprovideon-the-jobprofessionaldevelopmentopportunitiesforthedevelopmentofskillsandjobknowl-edge .Internshipsareavailableforelementaryandsecond-aryprincipalsandwillbeexpandedtoincludeotherposi-tions .Thedurationofaninternshipwillvarybasedontherequirementsofthepositionandlogisticalconsiderations .

Recruiting A&S PersonnelToensureapoolofexcellentcandidates,theschoolsys-temseeksinternallyandexternallyindividualsofdiversebackgrounds .Pathwaysforinternalpromotionsareprovidedthroughtheprofessionaldevelopmentoppor-tunitiesintheA&SPGS .ExternalrecruitmentoffersthepossibilityforexperiencedadministratorstoenterMCPS .

6 —Attracting and Recruiting A&S PGS Handbook 2011–2012

ByadvertisingadministrativeandsupervisorypositionsthroughtheMCPSwebsiteandavarietyofjournalsandnewspapers,theschoolsystemseekstorecruitcandidateswiththehighestability .

Candidatesforschool-basedadministrativepositionsandcurriculum-basedcentralofficepositionsshouldhaveteachingexperienceandmusthaveanunderstand-ingofthestandards,criteria,andbehaviorsforeffectiveteaching .Inaddition,candidatesneedtounderstandtheperformancestandardsexpectedofouradministra-torsandexhibitbehaviorsthatdemonstratethesestan-dards .Knowinghowtodevelopavision,beingabletoutilizedatafordecisionmaking,managingorganizationalprocesses,collaboratingwithstakeholders,beingself-reflectivetocontinuouslyimprove,andunderstandingthebroaderpoliticalcontextaresomeofthekeycharacter-isticsexpectedofindividualsapplyingforadministrativepositions .

Avenuesforrecruitmentincludeuniversities,otherschoolsystems,personalcontacts,professionalconferences,professionalorganizations,nationalconventions,nationalpublications,andothermethodsforsolicitinginterestsatthelocal,regional,state,andnationallevels .

Feedback for Continuous ImprovementAsamethodofqualitycontrol,theschoolsystemsolicitsfeedbackfromapplicantsregardingtheirexperiencesintheprocessoffillingvacancies .CandidateswhodonotobtainapositionforwhichtheyhaveappliedhavetheopportunitytoreceivefeedbackrelatedtothecriteriaforthepositionthroughtheOfficeofHumanResourcesandDevelopmentand/ortheofficeinwhichtheposi-tionexists .Tomaintainitscommitmenttocontinuousimprovement,theschoolsystemalsogathersinformationfromitscurrentandexitingA&Sstafftodeterminewhatfactorsimpactretention .

ConclusionItisthegoaloftheA&SPGStoattractthemosttalentedpoolpossibleofindividualsinterestedinbecomingadministratorsandtorecruitthehighestqualitycandi-datestofilleachspecificadministrativeposition .

A&S PGS Handbook 2011–2012 Professional Development —7

Professional Development

VisionAmajorcomponentoftheAdministrativeandSupervisoryProfessionalGrowthSystem(A&SPGS)isacomprehen-siveprofessionaldevelopmentprocessforalladministra-tors .Thevisionfortheprofessionaldevelopmentcompo-nentistoprovideavarietyofleadershipexperiencesforadministrativeandsupervisorystaffthatwillexpandtheirknowledge,skills,strategies,practices,andbeliefsineachofthesixstandards .Continuouslearningandexperimen-tationwillbepromotedbyprovidinglearningexperiencesthatallowA&Sstaffmemberstoparticipateinsystemwideprofessionaldevelopment,professionaldevelopmenttoincreaseeffectivenesstomeetschoolcommunity/officeneeds,andprofessionaldevelopmentthatisfocusedontheneedsoftheindividualadministrator .

Systemwideprofessionaldevelopmentwillbeguidedbyaplaninwhichadministratorsarefullpartnerswiththeschoolsystemindevelopment,implementation,andevaluation .Theplanwillencompassvariousaspectsofprofessionaldevelopment,suchas,butnotlimitedto,thefollowing:training,stateandnationalconferences,peercoachingandmentoring,actionresearch,advancedpro-fessionalstudy,schoolandofficevisitations,researchandstudyofbestpractices,andstudygroups .Theindividualadministrator’sprofessionaldevelopmentplanwillbeguidedbytheneedsoftheschoolsystem,thelocalschooloroffice,andtheindividualadministrator .Timewillbeprovidedforprofessionaldevelopment,andgrowthwillbereflectedinformallythroughself,peer,andsupervisoryfeedback,anddocumentedformallywithintheevaluationprocess .

ContentThecontentofprofessionaldevelopmentexperienceswillfocusonareasrelatedtothesixstandardswithintheA&SPGS .Theselectionanddeliveryoftheexperienceswillberesearch-basedandwillfocusonstudentachieve-mentastheendresult .Theimprovementofstudentlearningiscentraltothedevelopmentofallprofessionaldevelopmentexperiences .Attheschoollevel,thisisaccomplishedthroughtheschoolimprovementplanningprocess;atthecentralofficelevel,throughcentralofficeinitiatives .

Thecontentwillprovidethefollowing:

• Adeeperunderstandingofteachingandlearning,andschool/officeimprovementplanning

• Anin-depthunderstandingofwhateachofthesixstan-dardsmean

• Theskillandabilitiestoimplementthesixstandardseffectively

• Anunderstandingandpracticeofleadershipskillstomanagethechangeprocess

• Increasedfacilitationskillstobuildaprofessionallearn-ingcommunity

• Knowledgeofsysteminitiatives

Activities and Practices for Professional DevelopmentProfessionaldevelopmentexperienceswillreflectthelearningneedsoftheadministratorsandsupervisorsastheymovethroughtheircareers .Itisexpectedthatnov-iceadministratorsmayneedexperiencesthatincreasetheirknowledgeandunderstandingofthecomplexityofadministrativeleadership .Veteranadministratorsmayneedexperiencesthatexpandtheirexpertiseintheareasofleadershipandsupervision .Administratorsmayrequireskillsinareasthatleadtopromotionalopportunities .Ateachjunctureoftheadministrator’scareer,experiencesshouldbestructuredtoensurethatsystemandindividualneedsaremet .Additionally,administratorsmayincreasetheirlearningbyparticipatinginsystemactivities,suchascommitteesandworkgroups,andservingasinstructorsanddevelopersofsysteminitiatives .

Individual Professional Development PlansBetweenformalevaluationyears,eachadministratorwillcreate,inconsultationwithhis/herdirectsupervi-sor,aProfessionalDevelopmentPlan(PDP)forcontinu-ousimprovement .Duringformalevaluationyears,anadministratorisnotrequiredtocreateaPDP .Thegoalistohaveameaningfullearningplanthatoutlinescontinu-ousgrowthfortheindividual .ThepathofactivitythatadministratorschoosetoundertakeinthePDPisreflectedthroughathoughtfulprocessinvolvingtheanalysisofdatainthecurrentpositionheldandindividualgrowthneedstomeetthegoalsoftheschooloroffice .Thisplanwillincludethefollowing:

• Areaofgrowth

• Expectedoutcomes

• Planformeetingthegoal

• Identificationofresourcesneeded

• Evidenceofattainment

8 —Professional Development A&S PGS Handbook 2011–2012

AudiencesThe Novice Administrator• Anoviceadministratorisonewhoisinthefirstyearof

anadministrativeposition,eitherschool-basedorinthecentraloffice .Noviceadministratorswhohavejustmovedintoadministrativeassignmentshavespecificneedsforprofessionaldevelopmentandgrowth .Theseneedswillbemetthroughacomprehensiveprocess .

• Forallnoviceadministrators,acomprehensivetrain-inganddevelopmentprogramwillbeimplementedtoensurethattheadministratorhasafullunderstandingofthesixstandards,hasopportunitiestopracticelead-ershipskills,andbecomesknowledgeableabouttheexpectationsoftheposition .Orientation,training,anddevelopmentsessionswillbeprovidedandcoordinatedbytheOfficeofHumanResourcesandDevelopment .

• Forassistantprincipalsandinterns,adevelopmentpro-gramwillprovidetrainingandsupportthroughapro-cessthatincludesregulartrainingsessionsandongoingdevelopmentteammeetingstofocusonidentifiedareasofgrowth .

• Noviceprincipalswillbesupportedbyateam,includ-ingtheCP,supervisorystafffromtheOfficeofSchoolPerformance,andprofessionaldevelopmentstafffromtheOfficeofHumanResourcesandDevelopment .

The New-to-an-Assignment and New-to-MCPS AdministratorsAnadministratornewtoanassignmentisonewhomakesachangeinschoollevel,movesfromschool-basedtocen-traloffice,ormovesfromcentralofficetoschool-based .Anadministratorwhotransfersfromoneschooltoanotherschoolatthesamelevelisnotconsiderednewtoanassignment .

Whenanadministratorisnewtoanadministrativeassign-mentornewtoMCPS,supportwillbeprovidedthroughanorientationprogram,trainingandsupportbytheindi-vidualadministrator’ssupervisor,amentoringprogram,andongoingseminarsaboutleadershipandmanagementtopics .

• Theorientationprogramservestoacclimatetheadministratortoessentialpolicies,procedures,humanresources,technologicalresources,andtheMCPScul-tureforthenewrole .

• Theadministrator’simmediatesupervisorwillprovidespecific,job-embeddedsupporttoclarifytheresponsi-bilitiesoftherole .Additionally,thesupervisorwillspendongoingdevelopmentaltimetoclarify,problemsolve,andsupportgrowthforcontinuousimprovement .

• Thementoringprogramwillprovideaccesstootherexperiencedadministratorswhowillprovideopportuni-tiestothenewadministratorforself-reflection .

• Seminarswillbeprovided,wheredistrictleaderswillfurtherthenewadministratorsknowledgebaseoflead-ershipandmanagementtopics .

The Veteran AdministratorExperiencesthatimproveleadershipskillsforcontinuousimprovementarecriticalcomponentsofaprofessionallearningcommunity .Fortheveteranadministrator,theseexperiencesmayincludethefollowingopportunities:

• Participatinginschoolsystemcommittees,workgroups,andactionteams

• Trainingothersinbestpractices

• Participatingintraining,peerreflectiveconversations,andpeervisitswithreflections

• AttendingandpresentingatMCPS,state,national,andinternationalconferencesandmeetings

• Shadowingothersbothwithinandoutsideoftheschoolsystem

• Takingcoursesinmaster’sanddoctoralprograms

• Teachingingraduateprograms

• Formulatingactionresearchorpeerstudygroups .

Itisthegoaloftheprofessionaldevelopmentcomponenttoprovideexperiencesandopportunitiestoenhancetheskillsandleadershipabilitiesofalladministrators,inordertomeettheneedsoftheschoolsystem,theschool/office,andtheindividualadministrator .

A&S PGS Handbook 2011–2012 Professional Development —9

Administrators and Supervisors Professional Development Plan (PDP)

Professional Growth SystemOffice of Human Resources and Development

Rockville, Maryland 20855MONTGOMERY COUNTY PUBLIC SCHOOLS

MCPS Form 425-50March 2011Page 1 of 2

Name _______________________________________________________________________________________________________________

School/Office _________________________________________________________________________________________________________

Timeframe for PDP ____________________________________________________________________________________________________

PURPOSE: The purpose of your PDP is to give you the opportunity to reflect on and continuously improve your knowledge, skills, and abilities as they relate to the leadership standards for your position. Your PDP is to be aligned with your work and it is to support you in doing your job.

I. DIRECTIONS FOR DEVELOPING THE PDP

□ Review the leadership standards for your position.

□ Gather and review data related to the area upon which you wish to focus.

□ Develop your initial plan with self-reflection and with consultation from colleagues of your choice.

□ Present the plan to your direct supervisor for collaborative input and agreement.

□ Make revisions, if any, and give a copy to your direct supervisor.

□ Periodically arrange a meeting with your direct supervisor to discuss your progress on the outcome, evidence of attainment, resources needed, and completion.

□ The timeline for completing the PDP is flexible. It does not have to coincide with the academic year.

□ You may also decide to modify your plan or change it entirely at any time in collaboration with your direct supervisor.

II. PDP FORM

Identify the standard and criterion you want to develop or enhance to address your focus area.MCPS LEADERSHIP STANDARD and CRITERION:

State your focus as an outcome. (By the end of—I will—so that—)

What evidence/data will you collect to verify that you will have attained your outcome?

How does your outcome relate to your school improvement plan or office strategic plan?

10 —Professional Development A&S PGS Handbook 2011–2012

MCPS Form 425-50March 2011Page 2 of 2

ACTION PLAN: In the space below, identify the actions you will take to achieve your outcome and your anticipated timeline for actions. Your direct supervisor is to assist you with the supports, if needed, to achieve the outcome.

ACTIONS SUPPORTS NEEDED(Optional)

ANTICIPATEDEVIDENCE

ANTICIPATED TIMELINE

DATE OFCOMPLETION

SIGNATURES: These signatures reflect mutual agreement on the plan.

_________________________________________________ __________________________________________________ / /Administrator’s Name (Print) Signature Date

_________________________________________________ __________________________________________________ / /Direct Supervisor’s Name (Print) Signature Date

III. PROCESS FOR COMPLETING THE PDP

□ Compile data regarding the attainment of your outcome.

□ Reflect upon the data and the leadership standard. Consult with colleagues of your choice.

□ Arrange a meeting with your direct supervisor to review and discuss the data, the leadership standard, and any supports used.

□ Decide with your direct supervisor if the outcome is achieved or if the plan needs to be changed.

□ Attach any documents that are evidence of attainment of your outcome. The use of a portfolio is optional for this purpose.

□ Use another sheet to provide a reflection on your outcome attainment.

SIGNATURES: These signatures reflect agreement that the plan is completed or that the plan is being changed.

_________________________________________________ __________________________________________________ / /Administrator’s Name (Print) Signature Date

_________________________________________________ __________________________________________________ / /Direct Supervisor’s Name (Print) Signature Date

A&S PGS Handbook 2011–2012 Mentoring—11

Mentoring

VisionAnessentialelementoftheprofessionaldevelopmentcomponentoftheAdministrativeandSupervisoryProfessionalGrowthSystem(A&SPGS)isasupportiveandcollegialmentoringmodel .Thevisionforamentor-ingmodelistoprovideavarietyofstructuresthatmeettheneedsofadministrativeandsupervisorypersonnelthroughouttheircareers,sothattheycanbeeffectiveleadersbasedontheperformancestandardsforA&Sstaff .Thegoalistoprovidesupportiverelationshipsthataredynamicandcultivateacultureofsharingbestpracticesaboutboththecontentofleadershipandthepoliticalandsocialcultureofthedistrict .Mentoringwouldincludeavarietyofactivities,suchascoaching,modeling,peerobservationwithreflection,andconstructivefeedback .Mentorsareviewedasacollegialsupportsystemfornov-iceadministrators,administratorsnewtoMCPS,aspiringprincipals,administratorswhoseekmonitoringthroughtheprofessionaldevelopmentplanningprocess,andadministratorswhoareprovidedwithmentorsthroughtheevaluationandsupervisionprocess .Thementor/men-teerelationshipisoneinwhichbothpartiesreceiveben-efits .Thementorandthementeelearnfromthesharingofideasandinsights;themutualreflectiononstrategies,practices,andtheiroutcomes;andtheopportunityfornetworkingwithothers .

Qualities of a MentorMentorswillneedtohaveskillsthatarematchedwiththeneedsandinterestsoftheirmentees .Theyneedtohavedemonstratedexcellenceincommunicating,listen-ing,analyzing,andprovidingfeedback .Mentorsmustberespectedbycolleaguesfortheirknowledgebaseinboththepedagogyofleadershipandtheirunderstandingofdistrictdynamics .Amentormustbewillingtodevelopsupportiverelationships,exhibitacommitmenttothementoringprocessinbothtimeandeffort,andbetrust-worthyinordertoestablisharelationshipoftrustwithhis/hermentee .Amentormaybeacolleagueadministra-tor,anexecutivestaffmember,oranexternalpartnerfromthefieldsofeducationorbusiness .Thementorwillnotbethementee’sdirectsupervisor .

Roles of a MentorThementorwillservenumerousroles,basedonthespe-cificneedsandinterestsofthementee .Theserolesmayincludethefollowing:

• Assistthementeeinunderstandingthesixstandardsforadministratorsandsupervisors .

• Providefeedbackonthementee’sdevelopmentinthestandards

• Listentomenteeconcernsandpromoteself-reflection

• Assistthementeeindevelopingtherelationshipsneces-saryforbuildingacultureofcollaboration

• Assistthementeeinunderstandingthebeliefsessentialformaximizingstudentachievementforall

• Provideanunderstandingofchangetheoryandsuggeststrategiesforimplementingchange

• Helpthementeeunderstandhis/herleadershiproleinourhigh-performingsystem

• Provideinformationabouttheschool,cluster,office,district,state,ornationalissues

• Answerquestionsaboutpolicies,procedures,andworksituations

• Sharestrategiesabouteffectiveimplementationofrou-tinesandprocesses

• Suggestmultiplesolutionstoproblems

• Offerpeerobservationwithreflection

• Proposestrategiesandpracticesforimprovingstudentachievementthroughdataanalysis

• Suggeststrategiestoaccessdistrictsupports

• Coachinidentifiedareasofprofessionalgrowth

• Assistindevelopingskillstomeetthevariousneedsofstakeholders

• SupportthementeeinusingtheMCPSstandardsforcontinuousgrowth

• Guidethementeeinself-discoveryandinthecapacitytochange

• Facilitatethementeeindevelopinghis/herownleader-shipskills

Process for the Mentoring ModelThe FormatMentoringwithintheA&SPGSwillincludebothaone-on-onerelationshipbetweenamentorandamenteeandaseriesofseminarsspecificallydesignedforthecohortgroupinvolved .

One-on-onementoringcanimbueanadministratorwiththeconfidenceandself-assurancethatisnecessaryforself-reflectionandcontinuousimprovement .Respectedadministratorswhodevelopatrustingrelationshipwiththementeecanassistinassessingindividualstrengths

12 —Mentoring A&S PGS Handbook 2011–2012

andimprovementneeds .Thementorcanhelpthementeetoreflectongoalsandidentifyopportunitiesforprofes-sionaldevelopment .ProvidingaccesstohighlyeffectivecolleagueswhocanimpartastutefeedbackisacrucialaspectoftheMCPSmentoringmodel,asthisgivesadmin-istratorstheindividualsupportthattheyseek .

Mentoringseminarsprovidejob-alike,cohortgroupswiththeopportunitytodevelopnewknowledgeandskillsonavarietyoftopics,suchassystemgoalsandinitiatives;cur-riculum,instruction,andassessment;dataanalysis;bestpractices;andtheMCPSstandardsforadministratorsandsupervisors .Seminarsareprovidedforaspiringadmin-istrators,assistantschooladministrators,assistantprin-cipals,aspiringprincipals,noviceprincipals,principalsnewtoMCPS,experiencedprincipals,andcentralservicesadministrators .

Selection of One-on-One MentorsAvarietyofindividualsmayserveinamentorcapacity .MentorsmayincludeCPs,peers,communitysuperinten-dents,directors,coordinators,supervisors,andotherdis-trictstaff .Additionally,mentorsexternaltoMCPSmaybeidentifiedfromthefieldsofeducationandbusiness .

Mentorsareselectedthroughacollaborativeprocessamongthementee,thedirectsupervisorofthementee,andtheOfficeofHumanResourcesandDevelopment .Mentorsareselectedbasedontheneedsofthementee .

Training for MentorsMentorsreceiveformaltrainingintheexpectationsformentoringsupportandinthestandards .TheOfficeofHumanResourcesandDevelopmentprovidesthistrain-ing .Thetrainingencompassesskillsandexpectationsforeffectivementoringandcoaching .Mentorsareprovidedwithongoingtrainingsothattheyhaveanunderstandingofthecomplexitiesofthestandardsthatenablethemtobuildtherelationshipandcreatetheculturetoachieve

MCPSgoalsandexpectations .Thetrainingprocessincludesfeedbackfromstakeholdersabouttheeffec-tivenessofthementoringsupportssothatcontinuousimprovementstothetrainingprogramaremade .

Eligibility for Individual MentoringThefollowingadministratorsareeligibleforindividualmentoringsupport:

• Noviceadministrators

• AdministratorsnewtoMCPS

• Aspiringprincipals

• AdministratorsseekingmentoringthroughtheProfessionalDevelopmentPlanningprocess

• Administratorslinkedwithmentorsthroughtheevalua-tionandsupervisionprocess

• Administratorsnewtoaschoollevel

• Administratorsnewtoacentralofficeposition

Accessing Individual MentorsIndividualmentorsareaccessedthroughtheOfficeofHumanResourcesandDevelopmentwiththeapprovalofthedirectsupervisor .TheImplementationTeamwillcontinuouslyevaluatethementoringprogramanditsprocesses .

ConclusionMentoringisaresearch-basedmethodfordevelopingtheknowledge,skills,andabilitiesofadministratorstobeeffectiveleaders .Thisisakeycomponentinhelpingadministratorsandsupervisorsmeettheprofessionalgrowthcriteriainstandardfive .Havingavarietyofstruc-turesformentoringmeetstheneedsofadministratorsatdifferentcareerstages .

A&S PGS Handbook 2011–2012 Recognition —13

Recognition

VisionThesuccessofanyorganizationdependsuponthequal-ityofthepeoplewhodevotetime,skills,andenergiestothepursuitofexcellence .AnessentialelementoftheAdministrativeandSupervisoryProfessionalGrowthSystem(A&SPGS)istheidentification,recognition,andcelebrationofadministratorsandsupervisorswhomakesignificantcontributionstoourschoolsystem .Therecog-nitioncomponentprovidesastructureforstakeholderstohighlighttheindividualachievementsofA&Sstaffinapositiveandsupportivemannerconsistentwithaprofes-sionallearningcommunity .

MCPSrealizesthatitsleadershipstandardscarryhighexpectationsforperformance .Thebehaviorsthatemploy-eesdisplaywhichmeettheleadershipstandardsaresig-nificantandaddvaluetotheorganization .

ByaddingarecognitioncomponenttotheA&SPGS,theschoolsystemmotivatesandencouragesthishighlevelofperformancebyadministratorsandsupervisors .SupportandacknowledgementofA&Spersonnelgivescredibilitytotheimportanceoftheirworkwithintheschool,centraloffice,andcommunityatlarge .

Recognitionalsoassistsinattractingandretainingthemostqualifiedindividualstoadministrativeandsuper-visorypositions .IndividualsaredrawntoMCPSbecauseitdemonstratesinavisiblemannerthattheworkofitsemployeesisrespectedandacknowledged .

Activities Worthy of RecognitionTheroleoftherecognitioncomponentistoidentifyanddistinguishthosepractices,performances,andachieve-mentsthatareattainedbyanindividual .Byhighlightingtheseaccomplishments,thesystemissettingthestan-dardforexcellence .Itemstobeusedforrecognitioncaninclude,butarenotlimitedto,thefollowing:

• Achievingexceptionalresultswithsysteminitiatives

• Displayingthecharacteristicsofoutstandingleadership

• Performinganactofheroism(safety)

• Earningadoctoraldegree

• Developinginnovativeorcreativeideas

• Developingpartnershipswithhighereducation,busi-ness,orcommunity

• ReceivingawardsoutsideofMCPS

• Publishinginprofessionaljournals

• Presentingataprofessionalconference

• Holdingofficeinaprofessionalorganization

• ServingasAPcoach

• Traininganintern

• Actingasamentor

• Servingonschoolsystemcommittees,taskforces,etc .

• Developingin-housealternativeprograms

• Completinguniqueassignments

• Teachingprofessionalcourses

• ServingspecifiedyearsinMCPS

Methods of RecognitionAllsupervisorshavearesponsibilitytoidentifyandhigh-lighttheindividualachievementsofthepeoplewhomtheysuperviseorwithwhomtheycollaborate .Formalandinformalmethodsofrecognitionbysupervisorsareexpected .Feedbackfromsupervisorsisbothimmedi-ateanddirectsothatemployeesknowthattheirpositivecontributionsarevalued .Inadditiontorecognitionfromsupervisors,allMCPSemployeesareencouragedtonomi-natetheirpeersforrecognition .Recognitioncouldtakeavarietyofformsthatinclude,butarenotlimitedto,thefollowing:

• ExtendedLeadershipProgramsupport

• Substitutesforadministrators

• Monetaryawards

• ABCDAward

• Lettersofappreciation

• Recognitionatacluster,A&S,orBoardofEducationmeeting

• Additionalfundingtoschooloroffice

• Considerationwhenapplyingforpromotions

• Plaques,certificates,orothersuchawards

• Travelopportunityforprofessionalgrowth

• ArticlesintheMCPSBulletin,newspapers,orMCPSwebsite

• Alternativeassignmentstopursueprofessionalopportunities

• Increasedleadershipopportunities

ConclusionItisimportanttotaketimetohighlightandrecognizetheachievementsandcommitmentofindividualswhocontributetoraisingthebarinthepursuitofexcellence .Celebratingindividualaccomplishmentsfostersandsus-tainsanenvironmentthatsupportsemployeeeffective-ness .Recognitionandappreciationforworkwelldoneareanexpectationasapartofourculture .MCPSiscommit-tedtotherecognitionofitsA&Semployees,asexempli-fiedinitsstrategicplananditsBaldrige-guidedSystemImprovementPlanningProcess .

A&S PGS Handbook 2011–2012 Leadership Standards, Criteria, and Descriptive Examples —15

Leadership Standards, Criteria, and Descriptive Examples

PrincipalsThesixleadershipstandardsthathavebeenestablishedfortheAdministrativeandSupervisoryProfessionalGrowthSystem(A&SPGS)arefurtherdefinedbyperfor-mancecriteriaforthepurposeofsupportingallcompo-nentsoftheA&SPGS .Thesecomponentsincludeattract-ing,recruiting,mentoring,developing,evaluating,andrecognizing .Descriptiveexamplesofwhataprincipalmightbedoinginordertomeetaspecificstandardand

itscriteriaareprovided .ThepurposeofthedescriptiveexamplesistocreateasamplepictureofwhatbeingaprincipallookslikewhenitmeetsordoesnotmeettheMCPSstandards .These descriptive examples are not intended to isolate behaviors in a checklist or to suggest that every principal is expected to be doing everything that is described.Theydefinearangeofbehaviorsandareintentionallydesignedtoreflectahighstandardofperformance .

Standard I: The principal is an educational leader who promotes success for all students as he/she facilitates the development, articulation, implementation, and stewardship of a vision of teaching and learning that is shared and supported by the school community.

Performance Criteria1 . Theprincipalprovidesleadershipandfacilitatesasharedvisionofteachingandlearningthatsupportsachievement

forallstudents .

2 . Theprincipalensuresthatthesharedvisionisdeveloped,articulated,andimplementedinacollaborativeprocessthatinvolvesallstakeholders .

3 . Theprincipalfacilitatesthedevelopmentoftheleadershipcapacityofstakeholderstosharetheresponsibilityoftheworkoftheschoolimprovementprocesstowardtherealizationofthevision .

4 . TheprincipalensuresthattheschoolimprovementprocessisalignedwiththeMCPSstrategicplan,andisbasedondata .

5 . Theprincipalalignsprograms,practices,andresourcestosupporttheteachingandlearningprocess .

6 . Theprincipalfacilitatesanongoingcollaborativeprocesstomonitor,evaluate,andreviseprogramsandpracticesbasedonmultiplesourcesofdata .

7 . Theprincipalfostersasharedcommitmenttohighstandardsofteachingandlearningwithhighexpectationsforachievementforall .

Examples of evidence of facilitation, articulation, implementation, and monitoringThe principal—

MEETS STANDARD DOES NOT MEET STANDARD

Facilitatesanannual,collaborativeprocessfordevelopingandrefiningtheschool’svisionofhighstandardsofteach-ingandlearningwithallstakeholders

Doesnothaveacollaborativeprocessinplaceforannualreviewofthevision;discouragesorignoresstakeholderinput

Establishespracticeswhichkeeptheschool’svisionintheforefrontincollaborativedecisionmaking;engagesthecommunityinsupportingstudentlearning

Neitherestablishesnormaintainspracticeswhichkeeptheschool’svisionintheforefrontincollaborativedeci-sionmaking;rarelyorneverengagesthecommunityinsupportingstudentlearning

Usesrelevantdemographicandachievementdataindevelopingthevision

Rarelyorneverusesrelevantdemographicandachieve-mentdataindevelopingthevision

16 —Leadership Standards, Criteria, and Descriptive Examples A&S PGS Handbook 2011–2012

Developsaplanforclearlyarticulatingtheobjectivesandstrategiessupportingthevisiontoallstakeholders

Doesnotdevelopaplanforclearlyarticulatingtheobjectivesandstrategiessupportingthevisiontoallstakeholders

Ensuresthatthevisionispresentedtoanddiscussedwithparentsandthecommunityinavarietyofways(e .g .,back-to-schoolnight,theschool’swebsite,monthlyPTAmeetingsandotherparentandcommunityforums,par-entnewslettersandotherwrittenformats)

Communicatesrarelyorincompletelywithparentsandthecommunityregardingthevision;useslimitedmeth-odstocommunicatethevision

Ensuresthatthevisionispresentedtoanddiscussedwithstaffinavarietyofways(e .g .,pre-servicedaytrainingsessions,staffmeetings,teamdiscussions,teacherconfer-ences,staffbulletins,andelectroniccommunicationswithstaff)

Communicatesrarelyorincompletelywithstaffregard-ingthevision;useslimitedmethodstocommunicatethevision

Ensuresthatthevisioniscommunicatedtostudentsinage-appropriatelanguageandisvisiblethroughouttheschool

Communicatesrarelyorincompletelywithstudentsregardingthevision;doesnotuseage-appropriatelan-guagetocommunicatethevisiontostudents;doesnotensurethatthevisionisvisiblethroughouttheschool

Communicateskeybeliefsaboutstudentlearningtostudents,staff,andparents: • Learningisimportant • Allstudentscanlearn • Wemustnotgiveuponstudentsandtheirlearning • Effectiveeffortleadstostudentachievement

Sendsmessagestostudents,staff,andparentsthatdonotsupportstudentlearning;communicationsconveythatthesemessagesareimportantforsomegroups,butnotothers

Workswithallstakeholderstoestablishclearandmeasur-ablegoalsforstudentlearning

Rarelyorneverworkswithallstakeholderstoestablishgoalsthatareclearandmeasurable

Ensuresthatallstakeholdershavethenecessaryknowl-edgeandskillstodevelop,implement,andmonitortheschoolimprovementplanandgoals

Allowsstakeholderparticipationindevelopment,imple-mentation,andmonitoringoftheschoolimprovementplanwithoutprovidingnecessaryinformationortrainingtothem

Convenestheschoolimprovementprocessteaminaccor-dancewithMCPSprocedures;establishesagendasthatfocusontheschool’svisionandMCPSstrategicplan

InadequatelyimplementsMCPSproceduresregardingtheschoolimprovementprocess;rarelyorneverestablishesagendasthatfocusontheschool’svisionandMCPSstra-tegicplan

Monitors,evaluates,andrevisestheschool’simprovementprocessplanonanongoingbasis;revisesschoolgoalscol-laborativelyusingMCPSstrategicplanatallstages

Neithermonitorsnorevaluatesnorrevisestheschool’simprovementprocessplan;rarelyorneverusesacollab-orativeprocesstoreviseschoolgoals;payslimitedornoattentiontoMCPSstrategicplanwhenmonitoring,evalu-ating,orrevisingtheschool’simprovementprocessplan

Analyzesandpresentsdatafromavarietyofsourcesastheyrelatetostudentachievementandschoolimprovement

Rarelyorneveranalyzesnorpresentsdata

Workscollaborativelywithstakeholderstodevelopapro-cesstoovercometheobstaclestoachievingtheschool’svisionofhighstandardsofteachingandlearning

Rarelyorneverworkscollaborativelywithstakeholderstodevelopaprocesstoovercomeobstaclestoachievingtheschool’svisionofhighstandardsofteachingandlearning;allowsobstaclestointerferewithteachingandlearning

Usesavarietyofmethodstocommunicateprogresswithstakeholdersaboutpracticesandaccomplishments .MonitorsinstructionalprogramsregularlyforalignmentwithMCPSstrategicplan

Rarelyornevercommunicatesprogressaboutpracticesandaccomplishmentswithstakeholders .RarelyornevermonitorsinstructionalprogramsforalignmentwithMCPSstrategicplan

Ensuresthatprogramsandlearningopportunitiesareavailableforallstudents

Allowspracticesthatinhibitstudentsfromparticipatinginprogramsandlearningopportunities

Usesinputfromstaffandotherstakeholdersregardingcurriculumimplementation,schedulemodifications,andotherresourcestosupporthighstandardsforteachingandlearning

Resistseffortsbystaffandotherstakeholderstoprovideinputregardingcurriculum,schedulemodifications,orotherresources

Schedulestimethroughouttheschoolyearforstakehold-erstoevaluate,reflecton,andrevisetheirassumptions,beliefs,andpracticesofteachingandlearning

Rarelyorneverschedulestimeforstakeholderstoevalu-ate,reflecton,andrevisetheirassumptions,beliefs,andpracticesofteachingandlearning

Identifiesandprovideshumanandmaterialresources,basedontheschool’sallocation,toachievetheschool’svisionofhighstandardsforteachingandlearning

Neitheridentifiesnorprovideshumanandmaterialresourcestoachievetheschool’svisionofhighstandardsforteachingandlearning

Providesopportunitiesduringtheschoolyearforstafftoparticipateinprofessionaldevelopmentspecificallytiedtotheschool’svisionandMCPSstrategicplan

Rarelyorneverprovidesopportunitiesforstafftopartici-pateinprofessionaldevelopmentspecificallytiedtotheschool’svisionandMCPSstrategicplan

Standard II: The principal is an educational leader who promotes success for all students as he/she nurtures and sustains a school culture of professional growth, high expectations, and an instructional program conducive to student learn-ing and staff professional growth.

Performance Criteria1 . Theprincipaldemonstratesandpromoteshighexpectationsfortheachievementofallstudents .

2 . Theprincipalpromotesaschoolclimatefocusedonteachingandlearning .

3 . Theprincipalarticulates,supports,andmonitorstheeffectiveimplementationofcurriculum,assessment,andinstruction—allofwhichareevidencedinstudentoutcomes .

4 . Theprincipalleadsthecontinuousimprovementofinstructionthroughacollaborative,data-drivenanalysisofstu-dentlearning .

5 . Theprincipalencouragestheuseofadultlearningconceptsandprofessionaldevelopmentprocessestobuildapro-fessionallearningcommunity .

6 . Theprincipalcultivatesaschoolclimatethatvaluesintellectualcuriosityandrecognizesthediverseneedsandstrengthsoflearners .

7 . Theprincipalensuresthattheprofessionalgrowthsystemsforallstaffareimplementedwithquality .

Examples of evidence of high expectations for student learning and staff professional growthThe principal—

Encouragesallstudentstoexcel;evidenceofrecognitionofstudentworkandacademicprogressisvisibleinclass-roomsandhallways(e .g .,postingofstudenthonorroll);contributionsofstudentsfromdiversebackgroundsaredisplayed

Rarelyorneverencouragesallstudentstoexcel;doesnotensurethatevidenceofrecognitionofstudentworkandacademicprogressisvisible;allowscontributionsofonlysomegroupsofstudentstobedisplayed

InterpretsandcommunicatesMCPSassessmenttargetsfortheschoolandmonitorsinstructioninsupportofattainmentofthetargetsforallgroupsofstudents(e .g .,racial/ethnicgroupmembership,gender,disabilities,socioeconomicbackground,Englishlanguagefluency)

InadequatelyinterpretsandcommunicatesMCPSassess-menttargetsfortheschool;rarelyornevermonitorsinstructioninsupportofattainmentofthetargetsforallgroupsofstudents

Createsandmaintainsaschoolclimatethatencouragesstudentsandstafftotakeintellectualrisks(e .g .,partici-patefreelyindiscussions,offeropinions,brainstormsolu-tions,respectothers’views)

Allowsaschoolclimatethatdiscouragesstudentsandstafffromtakingintellectualrisks

Usesamultiyearprocesstomonitortheschool’sprogressovertimeinmeetingstateandcountyperformancestan-dards,suchasattendance,graduationrates,andassess-mentsincludedinthesystemofsharedaccountability

Doesnothaveamultiyearprocessinplacetomonitortheschool’sprogressovertimeinmeetingstateorcountyper-formancestandards

Usesclassroomobservationsandmonitorsformativeassessmentdatatoensurethatteachersuseflexiblegroupingpractices

Neitherusesclassroomobservationsnormonitorsforma-tiveassessmentdata;allowsteacherstoavoidusingflex-iblegroupingpractices

Ensuresthatstaffmeetingsandotherprofessionaldevelopmentopportunitiesfocusonissuesofstudentachievement

Allowsstaffmeetingsandotherprofessionaldevelopmentopportunitiestofocusontopicsthatarenottiedtostu-dentachievement

Obtainsfeedbackfromstakeholdergroupsinavarietyofways;usesfeedbacktoimproveschoolclimate

Useslimitedmethodstoobtainfeedback;rarelyorneverusesfeedbacktoimproveschoolclimate

Monitorsstaffdiscussions,reflectionupon,andimple-mentationofthepracticesandstrategiesofskillfulteaching

Neithermonitorsstaffdiscussions,norreflectionsupon,norimplementsthepracticesandstrategiesofskillfulteaching

Holdsteachersaccountableforemployingavarietyofinstructionalstrategiestorespondtothediverselearningneedsandstrengthsofstudents

Doesnotholdteachersaccountableforemployingavari-etyofinstructionalstrategiestorespondtothediverselearningneedsandstrengthsofstudents;allowsteacherstousealimitednumberofstrategies

ExhibitsskillinObservingandAnalyzingTeaching(OAT)language,format,andprinciplesinclassroomobservations,conferences,andmonitoringcurriculumimplementation;providesfocusedfeedbacktoteachers

DoesnotexhibitskillinOATlanguage,format,andprinciplesinclassroomobservations,conferences,andmonitoringcurriculumimplementation;doesnotprovidefocusedfeedbacktoteachers

Workswithschoolleaders(e .g .,leadershipteam,resourceteachers,gradelevel/teamleaders,exemplaryteachers,staffdevelopmentteacher(SDT),readingspecialist,mathcontentcoach)tomonitorcurriculumimplementationandprovidefeedbacktoteachers

Rarelyorneverworkswithschoolleaderstomonitorcur-riculumandprovidefeedbacktoteachers

Maximizesinstructionaltime;limitsdisruptionstoinstruc-tionaltime(e .g .,announcements,visitors,assemblies,meetings,noiseinhallwaysoroutsideschool)

Allowsannouncements,visitors,oroutsideeventstocon-sumeinstructionaltime

Usesformalandinformalclassroomvisitstomonitorinstruction,observestudentbehavior,andmonitorstu-dentlearning

Rarelyorneverusesformalandinformalclassroomvisitstomonitorinstruction,observestudentbehavior,andmonitorstudentlearning

Ensuresthatformativeandsummativeassessmentsarealignedwithcurriculumandinstruction

Allowsformativeandsummativeassessmentstobeusedthatarenotwellalignedwithcurriculumandinstruction

Monitorsstaffparticipationincurriculum-relatedstaffdevelopmentandin-servicetraining

Rarelyornevermonitorsstaffparticipationincurriculum-relatedstaffdevelopmentandin-servicetraining

Articulatestoparents/communitytheimportanceofteacherparticipationinprofessionaldevelopmentforeffectiveclassroominstructionandcurriculumimplementation

Rarelyornevercommunicatestoparents/communitytheimportanceofteacherparticipationincurriculum-relatedprofessionaldevelopment

Maintainsknowledgeofresearchongoodteachingprac-ticesandhowtheypromotestudentachievement

Makeslimitedornoefforttomaintainknowledgeofresearchongoodteachingpractices

Analyzesandrespondstoavarietyofdataonstudentprogressandachievement(e .g .,reportcardgrades,for-mativeassessments,end-of-courseexams,achievementtestsresults)forallgroupsofstudents

Neitheranalyzesnorrespondstodataonstudentprogressandachievement;basesanalysesandresponsesononlylimiteddatasources;analyzesandrespondstodatafortheschoolasawhole,notforseparategroups

Usesavailabletechnology(e .g .,datawarehouse,SIMS,IMS)tomonitorcurriculumimplementationandstu-dentprogress;holdsresourceteachersandteamleadersaccountableforunderstandingandusingtechnologyfordataanalysis

Rarelyorneverusesavailabletechnologytomonitorcur-riculumimplementationandstudentprogress;allowsresourceteachersandteamleaderstoavoidusingtech-nologyfordataanalysis

Providesopportunitiesforstafftoanalyzeanddiscussmultiplesourcesofdataandinformationtomonitorstudentachievementandplanforimprovement(e .g .,professionaldevelopment,staffmeetings,evaluationconferences)

Rarelyorneverprovidesopportunitiesforstafftoanalyzeanddiscussmultiplesourcesofdataandinformationtomonitorstudentachievementandplanforimprovement

Sharesstudentprogress/achievementdatawithparentsandthecommunity,andsolicitsinputfromthemregard-ingimprovement

Sharesneitherstudentprogressnorachievementdatawithparentsandthecommunity;rarelyorneversolicitsinputfromparentsandthecommunity

Workswiththestaffdevelopmentteacher(SDT)toprovidejob-embeddedstaffdevelopmenttoteachersthroughavari-etyofmethods(e .g .,staffmeetings,peervisitswithreflec-tion,SDTtrainingsessions,studygroups,actionresearch,professionaldevelopmentdays)

Rarelyorneverworkswiththestaffdevelopmentteacher,orworksinalimitedwaytoprovidejob-embeddedstaffdevelopmenttoteachers

Providesopportunitiesforfacultydiscussionsofandreflectionsonresearchonteachingandlearning

Rarelyorneverprovidesopportunitiesforfacultytomeet,discuss,orshare

Motivatesstafftolearnandpursueeffectivepracticesthatfocusonstudentlearning;providesopportunitiesforstafftopursueprofessionalgrowth

Showslittleornoconcerninmotivatingstafftolearnandpursueeffectivepracticesthatfocusonstudentlearning;rarelyorneverprovidesopportunitiesforstafftopursueprofessionalgrowth;doesnotprovidestaffwithinforma-tionaboutopportunities

Ensuresthatmentoringopportunitiesareavailableforstaffnewtotheschool;providessupportforstaffinneedofassistance

Doesnotmakementoringopportunitiesavailabletonewstaff;rarelyorneverprovidessupportforstaffinneedofassistance

Solicitsinputfromteachersandtheschoolleadershipteamregardingtheirprofessionaldevelopmentneedsanddesignofprofessionaldevelopmentdays

Rarelyorneversolicitsinputfromteachersandtheschoolleadershipteam;orsolicitsfeedbackfromselectedmem-bersonly

MakesappropriateandeffectiveuseofthePeerAssistanceandReview(PAR)processinreferralsandimplemen-tation;monitorsthePARprocessforteacherswhoareservedbyit

MakesinappropriateandineffectiveuseofPARinrefer-ralsorimplementation;rarelyornevermonitorsthePARprocessforteachersbeingserved

WorkswiththeSDTtoensurethateachstaffmemberhasanappropriateprofessionaldevelopmentplan(PDP);monitorsindividuals’progresstowardPDPgoals

DoesnotworkwiththestaffdevelopmentteachertoensurethateachstaffmemberhasanappropriatePDP;rarelyornevermonitorsindividuals’progresstowardPDPgoals

Solicitsinputfromandcollaborateswithspecialprogramstaff(e .g .,accelerated/enrichedinstruction,specialedu-cation,ESOL)toacquireresourcessuchasmaterialsandmodellessonstomeetthediverselearningneedsandstrengthsofstudents

Neithersolicitsinputfromnorcollaborateswithspecialprogramstafftomeetthediverselearningneedsandstrengthsofstudents

Standard III: The principal is an educational leader who promotes success for all students as he/she ensures the management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

Performance Criteria1 . Theprincipalmobilizespeopleandcoordinateseffortstoimproveeducationalandsupportpracticestoachievetar-

getedresults .

2 . Theprincipaldevelopsandsupervisesefficientprocessesinordertomaximizetimeforinstructionalleadership .

3 . Theprincipalmanageshumanandmaterialresourcestocultivateandsupportasafeandhealthyschoolenvironment .

4 . Theprincipalensuresthatresourcesarealignedwiththeschoolimprovementplanandthestrategicplanoftheschoolsystem .

5 . Theprincipalbuildsthecapacityoftheorganizationandstafftorespondtotheneedsofstudentsinarapidlychangingschoolenvironment .

Examples of evidence of management of processes, practices, and resourcesThe principal—

Usesaresearch-based,systemicprocess(e .g .,FrameworkforTeachingandLearning,Baldrige,10-stepprocess,etc .)withMCPSlook-forstoguidecontinuousimprovement;ensuresthattheprocessisongoing

Plansforschoolimprovementwithoutattentiontoresearchorsystemicprocesses;processissporadic

Implementsprocessestosupervisestaffeffectivenessonestablishedperformancecriteria

Rarelyorneverimplementsestablishedprocesses

Developsindividualsorteamstohandlekeyaspectsofschoolmanagement

Doesnotdevelopmanagementskillsamongthestaff

Delegatesresponsibilitiestoavarietyofappropriatestaff Doesnotdelegateresponsibilities;delegatesresponsibil-ityonlytoalimitedfew

Effectivelyimplementsestablishedtestingprotocols Inadequatelyimplementstestingprotocol;inadequatelyaddressesviolationsofprotocol

Supportsamasterschedulewithabalancedprogramoflearningopportunitiesforallstudents;monitorsassignmentofstudentstoclasses/staffthatbestmeetstudents’needs

Acceptsamasterschedulethatlimitslearningopportuni-ties;doesnotmonitorassignmentofstudentstoclasses/staff

Organizesinstructionalteams/supportgroupstomeetstudents’needs

Rarelyorneverorganizesinstructionalteams/supportgroupstomeetstudentneeds

Selectsanddevelopsinstructionalteamleaderswhohavethecapacitytomotivateothers,makedecisions,andcreatechange;cultivatesleadershipfromwithintheschool’sstaff

Selectsteamleaderswholackessentialleadershipormotivationalskills;doesnotprovideopportunitiesforleadershipdevelopmentwithintheschool’sstaff

Activelyparticipatesontheschoolimprovementteam;selectsrepresentativestakeholders(balancedfordiver-sity)todevelopandmonitortheschoolimprovementplan(SIP)

Isnotactivelyinvolvedintheschoolimprovementteam;createsateamthatdoesnotincluderepresentativestake-holders;failstomonitortheschoolimprovementprocess

EvaluatesprogramsintheschoolfortheirrelevancetotheSIP;usesavailabledatafromcountywideandschool-basedassessmentasaformofcontinualprogramevaluation

AcceptsprogramsintotheschoolwithoutevaluatingtheirrelevancetotheSIP;doesnotuseavailabledatatoevalu-ateprograms

Usestechnologytools(e .g .,spreadsheets,schedulingsoft-ware,financialsoftware,behaviormanagementsoftware,thedatawarehouse)tomanageschooloperationsandstreamlinetasks

Rarelyorneverusestechnologytoolstomanageopera-tionsandstreamlinetasks

Communicatestoallstakeholdersandimplementsclearandcomprehensiveattendanceandbehaviormanage-mentprocessesthatresultinincreasedteachingandlearning

Neithercommunicatesnorimplementsclearandcom-prehensiveattendanceandbehaviormanagementpro-cesses;attendanceandbehaviorissuesinterferewithclassroominstructionandlearning

Usestheadministrativeandmanagementsupportser-vicesprovidedbyMCPS(e .g .,datawarehouse,transporta-tionservices,foodservices,employeeassistance,humanresources,staffdevelopment)

RarelyorneverusestheadministrativeandmanagementsupportservicesprovidedbyMCPS

Developsandcommunicatesclearexpectationsandresponsibilitiesforstaffinrespondingtoschoolsafetyandstudentdisciplinematters

Neitherdevelopsnorcommunicatesclearexpectationsorresponsibilitiesforstaffinrespondingtoschoolsafetyandstudentdisciplinematters

Communicatesrelevantandtimelyinformationregard-ingschoolsafetyanddisciplinetostudents,parents,andtheschoolcommunityinregularcorrespondence(e .g .,newsletters,schoolbulletins,meetings)innecessarytranslations

Communicatesrarelyorincompletelytostudents,par-ents,andtheschoolcommunityregardingmattersofschoolsafetyanddiscipline

Ensuresthatemergencydrills(e .g .,fire,codeblue,codered)areconductedinconformancewithregulationspro-videdbytheMontgomeryCountyfiremarshal

Doesnotcomplywithemergencydrillregulations

Forms,trains,andmeetswithanon-siteemergencyteam(OSET);implementseffectiveemergency/crisisplans

Neitherforms,nortrains,normeetsregularlywithOSET;inadequatelyimplementsemergency/crisisplans

Establishesprocessesfor,providesdirectionto,anddel-egatesresponsibilitiestobuildingservicesandsecuritystaff(ifapplicable)tomaintainacleanandsafebuilding

Doesnotensurethatbuildingservicesandsecuritystaffareclearontheirresponsibilities;allowsbuildingandgroundstodeteriorate;inadequatelymonitorstheimple-mentationofsafetyprocedures

Ensuresthatstaffmonitorsimmunizations,bloodsafety,andhealthregulations;communicateswithstaffregard-inghealthissues

Rarelymonitorsimplementationofhealth/safetyregula-tions;doesnotcommunicatewithstaffregardinghealthissues

Ensuresthatstaffmembersmonitorbusschedules,load-ing,andunloading

Doesnotensurethatbusloadingandunloadingarecon-sistentlymonitored

Maintainstheintegrityofdesignatedpositions(e .g .,staffdevelopmentteacher,mathcontentcoach)

Usesdesignatedpositionstofulfillotherschoolresponsibilities

Prioritizesfundingallocations(humanandmaterial)tosupporttheinstructionalprogramandschoolimprove-mentgoals

Allowsfundingallocationstobeusedforpurposesthatdonotsupporttheinstructionalprogramandschoolimprovementgoals

Identifiesresources(e .g .,grants,businesspartners,volun-teers)tosupporttheSIPgoals

DoesnotpursueresourcesoutsideMCPStosupporttheSIPgoals

Recognizestheevolvingneedsoftheschool(e .g .,changesinthestudentpopulation,conditionofthephysicalplant)andplanstoaddresstheseneeds

Rarelyorneverplanstoaddressevolvingneeds

Applieschangetheoryprinciplestosupportcollabora-tivedecisionmaking(e .g .,formingtaskforces,identifyingleadershipinstaffandtheschoolcommunity,establish-inganactionplanwithtimelines)

Rarelyorneverapplieschangetheoryprinciplestosup-portcollaborativedecisionmaking

Providesstructuresandprocessesthatpromoteeffectivecommunicationandtimelyresolutionofconflicts;estab-lishesandmaintainsregularprocedureswherebystudentsandstakeholdersareabletocommunicateconcerns

Doesnotprovidestructuresandprocessesthatpromoteeffectivecommunicationandtimelyresolutionofcon-flicts;neitherestablishesnormaintainsregularproce-dureswherebystudentsandstakeholdersareabletocom-municateconcerns

Standard IV: The principal is an educational leader who promotes success for all students as he/she collaborates with the school staff and other stakeholder groups, including students, families, and community members.

Performance Criteria1 . Theprincipalensurestheinvolvementofstaffandotherstakeholdergroups,includingstudents,families,andcom-

munitymembersincontinuousimprovementprocessesanddecisionmaking .

2 . Theprincipalembracesandusesavailablefamilyandcommunityresourcestoprovidesupportandachieveschoolgoals .

3 . Theprincipalencouragesanddevelopscollaborativepartnershipstostrengthenprogramsandsupportschoolgoals .

4 . Theprincipalidentifies,nurtures,andincludesstakeholdersfromdiversebackgroundsandethnicitiesintheworkandcultureoftheschool .

5 . Theprincipalrecognizesindividualandgroupdifferencesandtreatsallstakeholderswithrespect .

Examples of collaboration with school staff and other stakeholder groupsThe principal—

Involvesprofessionalandsupportingservicesstaffindecision-makingandcontinuousimprovementprocesses

Rarelyinvolvesprofessionalandsupportingservicesstaffindecision-makingandcontinuousimprovementprocesses

Presentsinformationtostaffandsolicitsfeedbackthroughavarietyofmethods(e .g .,staffmeetings,workgroups,teammeetings,departmentmeetings)priortomakingchangestoexistingprograms/processesorpriortoadopt-ingnewones

Rarelyorneverpresentsinformationtoorsolicitsfeed-backfromstaffpriortomakingchangestoexistingpro-grams/processesoradoptingnewones

Solicitsinputfromstakeholdergroupsthroughavarietyofmethods(e .g .,focusgroupdiscussions,studycircles,advisorygroups,meetingswithparentsandtheschoolcommunity)toidentifyandsolveproblemsandachieveschoolgoals

Useslimitedmethodstosolicitinput

Ensuresthattheschoolimprovementplan(SIP)teammembershipincludesallstakeholdergroups;stakehold-ersarepresentatmeetingsandactivelyinvolved;periodicreviewsoftheSIPcontainevidenceofthisinvolvement(e .g .,agendas,attendancerosters,minutes,observationsofmeetings)

EstablishesanSIPteamthatdoesnotrepresentallstake-holdergroups;attendanceofseveralstakeholdersislim-ited;stakeholderswhoattenddonotparticipateactivelyinmeetings

Utilizesvaliddatafromstaff,student,andparentschoolsurveys,suchasenvironment,Baldrige,andothers,tocel-ebratesuccessesandengageinproblem-solvingwithstaffandotherstakeholders

Doesnotsharevalid,completedatafromstaff,student,andparentschoolsurveys,suchasenvironment,Baldrige,andothersurveys,withallstaffandotherstakeholders .Doesnotallocatetimefordiscussionofthedata .Failstoestablishanyprocessforinvolvingschoolstaff,parents,orstudentsinusingsurveydatatomakechangesinschoolstructure,plans,orprocesses

RecruitsandworkstowardretainingstaffwhoreflectthediversityoftheMCPScommunity

Makeslimitedornoattemptstorecruitandretaindiversestaffmembers

RecruitsandworkstowardretainingschoolleadershipteammembershipthatreflectsthediversityoftheMCPScommunity

Makeslimitedornoattemptstorecruitandretaindiversemembersoftheleadershipteam

Establishesamultifacetedprogramofcommunityrela-tions;usesavarietyofrecruitmentstrategiestoinviteactiveparticipationfromrepresentativecommunitymembers

Establishesaminimalprogramofcommunityrelations;useslimitedstrategiestorecruitcommunitymembersforschoolactivities;reliesoninputfromalimitednumberofcommunitymembers

Ensuresthatstakeholdermeetingsareheldattimesandinlocationsthatmakethemeasilyaccessibletoall

Schedulesmeetingsattimesandinlocationsthatinter-ferewiththeattendanceofallstakeholders

Communicateswithstakeholdersandarticulatestrendsthataffectthecommunitythroughavarietyofmethods(e .g .,networkingmeetingswithparents,newsletters,bul-letins,e-mail,webpages);providescommunicationsinthepredominantlanguage(s)usedinthecommunity

Reliesprimarilyonwrittencommunication;rarelyorneverprovidescommunicationsinthepredominantlanguage(s)usedinthecommunity

Maintainshighvisibilityinthecommunitybyreachingouttoandsupportingthecommunity(e .g .,viaOfficeofSpecialEducationandStudentServices,PTA/otherparentadvocacygroups,othercommunityorganizations)

Rarelyorneverreachesouttoorsupportsthecommunity

Articulatesaclearprocessforusingoutsideresourcestofosterstudentachievement;solicitsfunds/seeksgrantsfromavarietyofsources(e .g .,community,civicgroups,localgovernment,businessfoundations)tosupportSIPgoalsandinitiatives

Rarelyornevercommunicatesaclearprocessforusingoutsideresourcestofosterstudentachievement;rarelyorneversolicitsfundstosupportSIPgoalsandinitiatives

Collaborateswithcommunityagenciestoacquirehealth,social,orotherservicesthatstudentsneed;refersfamiliestocommunityagenciesasneeded

Rarelyornevercollaborateswithcommunityagenciestoacquireservicesormakereferrals

Establishespartnershipswithbusinessandcommunitygroupstoobtainfinancialsupport,materials,andmentorsforstudentsandstaff

Doesnotestablishpartnershipswithbusinessandcom-munitygroupstoobtainfinancialsupport,materials,andmentorsforstudentsandstaff

Establishespartnershipswithhighereducationinstitu-tionstofosterprofessionaldevelopmentofstaffandmen-torsforstudentsandstaff

Doesnotestablishpartnershipswithhighereducationinstitutions

Acceptsopportunitiestopilotcommunity-basedpro-gramsorparticipateinresearch(ifapplicable)

Resistseffortsbycommunitygroupstopilotprogramsorconductresearchintheschool

Invitescommunityandbusinessgroupsintotheschoolforavarietyofactivities(e .g .,volunteeringinclasses,par-ticipatingincareerdaysandspeakingengagements,pro-vidingmentorsforservicelearningandinternships)

Rarelyorneverinvitescommunityandbusinessgroupsintotheschooltoparticipateinactivity

Establishesparent/communitygroupstoobtaininfor-mationaboutfamilyandcommunityconcerns,expecta-tions,andneedsapplicabletotheworkandcultureoftheschool;usesinformationobtainedtoaddresstheneedsofdifferentgroups(e .g .,specialeducation,gifted/talented,ESOL)

Rarelyorneverobtainsorusesinformationfromthecommunity

Respectsallgroupsandtheirpriorities;treatsallstake-holdersequitably;respondsequitablytoparent,student,staff,andcommunityconcerns

Respondstosomestakeholdergroupsmorefavorablythanothers

Respondstocommunityrequests(e .g .,resources,prob-lemsolving,useofthebuildingandgrounds)

Doesnotrespondtocommunityrequests

Recognizesandcelebratesdifferencesinculturesthroughstudentwork/displays

Rarelyorneverdisplaysstudentworkrepresentingdiffer-entcultures

Communicateswithallstakeholdersinatimelyandopenmanner

Communicateswithonlysomestakeholders;rarelyornevercommunicatesinatimelymanner;communicatespartialinformationtostakeholders

Treatsallstakeholdersfairly,equitably,andwithdignityandrespect

Displaysdisrespectfulbehaviors;displaysdifferentbehav-iorstowarddifferentgroups

Standard V: The principal is an educational leader who promotes success for all students as he/she models professionalism and professional growth in a culture of continuous improvement.

Performance Criteria1 . Theprincipalestablishestrustanddemonstratesopennessandrespectinrelationshipsanddecision-making

processes .

2 . Theprincipalseeksandusesfeedbackandreflectsonhis/herleadershipandtheimpactithasonotherstakeholders .

3 . Theprincipalestablishescollaborativeprocessesthatpromotecooperationamongdiversegroupsworkingtogethertodevelopandaccomplishcommongoals .

4 . Theprincipaldemonstratesvalues,beliefs,andattitudesthatinspireothers .

5 . Theprincipaldemonstratescommitmenttocontinuousimprovementforstudents,staff,andself .

6 . Theprincipalusesdatafromavarietyofsourcestoassessprofessionalgrowthandcontinuousimprovement .

Examples of evidence of modeling professionalism and professional growthThe principal—

Demonstratesapersonalandprofessionalcodeofethics(e .g .,corevaluesandbeliefssuchashonestyandinteg-rity)informalandinformalsettings

Actsregardlessofcommonstandardsofethical,profes-sionalbehavior/allowspersonalfeelingstointerferewithprofessionalcodeofethicsandcorevalues

Modelslifelonglearningandencourageslifelonglearninginothers

Rarelyorneverseeksoutopportunitiestolearn;doesnotencouragelifelonglearninginothers

Communicateskeybeliefsaboutstudentlearningtostudents,staff,andparents: • Learningisimportant • Allstudentscanlearn • Wemustnotgiveuponstudentsandtheirlearning • Effectiveeffortleadstostudentachievement

Establishesaprocesswherebystakeholderinputiscol-lected,analyzed,andusedforcontinuousimprovement

Doesnothaveaprocessforcollectingandanalyzingstakeholderinputforcontinuousimprovement

Solicits,listensto,andactsoninputfromstakeholdersindividuallyandingroups(e .g .,throughconferences,meetings,surveys,e-mails,telephonecalls)

Rarelyorneversolicits,listensto,oractsoninputfromstakeholders;isunavailableand/orunresponsivetostakeholders

Ensurestheparticipationofallstakeholdersindevelop-ment,implementation,evaluation,andrevisionoftheschoolimprovementplan(SIP)

RarelyorneverinvolvesstakeholdersinexaminationoftheSIP;involvesonlysomegroupsinexaminationoftheSIP

Seeksoutrepresentationfromallstakeholdergroupstoparticipateintheprocessofdecisionmaking

Doesnotseekoutrepresentationfromallstakeholdergroups

Facilitatesaclimateinwhichstaffinputandinnovationareencouragedandvalued

Discouragesorignoresstaffinputandinnovation

Establishesopportunitiesfordepartments,teams,andindividualstomeet,reflect,andhaveinputonsignificantschooldecisions

Establishesfewornoopportunitiesforstafftomeet,reflect,andhaveinputonsignificantschooldecisions

Createsopportunitiesforstafftoassumeleadershiprolesintheschool

Limitsopportunitiesforstafftoassumeleadershiporexpandedrolesintheschool

Motivatesstafftowardhighlevelsofperformance Rarelyornevermotivatesstafftowardhighlevelsofperformance

Modelsrespectfulbehaviors;monitorsthatrespectisper-vasiveamongstaff,students,andtheschoolcommunity

Displaysdisrespectfulbehaviors;displaysdifferentbehav-iorstowarddifferentgroups

Protectstherightsofconfidentialityofindividualstu-dents,staff,andparents

Violatesoriscarelessaboutprotectingconfidentiality

Seeksoutandusesfeedbackfromcolleaguesandstake-holderstoevaluatetheimpactofhis/herownadminis-trativepractice;reflectsonhowtoimproveprocesses;identifiespersonalgoalsinaprofessionaldevelopmentplan(PDP)

Neitherseeksoutnoractsonfeedback;seeksbutdoesnotactonfeedback;setspersonalgoalsregardlessoffeedback

Demonstratesdedication,openness,integrity,andethicalbehaviorandholdsotherstothesenorms

Rarelyorneverdemonstratesdedication,openness,integ-rityandethicalbehavior;doesnotholdotherstothesenorms

Analyzesschooltestdataforevidenceofcontinuousprog-ress;identifiesprioritiesandimplementsprogramsforhis/herprofessionalgrowthandthatofstaff

Doesnotanalyzetestdata;analyzesdatabutimplementsprogramsforprofessionalgrowththatarenotconnectedtothedata;analyzesthedatabutdoesnotimplementprogramssuggestedbythedata

Sharesdatafromavarietyofsources(e .g .,achievement,studentprogress,attendancedata)withstaff,students,andtheschoolcommunity,andsolicitssuggestionsforcontinuousimprovement

Rarelyorneversharesdatawithstaff,students,andtheschoolcommunity;rarelyorneversolicitssuggestionsforcontinuousimprovement;solicitssuggestionsbutdoesnotactonthem

Meetsprofessionalobligationsinacompleteandtimelymanner(e .g .,paperwork,deadlines)

Isoftenlateinmeetingprofessionalobligations;submitsincompleteand/orinaccuratereports

Participatesinrequiredschool,cluster,andsystemwidemeetings;sharesinformationobtainedatmeetingswithschoolstaff

Missesorarriveslatetomeetings;rarelyorneversharesinformationwithschoolstaff

Standard VI: The principal is an educational leader who promotes success for all students as he/she understands, responds to, and influences the larger political, social, socioeconomic, legal, and cultural context.

Performance Criteria1 . Theprincipalexpandspersonalknowledgeanddevelopsabilitiestorespondtocontinuouslychangingpolitical,

social,cultural,andeconomicconditionsthatimpactschoolsandtheschoolsystem .

2 . Theprincipaldevelopsandappliesknowledgeofpolicies,regulations,procedures,andlaws .

3 . Theprincipalparticipatesinthedevelopmentofpolicies,programs,andbudgets .

4 . Theprincipaladvocatesforstudents,staff,schoolcommunity,andtheschoolsystem .

5 . Theprincipalarticulatesthedistrict’sinitiatives,influencestheirimplementation,andparticipatesintheircontinu-ousimprovement .

Examples of understanding, responding to, and influencing the larger political, social, socioeconomic, legal, and cultural contextThe principal—

Demonstratesknowledgeoflocal,state,andnationaledu-cationalandculturaltrends,currentresearch,andbestpractices;appliesthisknowledgetotheschool’sprogramsandoperation

Createsandmaintainsschoolprogramswithoutconsid-erationoflocal,state,ornationaleducational/culturaltrends,bestpractices,orcurrentresearch

InterpretsandcomplieswithMCPSpolicies,regulationsandprocedures,aswellaslocal,stateandfederalman-dates(e .g .,specialeducation,504,searchandseizure,No Child Left Behind)

Misinterpretsand/orinadequatelycomplieswithMCPSpolicies,regulationsandprocedures,aswellaslocal,state,andfederalmandates

Providesnecessaryinformationtoensurethatstudents,staff,andtheschoolcommunityunderstandMCPSpoli-cies,regulations,andprocedures,aswellaslocal,state,andfederalmandates

Rarelyornevercommunicateswithstudents,staff,andtheschoolcommunitytofosterunderstandingofMCPSpolices,regulations,andproceduresaswellaslocal,state,andfederalmandates

Engagesinthepoliticalandsociallifeoftheschoolcom-munityactingasaspokespersonfortheneedsoftheschoolandthestudentpopulation

Avoidsinvitationstoaddresscivicandcommunityorga-nizations .Doesnotknoworinteractwithkeystakehold-ersacrossthebreadthofdemographicsintheschoolcommunity

Balancesparticipationinlocal,state,ornationalprofes-sionalassociationsandorganizationactivitieswithday-to-dayschooloperationsandresponsibilities

Allowsprofessionalorganizationactivitiestosupersededay-to-dayschooloperationsandresponsibilities

Holdsmembershipinlocal,state,ornationalprofessionalassociationsandorganizations;participatesinprofes-sionalgrowthopportunitiesrelevanttoeducation(e .g .,coursework,workshops,conferences,research,studygroups)

Maintainslimitedornomembershipinprofessionalorganizations;rarelyorneverparticipatesinprofessionalgrowthopportunitiesrelevanttoeducation

Participatesinlocalandstatetaskforcesorworkgroups;worksondevelopmentofprograms,policies,orbudgets

Rarelyorneverparticipatesinlocalandstatetaskforcesorworkgroups;rarelyorneverworksondevelopingpro-grams,policies,orbudgets

Communicatesknowledgeofthebudgetprocessanditsimpactonthelocalschooltostudents,staff,andtheschoolcommunity

Provideslimitedorinadequatecommunicationaboutthebudgetprocessanditsimplicationstostudents,staff,andtheschoolcommunity

Activelyadvocatesonbehalfofstudents,staff,andtheschoolcommunityfornecessaryresourcestosupportthegoalsandobjectivesoftheschool(e .g .,atmeetingsoftheBoardofEducation,civicassociations,professionalorga-nizations,countycouncil,budgethearings)

Rarelyorneveradvocatesonbehalfofstudents,staff,andtheschoolcommunityfornecessaryresources

Explainstostudents,staff,andtheschoolcommunityhowthelocalschoolfitsintothelargercontextoftheschoolsystem

Provideslimitedorinadequateexplanationtostudents,staff,andtheschoolcommunityabouthowthelocalschoolfitsintothelargercontextoftheschoolsystem

Involvesstudents,staff,andtheschoolcommunityinworkingtogethertomeetthegoalsoftheschoolsystem’sstrategicplan

Rarelyorneverinvolvesstudents,staff,andtheschoolcommunityinworkingtogethertomeetthegoalsoftheschoolsystem’sstrategicplan

ProvidesfeedbackaboutprogramsandinitiativestoappropriateMCPSoffices;servesoncommittees,taskforces,andfocusgroupsevaluatingMCPSprogramsandinitiatives

RarelyorneverprovidesfeedbackaboutprogramsandinitiativestoappropriateMCPSoffices;rarelyorneverservesoncommittees,taskforces,orfocusgroupstoeval-uateMCPSprogramsandinitiatives

Articulatesalignmentoftheschoolimprovementplan-ningprocesswiththegoalsandinitiativesoftheMCPSstrategicplantostudents,staff,andtheschoolcommunity

DoesnotarticulatealignmentoftheschoolimprovementplanningprocesswiththegoalsandinitiativesoftheMCPSstrategicplan

Monitorstheimplementationandprogressoftheschoolimprovementplan(SIP)andupdatesitasappropriate;ensuresthattheSIPreflectschangingpolitical,social,cul-tural,andeconomicconditions

UpdatestheSIPcursorilyornotatall;maintainsaschoolimprovementplanthatdoesnotreflectchangingpolitical,social,cultural,andeconomicconditions

Assistant Principals, Assistant School Administrators, and Coordinators of School-Based ProgramsThesixleadershipstandardsthathavebeenestablishedfortheAdministrativeandSupervisoryProfessionalGrowthSystem(A&SPGS)arefurtherdefinedbyper-formancecriteriaforthepurposeofsupportingallcom-ponentsoftheA&SPGS .Thepurposeofthedescriptiveexamplesistocreateasamplepictureofwhatbeinganassistantprincipal,assistantschooladministratororcoordinatorofaschool-basedprogramlookslikewhenitmeetsordoesnotmeettheMCPSstandards .Thesedescriptiveexamplesarenotintendedtoisolatebehav-iorsinachecklistortosuggestthateverypersoninoneofthesepositionsisexpectedtobedoingeverythingthatisdescribed .Theydefinearangeofbehaviorsandareintentionallydesignedtoreflectahighstandardofperformance .

Thestandards,performancecriteria,anddescriptiveexamplesincludedhereinaredesignedtobeappliedtoavarietyofadministratorswhohavesimilar,butnotidentical,jobdescriptionsandresponsibilities:assistantprincipals,assistantschooladministrators,andcoordina-torsofschool-basedprograms .Thestandardsandcriteriafortheseadministratorsarealignedwiththeprincipals’standardsandthusservetocreatealinkamongschooladministratorsastheyachievethegoalsoftheirschoolsandsuccessforallstudents .

Intheirroles,assistantprincipals,assistantschooladmin-istrators,andcoordinatorsofschool-basedprogramsfunctionasimportantmembersoftheirschools’leader-shipteams .Theyworkundertheguidanceanddirection

oftheirschoolprincipalsorsupervisors .Theyassistwithmanyofthetasksinvolvedinadministeringandsupervis-ingthetotalschoolprogramandprovidingeducationalleadershipforthestudentsandstaffmembersconsistentwiththeeducationalgoalsofthecommunity .Theirfunc-tionsmayincludeestablishingaclimateconducivetolearning,planningandcoordinatingprograms,decisionmaking,andmonitoringstudentprogress .Itisexpectedthattheydemonstrateinitiativeandbeabletoproblemsolveusingtheirbestprofessionaljudgment .

Distinctionsbetweenandamongthesethreegroupsofadministratorsshouldbeborneinmindastheyareevalu-atedbytheirprincipals/supervisors .Dependingontheschoolstowhichtheyhavebeenassigned,certainrolesandresponsibilitiesmaybeemphasized .Forexample,anelementaryschoolassistantprincipalislikelytobethesecondofonlytwoadministratorsintheschool,whereasthesecondaryschoolassistantprincipalislikelytobeoneofseveralschooladministrators .Principalsassigndutiestotheseadministratorsbasedontheuniquecontextandneedsoftheschool .Coordinatorsofschool-basedpro-gramstypicallyinteractwithfewerteachersandotheradministratorsthandoassistantprincipals .Thus,someofthedescriptiveexamplesmaynotapplytospecificadministrativepositionsorthepeoplefillingthepositions .Itisrecommendedthatprincipals/supervisorsreviewwiththepersonbeingevaluatedthedescriptiveexamplesandselectthosethatmostdirectlyapplytothepositionofthepersonbeingevaluated .Evaluatorsmayalsoapplydescriptorsoftheirowntotheevaluationprocessiftheybetterservethepurposeofgatheringandreportingevi-denceofmeetingornotmeetingthestandards .

Standard I: Each assistant principal, assistant school administrator, and coordinator of a school-based program is an educational leader who promotes success for all students as he/she assists in facilitating the development, articulation, implemen-tation, and stewardship of a vision of teaching and learning shared and supported by the school community.

Performance Criteria1 . Promotestheschoolcommunity’ssharedvisionofteachingandlearningthatsupportsachievementforallstudents .

2 . Activelyengagesinacollaborativeprocessthatinvolvesallstakeholdersinthedevelopment,articulation,andimple-mentationofasharedvision .

3 . Facilitatesthedevelopmentoftheleadershipcapacityofstakeholderstosharetheresponsibilityoftheworkoftheschoolimprovementprocesstowardtherealizationofthevision .

4 . SharestheresponsibilityinusingdataforthealignmentoftheschoolimprovementplanningprocesswiththeMCPSStrategicPlan .

5 . Alignsprograms,practices,andresourcestosupporttheteachingandlearningprocess .

6 . Facilitatesanongoingcollaborativeprocesstomonitor,evaluate,andreviseprogramsandpracticesbasedonmultiplesourcesofdata .

7 . Fostersasharedcommitmenttohighstandardsofteachingandlearningwithhighexpectationsforachievementforall .

Examples of evidence of facilitation, articulation, implementation, and monitoringThe assistant principal, assistant school administrator, or coordinator of a school-based program—

Assistsinfacilitatinganannual,collaborativeprocessfordevelopingandrefiningtheschool’svisionofhighstan-dardsofteachingandlearningwithallstakeholders

Provideslimitedornoassistanceinfacilitatingacollabor-ativeprocessforannualreviewofthevision;discouragesorignoresstakeholderinput

Assiststheprincipalorsupervisorbymeetingwiththecommunitytofacilitatetheirunderstandingofandgarnertheirsupportforpracticesthatkeeptheschool’svisionintheforefrontincollaborativedecisionmaking

Rarelyornevermeetswiththecommunitytofacilitatetheirunderstandingofandgarnertheirsupportforprac-ticesthatkeeptheschool’svisionintheforefront

Participatesinteam/departmentmeetingstoshareanddiscusstheschool’svision;workswithstafftofacilitateunderstandingandsupportoftheschool’sgoals,objec-tives,andtasksintheschoolimprovementplan(SIP)

Rarelyparticipatesinteam/departmentmeetings;mini-mallysharesordiscussestheschool’svision;doesnotworkwithstafftofacilitateunderstandingandsupportoftheschool’sgoals,objectives,andtasksintheSIP

Encouragesstafftobecomeinvolvedinschooldecisionmaking;workswithteams/departmentstofacilitatetheirinvolvement

Provideslimitedornoencouragementtostafftobecomeinvolvedinschooldecisionmaking;effortstoworkwithteams/departmentstofacilitatetheirinvolvementarelimited

Explainstheschool’svisiontostudentsusingage-appro-priatelanguage

Rarelyorneverexplainstheschool’svisiontostudentsusingage-appropriatelanguage

Usesrelevantdemographicandachievementdatainsup-portingtheschool’svision;analyzesandpresentsdatafromavarietyofsourcesastheyrelatetostudentachieve-mentandschoolimprovement;workswithteams/depart-mentstointerpretandusedatatomakeinstructionalimprovements

Rarelyusesrelevantdemographicandachievementdatainsupportingthevision;rarelyorneveranalyzesnorpresentsdata;rarelyorneverworkswithteams/depart-mentstointerpretandusedatatomakeinstructionalimprovements

Sendsthefollowingkeybeliefmessagestostudents,staff,andparents:•Learningisimportant•Allstudentscanlearn•Wemustnotgiveuponstudentsandtheirlearning•Effectiveeffortleadstostudentachievement

Workswithteams/departmentstofacilitateclearunder-standingofappropriate,measurablegoalsforstudentlearning,andtoalignexpectationsandgoalswithstan-dards;workswithteams/departmentstodevelopplansformonitoringprogresstowardteam/department/schoolgoals;assistsinmonitoringprogress

Provideslimitedassistancetoteams/departmentsinfacilitatingunderstanding;provideslimitedassistanceinaligningexpectationsandgoalswithstandards;providesminimalassistancetoteams/departmentsindevelopingplansformonitoringprogresstowardgoals;provideslim-itedassistanceinmonitoringprogress

Facilitatesdiscussionsduringteam/departmentmeetingsthatarefocusedongoals,expectations,andtheschool’svision

Provideslimitedopportunitiesfordiscussionsatteam/departmentmeetingsthatarefocusedongoals,expecta-tions,andtheschool’svision

Assiststeams/departmentsincollectingrelevantdataandanalyzingandpresentingthedatatostakeholders

Provideslimitedassistancetoteams/departmentsincol-lecting,analyzing,andpresentingdata

Participatesactivelyintheschoolimprovementprocessteam;assiststheprincipalorsupervisorbyfocusingteammeetings/discussionsontheschool’svisionandMCPSstrategicplan

Participationintheschoolimprovementprocessteamislimited;rarelyorneverassistsinfocusingteammeetings/discussionsontheschool’svisionandMCPSstrategicplan

Assiststheprincipalorsupervisorinmonitoring,evaluat-ing,andrevisingtheschool’simprovementprocessplanonanongoingbasis;assistsinrevisingschoolgoalscol-laborativelyusingMCPSstrategicplanatallstages

Provideslimitedornoassistanceinmonitoring,evaluat-ing,andrevisingtheschool’simprovementprocessplan;rarelyorneverusesacollaborativeprocesswhileassistinginrevisingschoolgoals;payslimitedornoattentiontoMCPSstrategicplan

Assiststheprincipalinworkingcollaborativelywithstake-holderstodevelopaprocesstoovercometheobstaclestoachievingtheschool’svisionofhighstandardsofteachingandlearning;discusseswiththeprincipalobstaclestotheprocessthathe/sheobserves

Provideslimitedornoassistanceinworkingcollabora-tivelywithstakeholderstodevelopaprocesstoovercomeobstaclestoachievingtheschool’svisionofhighstan-dardsofteachingandlearning;takesnoactionwhenhe/sheobservesobstaclesinplace

Assiststheprincipalorsupervisorbyusingavarietyofmethodstocommunicateprogresswithstakeholdersaboutpracticesandaccomplishments

Rarelyorneverprovidesassistance;repertoireofmethodstocommunicateprogressislimited

Standard II: Each assistant principal, assistant school administrator, and coordinator of a school-based program is an educa-tional leader who promotes success for all students as he/she nurtures and sustains a school culture of high expec-tations, professional growth, and an instructional program conducive to student learning.

Performance Criteria1 . Demonstratesandpromoteshighexpectationsfortheachievementofallstudents .

2 . Promotesaschoolclimatefocusedonteachingandlearning .

3 . Articulates,supports,andmonitorstheeffectiveimplementationofcurriculum,assessment,andinstruction—allofwhichareevidencedinstudentoutcomes .

4 . Sharestheleadershipresponsibilityforthecontinuousimprovementofinstructionthroughacollaborative,data-drivenanalysisofstudentlearning .

5 . Encouragestheuseofadultlearningconceptsandprofessionaldevelopmentprocessestobuildaprofessionallearn-ingcommunity .

6 . Promotesaschoolclimatethatvaluesintellectualcuriosityandrecognizesthediverseneedsandstrengthsoflearners .

7 . Sharestheresponsibilityforthequalityimplementationoftheprofessionalgrowthsystemsforallstaff .

Examples of evidence of high expectations for student learning and staff professional growthThe assistant principal, assistant school administrator, or coordinator of a school-based program—

Workswithteam/departmentleaderstocreateanatmo-spherethatencouragesallstudentstoexcel;looksforevidenceofrecognitionofstudentworkandacademicprogressinclassroomsandhallways;looksforevidenceofcontributionsofstudentsfromdiversebackgrounds

Rarelyorneverworkswithteam/departmentleaderstocreateanatmospherethatencouragesallstudentstoexcel;rarelyorneverlooksforevidenceofrecognitionofstudentworkandacademicprogress;rarelyorneverlooksforevidenceofcontributionsofstudentsfromdiversebackgrounds;allowscontributionsofonlysomegroupsofstudentstobedisplayed

Workswithteams/departmentstointerpretanddiscussachievementdataandprogresstowardmeetingschoolimprovementplan(SIP)goals

Rarelyorneverworkswithteams/departmentstodiscussachievementdata;rarelyorneverdiscussesprogresstowardmeetingSIPgoals;provideslimitedorinadequateinterpretationsofdata

Usesclassroomobservationsandwalk-throughstomoni-torinstructioninsupportofattainmentofMCPSassess-menttargetsforallgroupsofstudents(e .g .,racial/ethnicgroupmembership,gender,disabilities,socioeconomicbackground,Englishlanguagefluency)

Neitherusesclassroomobservationsnorwalkthroughstomonitorinstructioninsupportofattainmentofthetargetsforallgroupsofstudents

UsesclassroomobservationsandmonitorsformativeassessmentdatatoensurethatteachersuseinstructionthatalignswithMCPScurriculum;workswithteam/departmentleaderstointerpretMCPScurriculumguidelines

Neitherusesclassroomobservationsnormonitorsforma-tiveassessmentdata;allowsteacherstouseinstructionthatdoesnotalignwithMCPScurriculum;rarelyworkswithteam/departmentleaderstointerpretMCPScurricu-lumguidelines

Usespost-observationconferencestoemphasizetheimportanceofhighexpectationsfortheachievementofallstudents;usespost-observationconferencestoemphasizetheneedforemployingavarietyofinstructionalstrategiestorespondtothediverselearningneedsandstrengthsofstudents

Rarelyorneverusespost-observationconferencestoemphasizetheimportanceofhighexpectations;rarelyorneverusespost-observationconferencestoemphasizetheneedforemployingavarietyofinstructionalstrategies

Providestimeduringteam/departmentmeetingstodis-cussMCPSassessmenttargetsforallgroupsofstudentsandtoemphasizetheimportanceofhighexpectationsfortheachievementofallstudents

Rarelyorneverprovidestimeduringteam/departmentmeetingstodiscussMCPSassessmenttargetsforallgroupsofstudents;rarelyorneverusesmeetingtimetoemphasizetheimportanceofhighexpectationsfortheachievementofallstudents

ExhibitsskillinObservingandAnalyzingTeaching(OAT)language,format,andprinciplesinclassroomobserva-tions,conferences,andmonitoringcurriculumimple-mentation;providesfocusedfeedbacktoteachers

DoesnotexhibitskillinOATlanguage,format,andprinciplesinclassroomobservations,conferences,andmonitoringcurriculumimplementation;doesnotprovidefocusedfeedbacktoteachers

Assiststheprincipalorsupervisorinmonitoringtheschool’sprogressovertimeinmeetingstateandcountyperformancestandardssuchasattendance,graduationrates,andassessmentsincludedinthesystemofsharedaccountability

Rarelyorneverassiststheprincipalorsupervisorinmoni-toringtheschool’sprogressovertimeinmeetingstateorcountyperformancestandards

Assiststheprincipalorsupervisorinsharingstudentprogress/achievementdatawithparentsandthecommu-nity;solicitsinputfromthemregardingimprovement

Sharesneitherstudentprogressnorachievementdatawithparentsandthecommunity;rarelyorneversolicitsinputfromparentsandthecommunity

Usesavailabletechnology(e .g .,datawarehouse,SIMS,IMS)tomonitorcurriculumimplementationandstudentprogress;workswithteam/departmentleaderstofacili-tatetheirunderstandinganduseoftechnologyfordataanalysis

Rarelyorneverusesavailabletechnologytomonitorcur-riculumimplementationandstudentprogress;rarelyorneverworkswithteam/departmentleaderstofacili-tatetheirunderstandinganduseoftechnologyfordataanalysis

Providestimeduringteam/departmentmeetingsforstafftoanalyzeanddiscussmultiplesourcesofdataandinformationtomonitorstudentachievementandplanforimprovement

Rarelyorneverprovidestimeduringteam/departmentmeetingsforstafftoanalyzeanddiscussmultiplesourcesofdataandinformationtomonitorstudentachievementandplanforimprovement

Providesopportunitiesduringteam/departmentmeet-ingsforfacultydiscussionsofandreflectionsonresearch;encouragesstafftolearnandpursueeffectivepracticesthatfocusonstudentlearning;keepsstaffinformedofprofessionaldevelopmentopportunities

Rarelyorneverprovidesopportunitiesfordiscussionorreflection;rarelyorneverencouragesstafftolearnandpursueeffectivepracticesthatfocusonstudentlearning;doesnotprovidestaffwithinformationaboutopportunities

Workswiththestaffdevelopmentteacher(SDT)tosup-portjob-embeddedstaffdevelopmentforteachersthroughavarietyofmethods(e .g .,staffmeetings,peervisitswithreflection,SDTtrainingsessions,studygroups,actionresearch,professionaldevelopmentdays)

Rarelyorneverworkswiththestaffdevelopmentteacher,orworksinalimitedwaytosupportjob-embeddedstaffdevelopmentforteachers

Standard III: Each assistant principal, assistant school administrator, and coordinator of a school-based program is an educa-tional leader who promotes success for all students as he/she shares the responsibility for the management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

Performance Criteria1 . Coordinatespeopleandeffortstoimproveeducationalandsupportprocessestoachievetargetedresults .

2 . Developsand/orsupervisesefficientprocessesinordertomaximizetimeforinstructionalleadership .

3 . Manageshumanandmaterialresourcestocultivateandsupportasafeandhealthyschoolenvironment .

4 . Sharestheresponsibilityforaligningresourceswiththeschoolimprovementplanandthestrategicplanoftheschoolsystem .

5 . Helpstoexpandthecapacityoftheorganizationandstafftorespondtotheneedsofstudentsinarapidlychangingschoolenvironment .

Examples of evidence of management of processes, practices, and resourcesThe assistant principal, assistant school administrator, or coordinator of a school-based program—

Usesaresearch-based,systemicprocess(e .g .,FrameworkforTeachingandLearning,Baldrige,10-stepprocess,etc .)withMCPSlook-forstoassistinguidingcontinu-ousimprovement;assistsinensuringthattheprocessisongoing

Doesnotusearesearch-based,systemicprocesstoassistinguidingcontinuousimprovement;rarelyorneverassistsinensuringthattheprocessisongoing;rarelyorneverusesMCPSlook-fors

Sharesresponsibilityforimplementingestablishedpro-cessestosupervisestaffeffectivenessonestablishedper-formancecriteria

Inadequatelyimplementsestablishedprocesses

Assistsindelegatingresponsibilitiestoavarietyofappro-priatestaff

Rarelyorneverassistsindelegatingresponsibilities

Sharesresponsibilityforeffectivelyimplementingestab-lishedtestingprotocols

Inadequatelyimplementstestingprotocols;inadequatelyaddressesviolationsofprotocol

Supportsamasterschedulewithabalancedprogramoflearningopportunitiesforallstudents;assistsinmonitor-ingassignmentofstudentstoclasses/staffthatbestmeetstudentsneeds

Rarelyorneversupportsamasterschedulewithabal-ancedprogramoflearningopportunitiesforallstudents;rarelyorneverassistsinmonitoringassignmentofstu-dentstoclasses/staff

Assistsinorganizinginstructionalteams/supportgroupstomeetstudentneeds

Rarelyorneverassistsinorganizinginstructionalteams/supportgroupstomeetstudentneeds

Assistsinselectinganddevelopinginstructionalteamleaderswhohavethecapacitytomotivateothers,makedecisions,andcreatechange;assistsindevelopingleader-shipfromamongtheschool’sstaffmembers

Rarelyorneverassistsinselectinganddevelopinginstructionalteamleaderswhohavethecapacitytomoti-vateothers,makedecisions,andcreatechange;rarelyorneverassistsindevelopingleadershipfromamongtheschool’sstaffmembers

Assistsinevaluatingprogramsintheschoolfortheirrel-evancetotheschoolimprovementplan(SIP);usesavail-abledataforcontinuousprogramevaluation

RarelyorneverassistsinevaluatingprogramsintheschoolfortheirrelevancetotheSIP;rarelyorneverusesavailabledatatoevaluateprograms

Usestechnologytools(e .g .,spreadsheets,schedulingsoft-ware,financialsoftware,behaviormanagementsoftware,thedatawarehouse)toassistinmanagingschoolopera-tionsandstreamlinetasks;workswithteam/departmentleaderstoenhancetheirunderstandingofthetechnologytools

Rarelyorneverusestechnologytoolstoassistinmanag-ingoperationsandstreamlinetasks;rarelyorneverworkswithteam/departmentleaderstoenhancetheirunder-standingoftechnologytools

Workswithteam/departmentleadersandotherstake-holderstosupportclearandcomprehensiveattendanceandbehaviormanagementprocessesthatresultinincreasedteachingandlearning

Rarelyorneverworkswithteam/departmentleadersandotherstakeholderstosupportclearandcomprehensiveattendanceandbehaviormanagementprocesses;doesnotactonattendanceorbehaviorissuesthatinterferewithclassroominstructionandlearning

Sharesresponsibilityforimplementingclearexpecta-tionsandresponsibilitiesforstaffinrespondingtoschoolsafetyandstudentdisciplinematters .Assistsinconduct-ingemergencydrills(e .g .,fire,codeblue,codered)thatareinconformancewithregulationsprovidedbytheMontgomeryCountyfiremarshal

Rarelyorneversharesresponsibilityforimplement-ingclearexpectationsandresponsibilitiesforstaffinrespondingtoschoolsafetyandstudentdisciplinemat-ters .Rarelyorneverassistsinconductingdrills;devoteslimitedattentiontoensuringthatdrillscomplywithemer-gencydrillregulations

Meetswithon-siteemergencyteam(OSET)tosupportimplementationofeffectiveemergency/crisisplans

RarelyornevermeetswithOSET;provideslimitedornosupporttoimplementationofeffectiveemergency/crisisplans

Assistsinprovidingdirectiontobuildingservicesandsecuritystaff(ifapplicable)tomaintainacleanandsafebuilding

Rarelyorneverprovidesdirectiontobuildingservicesandsecuritystaff;inadequatelymonitorstheimplementationofsafetyprocedures

Assistsinmonitoringimplementationofhealth/safetyregulations

Rarelyornevermonitorsimplementationofhealth/safetyregulations

Assistsinmonitoringbusschedules,loading,andunloading

Rarelyorneverassistsinmonitoringbusschedules,load-ing,andunloading

Supportsfundingpriorities(humanandmaterial)thatalignwiththeinstructionalprogramandschoolimprove-mentgoals;workswithteam/departmentleaderstofacili-tateunderstandingofthepriorities

Takeslimitedornoactiontosupportfundingpriorities;allowsteams/departmentstousefundsforpurposesthatdonotalignwiththeinstructionalprogramandschoolimprovementgoals

Recognizestheevolvingneedsoftheschool(e .g .,changesinthestudentpopulation,conditionofthephysicalplant)andworkswithprincipalorsupervisortoplantoaddressthoseneeds

Rarelyorneverrecognizesevolvingneedsoftheschool;rarelyorneverbringsthoseneedstotheattentionoftheprincipalorsupervisor

Sharesresponsibilityforprovidingstructuresandpro-cessesthatpromoteeffectivecommunicationandtimelyresolutionofconflicts;assistsinestablishingandmain-tainingregularprocedureswherebystudentsandstake-holdersareabletocommunicateconcerns

Rarelyorneversharesresponsibilityforprovidingstruc-turesandprocessesthatpromoteeffectivecommunica-tionandtimelyresolutionofconflicts;rarelyorneverassistsinestablishingormaintainingregularprocedureswherebystudentsandstakeholdersareabletocommuni-cateconcerns

Applieschangetheoryprinciplestosupportcollaborativedecisionmaking

Rarelyorneverapplieschangetheoryprinciplestosup-portcollaborativedecisionmaking

Standard IV: Each assistant principal, assistant school administrator, and coordinator of a school-based program is an educa-tional leader who promotes success for all students as he/she collaborates with the school staff and other stake-holder groups, including students, families, and community members.

Performance Criteria1 . Promotestheinvolvementofstaffandotherstakeholdergroups,includingstudents,families,andcommunitymem-

bers,incontinuousimprovementprocessesanddecisionmaking .

2 . Embracesandusesavailablefamilyandcommunityresourcestoprovidesupportandachieveschoolgoals .

3 . Facilitatescollaborativepartnershipstostrengthenprogramsandsupportschoolgoals .

4 . Helpstoidentify,nurture,andincludestakeholdersfromdiversebackgroundsandethnicitiesintheworkandcultureoftheschool .

5 . Recognizesindividualandgroupdifferencesandtreatsallstakeholderswithrespect .

Examples of collaboration with school staff and other stakeholder groupsThe assistant principal, assistant school administrator, or coordinator of a school-based program—

Assiststheprincipalorsupervisorininvolvingprofes-sionalandsupportingservicesstaffindecisionmakingandcontinuousimprovementprocesses

Rarelyorneverassiststheprincipalorsupervisorininvolvingstaffindecisionmakingandcontinuousimprovementprocesses

Presentsinformationatteam/departmentmeetingstoexplainchangestoexistingprograms/processesandtosolicitfeedbackpriortomakingchanges

Rarelyorneverpresentsinformationatteam/departmentmeetings;rarelyorneversolicitsfeedback

Sharesresponsibilityforsolicitinginputfromstakeholdergroupsthroughavarietyofmethods(e .g .,focusgroupdiscussions,studycircles,advisorygroups,meetingswithparentsandtheschoolcommunity)toidentifyandsolveproblems

Rarelyorneversharesresponsibilityforsolicitinginput;useslimitedmethodstosolicitinput

Sharesinmonitoringtheschoolimprovementplan(SIP)teamprocesstoensurethatteammembershipincludesallstakeholdergroupsandstakeholdersarepresentatmeetingsandactivelyinvolved;sharesmonitoringinfor-mationwithprincipalorsupervisor

RarelyornevermonitorstheSIPteamprocess;rarelyorneversharesmonitoringinformationwithprincipalorsupervisor

Sharesresponsibilityforutilizingvaliddatafromstaff,student,andparentschoolsurveyssuchasenvironment,Baldrige,andotherstocelebratesuccessesandengageinproblemsolvingwithstaffandstakeholders

Rarelyorneverutilizesvaliddata;rarelyorneverengagesincelebratingsuccesses;rarelyorneverengagesinprob-lemsolvingwithstaffandstakeholders

Workswithprincipal/supervisorandteam/departmentleaderstomaximizeretentionofstaffwhoreflectthediversityoftheMCPScommunity

Rarelyorneverworkswithprincipal/supervisorandteam/departmentleaderstomaximizeretentionofdiversestaffmembers

Sharesinmonitoringstakeholdermeetingstoensurethattheyareheldattimesandinlocationsthatmakethemeasilyaccessibletoall

Rarelyornevermonitorsstakeholdermeetings

Servesasaliaisonbetweentheschoolandthecommu-nity;communicateswithstakeholdersandarticulatestrendsthataffectthecommunity;collaborateswithcommunityagenciestoacquirehealth,social,orotherservicesthatstudentsneed;refersfamiliestocommunityagenciesasneeded

Rarelyorneveriswillingtoserveasliaisonbetweentheschoolandthecommunity;rarelyornevercommunicateswithstakeholders;ineffectivelyarticulatestrendsthataffectthecommunity;rarelyornevercollaborateswithcommunityagenciestoacquireservicesormakereferrals

Servesasaliaisonbetweentheschoolandthecommu-nitytoobtaininformationaboutfamilyandcommunityconcerns,expectations,andneedsapplicabletotheworkandcultureoftheschool;usesinformationobtainedtoaddresstheneedsofdifferentgroups(e .g .,specialeduca-tion,gifted/talented,ESOL)

Rarelyorneveriswillingtoserveasliaisonbetweentheschoolandthecommunity;rarelyorneverobtainsinfor-mationaboutfamilyandcommunityconcerns,expecta-tions,andneeds

Supportstheprincipalorsupervisorinarticulatingaclearprocessforusingoutsideresourcestofosterstudentachievement;sharesresponsibilityforsolicitingfunds/seekinggrantsfromavarietyofsources(e .g .,community,civicgroups,localgovernment,businessfoundations)tosupportSIPgoalsandinitiatives

Rarelyorneverarticulatestheprocessforusingoutsideresourcestofosterstudentachievement;rarelyorneverassistsinsolicitingfunds/seekinggrants

Servesasaliaisonbetweentheschoolandbusinessandcommunitygroupstoobtainfinancialsupport,materials,andmentorsforstudentsandstaff

Rarelyorneveriswillingtoserveasaliaisonbetweentheschoolandbusinessandcommunitygroups

Servesasaliaisonbetweentheschoolandhighereduca-tioninstitutionstofosterprofessionaldevelopmentofstaffandmentorsforstudentsandstaff

Rarelyorneveriswillingtoserveasaliaisonbetweentheschoolandhighereducationinstitutions

Supportsdecisionstoacceptopportunitiestopilotcommunity-basedprograms;participatesinresearch(ifapplicable)

Rarelyorneversupportsdecisionstoacceptopportunitiestopilotcommunity-basedprograms;unwillingtopartici-pateinresearch

Assiststheprincipalorsupervisorinencouragingcom-munityandbusinessparticipationintheschoolforavari-etyofactivities(e .g .,volunteeringinclasses,participatingincareerdaysandspeakingengagements,providingmen-torsforservicelearningandinternships)

Rarelyorneverassistsprincipal/supervisorinencourag-ingcommunityandbusinessparticipationintheschool

Respectsallgroupsandtheirpriorities;treatsallstake-holdersequitably;respondsequitablytoparent,student,staff,andcommunityconcerns

Displaysdisrespectfulbehaviors;respondstosomestake-holdergroupsmorefavorablythanothers

Workswithteam/departmentleadersandguidancestafftorecognizeandcelebratedifferencesinculturesthroughstudentwork/displays

Rarelyorneverworkswithstafftorecognizeandcelebrateculturaldifferences;doesnotencouragedisplaysofstu-dentwork

Communicateswithallstakeholdersinatimelyandopenmanner

Communicateswithonlysomestakeholders;rarelyornevercommunicatesinatimelymanner;communicatespartialinformationtostakeholders

Standard V: Each assistant principal, assistant school administrator, and coordinator of a school-based program is an educa-tional leader who promotes success for all students as he/she models professionalism and professional growth in a culture of continuous improvement.

Performance Criteria1 . Establishestrustanddemonstratesopennessandrespectinrelationshipsanddecision-makingprocesses .

2 . Seeksandusesfeedbackandreflectsonhis/herleadershipandtheimpactithasonotherstakeholders .

3 . Utilizescollaborativeprocessesthatpromotecooperationamongdiversegroupsworkingtogethertodevelopandaccomplishcommongoals .

4 . Demonstratesvalues,beliefs,andattitudesthatinspireothers .

5 . Demonstratescommitmenttocontinuousimprovementforstudents,staff,andself .

6 . Usesdatafromavarietyofsourcestoassessprofessionalgrowthandcontinuousimprovement .

Examples of evidence of modeling professionalism and professional growthThe assistant principal, assistant school administrator, or coordinator of a school-based program—

Demonstratesapersonalandprofessionalcodeofeth-ics(e .g .,corevaluesandbeliefssuchashonestyandintegrity)informalandinformalsettings .Modelslifelonglearningandencourageslifelonglearninginothers

Actsregardlessofcommonstandardsofethical,profes-sionalbehavior;allowspersonalfeelingstointerferewithprofessionalcodeofethicsandcorevalues .Rarelyorneverseeksoutopportunitiestolearn;doesnotencour-agelifelonglearninginothers

Modelsprofessionalisminbehaviorandappear-ance;dressesappropriatelyforoccasions/activities;demonstratesdedicationtohis/herresponsibilitiesCommunicateskeybeliefsaboutstudentlearningtostaff,students,andparents:•Learningisimportant•Allstudentscanlearn•Wemustnotgiveuponstudentsandtheirlearning•Effectiveeffortleadstostudentachievement

Behaviorissometimesinappropriate;appearanceissometimesinappropriateforoccasions/activities;doesnotdemonstratededicationtoresponsibilities .Sendsmessagestostudents,staff,andparentsthatdonotsup-portstudentlearning;communicationsconveythatthesemessagesareimportantforsomegroups,butnotothers

Followsestablishedprocesseswherebystakeholderinputiscollected,analyzed,andusedforcontinuousimprovement

Doesnotfollowestablishedprocesses

Assiststheprincipalorsupervisorbysoliciting,listeningto,andactingoninputfromstakeholdersindividuallyandingroups(e .g .,throughconferences,meetings,surveys,e-mails,telephonecalls)

Rarelyorneversolicits,listensto,oractsoninputfromstakeholders;isunavailableand/orunresponsivetostakeholders

Sharesresponsibilityforensuringtheparticipationofallstakeholdersindevelopment,implementation,evalua-tion,andrevisionoftheschoolimprovementplan(SIP)

Rarelyorneversharesresponsibilityforensuringthepar-ticipationofallstakeholdersindevelopment,implemen-tation,evaluation,andrevisionofSIP

Encouragesparticipationbyallstakeholdergroupsintheprocessofdecisionmaking

Doesnotencourageparticipationbyallstakeholdergroups;encouragessomegroupsbutnotothers

Facilitatesaclimateinwhichstaffinputandinnovationareencouragedandvalued

Discouragesorignoresstaffinputandinnovation

Encouragesdepartments,teams,andindividualstomeet,reflect,andhaveinputonsignificantschooldecisions;establishesopportunitiesforstafftoprovideinput

Rarelyorneverencouragesdepartments,teams,andindividualstomeet,reflect,andhaveinputonsignificantschooldecisions;frequentlyrestrictsopportunitiesforstaffinput

Assiststheprincipalorsupervisorincreatingopportuni-tiesforstafftoassumeleadershiporexpandedrolesintheschool

Rarelyorneverassiststheprincipalorsupervisorincreatingopportunitiesforstafftoassumeleadershiporexpandedrolesintheschool;limitsopportunitiesforsomestaff

Motivatesstafftowardhighlevelsofperformance;readsrelevanteducationalliteratureandfacilitatesteam/departmentdiscussionsaboutit

Rarelyornevermotivatesstafftowardhighlevelsofperformance;rarelyorneverreadsrelevanteducationalliterature;rarelyorneverfacilitatesteam/departmentdis-cussionsaboutit

Modelsrespectfulbehaviors;monitorsthatrespectisper-vasiveamongstaff,students,andtheschoolcommunity;bringsissuesofconcerntoprincipalorsupervisor

Displaysdisrespectfulbehaviors;displaysdifferentbehav-iorstowarddifferentgroups;rarelyornevermonitorsthatrespectispervasive;rarelyorneverbringsissuesofcon-cerntoprincipalorsupervisor

Protectstherightsofconfidentialityofindividualstu-dents,staff,andparents;workswithteam/departmentleadersandguidancestafftoprotectconfidentiality

Violatesoriscarelessaboutprotectingconfidentiality;rarelyorneverworkswithteam/departmentleadersandguidancestafftoprotectconfidentiality

Seeksoutandusesfeedbackfromcolleaguesandstake-holderstoevaluatetheimpactofhis/herownadminis-trativepractice;reflectsonhowtoimproveprocesses;identifiespersonalgoalsinaprofessionaldevelopmentplan(PDP)

Assiststheprincipalorsupervisorinanalyzingschooltestdataforevidenceofcontinuousprogress;identifyingprioritiesandimplementingprogramsforhis/herprofes-sionalgrowthandthatofstaff

Rarelyorneverassiststheprincipalorsupervisorinana-lyzingtestdata,identifyingpriorities,andimplementingprogramsforprofessionalgrowth

Usesteam/departmentmeetingstosharedatafromavarietyofsources(e .g .,achievement,studentprogress,attendancedata)withstaff;makespresentationsatPTA,community,andstudentmeetingstosharedata;solicitssuggestionsforcontinuousimprovement

Rarelyorneversharesdatawithstaff;rarelyornevermakespresentationsatPTA,community,orstudentmeet-ings;rarelyorneversolicitssuggestionsforcontinuousimprovement;solicitssuggestionsbutdoesnotactonthem

Meetsprofessionalobligationsinacompleteandtimelymanner(e .g .,paperwork,deadlines)

Isoftenlateinmeetingprofessionalobligations;submitsincompleteand/orinaccurateproducts

Participatesinrequiredschool,cluster,andsystem-widemeetings;sharesinformationobtainedatmeetingswithschoolleadershipandstaff

Missesorarriveslatetomeetings;rarelyorneversharesinformationwithschoolleadership;rarelyorneversharesinformationwithschoolstaff

Standard VI: Each assistant principal, assistant school administrator, and coordinator of a school-based program is an educa-tional leader who promotes success for all students as he/she understands, responds to, and influences the larger political, social, economic, legal, and cultural context.

Performance Criteria1 . Expandspersonalknowledgeanddevelopsabilitiestorespondtocontinuouslychangingpolitical,social,cultural,and

economicconditionsthatimpactschoolsandtheschoolsystem .

2 . Demonstratesawarenessofandappliesknowledgeoflocal,state,andnationalpolicies,regulations,procedures,andlaws .

3 . Participatesinthedevelopmentofpolicies,programs,andbudgets,includingtheschoolimprovementplanprocess .

4 . Advocatesforstudents,staff,schoolcommunity,andtheschoolsystem .

5 . Articulatesthedistrict’sinitiatives,facilitatestheirimplementation,andassistsintheircontinuousimprovement .

Examples of understanding, responding to, and influencing the larger political, social, socioeconomic, legal, and cultural contextsThe assistant principal, assistant school administrator, or coordinator of a school-based program—

Demonstratesknowledgeoflocal,state,andnationaledu-cationalandculturaltrends,currentresearch,andbestpractices;createsopportunitiestosharethisknowledgewithteams/departments

Displayslittleornoknowledgeoflocal,state,andnationaleducationalandculturaltrends,currentresearch,andbestpractices;rarelyornevercreatesopportunitiestosharethisknowledgewithteams/departments

InterpretsandcomplieswithMCPSpolicies,regulationsandprocedures,aswellaslocal,state,andfederalman-dates(e .g .,specialeducation,504,searchandseizure,No Child Left Behind);providesopportunitiesforteam/departmentdiscussionandunderstanding

Misinterpretsand/orinadequatelycomplieswithMCPSpolicies,regulationsandprocedures,aswellaslocal,state,andfederalmandates;rarelyorneverprovidesopportuni-tiesforteam/departmentdiscussionandunderstanding

Meetswithstudents,staff,andtheschoolcommunitytofacilitatetheirunderstandingofMCPSpolicies,regula-tionsandprocedures,aswellaslocal,state,andfederalmandates

Rarelyornevermeetswithstudents,staff,andtheschoolcommunitytofacilitateunderstandingofMCPSpolices,regulationsandprocedures,aswellaslocal,state,andfederalmandates

Engagesinthepoliticalandsociallifeoftheschoolcom-munityactingasaliaisonfortheneedsoftheschoolandthestudentpopulation

Avoidsinvitationstoaddresscivicandcommunityorga-nizations;doesnotknoworinteractwithkeystakehold-ersacrossthebreadthofdemographicsintheschoolcommunity

Balancesparticipationinlocal,state,ornationalprofes-sionalassociationandorganizationactivitieswithday-to-dayschooloperationsandresponsibilities

Allowsprofessionalorganizationactivitiestosupersededay-to-dayschooloperationsandresponsibilities

Holdsmembershipinlocal,state,ornationalprofessionalassociationsandorganizations;participatesinprofes-sionalgrowthopportunitiesrelevanttoeducation(e .g .,coursework,workshops,conferences,research,studygroups)

Maintainslimitedornomembershipinprofessionalorganizations;rarelyorneverparticipatesinprofessionalgrowthopportunitiesrelevanttoeducation

Servesasaliaisonbetweentheschoolandlocalandstatetaskforcesorworkgroups;worksondevelopmentofpro-grams,policies,orbudgets

Rarelyorneveriswillingtoserveasliaison;rarelyorneverworksondevelopingprograms,policies,orbudgets

Helpstocommunicateknowledgeofthebudgetprocessanditsimpactonthelocalschooltostudents,staff,andtheschoolcommunity

Rarelyorneverhelpstocommunicateknowledgeofthebudgetprocess;provideslimitedorinadequatecommu-nicationaboutthebudgetprocessanditsimplicationstostudents,staff,andtheschoolcommunity

Sharesresponsibilityforadvocatingonbehalfofstudents,staff,andtheschoolcommunityfornecessaryresourcestosupportthegoalsandobjectivesoftheschool(e .g .,atmeetingsoftheBoardofEducation,civicassociations,pro-fessionalorganizations,countycouncil,budgethearings)

Rarelyorneversharesresponsibilityforadvocatingonbehalfofstudents,staff,andtheschoolcommunityfornecessaryresources

Explainstostudents,staff,andtheschoolcommunityhowthelocalschoolfitsintothelargercontextoftheschoolsystem

Provideslimitedorinadequateexplanationtostudents,staff,andtheschoolcommunityabouthowthelocalschoolfitsintothelargercontextoftheschoolsystem

Encouragesstudents,staff,andtheschoolcommunitytoworktogethertomeetthegoalsoftheMCPSstrategicplan

Rarelyorneverencouragesstudents,staff,andtheschoolcommunitytoworktogethertomeetthegoalsoftheMCPSstrategicplan

Sharesresponsibilityforprovidingfeedbackaboutpro-gramsandinitiativestoappropriateMCPSoffices;servesoncommittees,taskforces,andfocusgroupsevaluatingMCPSprogramsandinitiatives

RarelyorneverprovidesfeedbackaboutprogramsandinitiativestoappropriateMCPSoffices;rarelyorneverservesoncommittees,taskforces,orfocusgroupstoeval-uateMCPSprogramsandinitiatives

Articulatesalignmentoftheschoolimprovementplan-ningprocesswiththegoalsandinitiativesoftheMCPSstrategicplantostudents,staff,andtheschoolcommunity

DoesnotarticulatealignmentoftheschoolimprovementplanningprocesswiththegoalsandinitiativesoftheMCPSstrategicplan

Assiststheprincipalorsupervisorinmonitoringimple-mentationandprogressoftheschoolimprovementplan(SIP);assistsinupdatingitasappropriate;assistsinensuringthattheSIPreflectschangingpolitical,social,cultural,andeconomicconditions

RarelyorneverprovidesassistancetotheprincipalorsupervisorinmonitoringtheSIP,updatingit,orensuringthatitreflectschangingpolitical,social,cultural,andeco-nomicconditions

Central Services AdministratorsThesixleadershipstandardsthathavebeenestablishedfortheAdministrativeandSupervisoryProfessionalGrowthSystem(A&SPGS)arefurtherdefinedbyper-formancecriteriaforthepurposeofsupportingallcom-ponentsoftheA&SPGS .Thepurposeofthedescriptiveexamplesistocreateasamplepictureofwhatbeingacen-tralservicesadministratorlookslikewhenitmeetsordoesnotmeettheMCPSstandards .Thesedescriptiveexamplesarenotintendedtoisolatebehaviorsinachecklistortosuggestthateverypersoninoneofthesepositionsisexpectedtobedoingeverythingthatisdescribed .Theydefinearangeofbehaviorsandareintentionallydesignedtoreflectahighstandardofperformance .

Thestandards,performancecriteria,anddescriptiveexamplesincludedhereinaredesignedtobeappliedtoavarietyofadministratorswhohaveawiderangeofjobdescriptionsandresponsibilities .Thestandardsandcrite-riafortheseadministratorsarealignedwiththeexecutivestaffstandardsandthusservetocreatealinkamongcen-tralserviceadministratorsastheyachievethegoalsoftheirofficesandsuccessforallstudents .

Intheirroles,centralservicesadministratorsfunctionasimportantmembersoftheiroffices’leadershipteams .Theyworkundertheguidanceanddirectionoftheirimmediatesupervisors .Theyassistwithmanyofthetasksinvolvedinadministeringandsupervisingthetotalprogramandprovidingeducationalleadershipforstaffmembersconsistentwiththeeducationalgoalsoftheschoolsystem .Theirfunctionsmayincludeestablishingaclimateconducivetoresults,planningandcoordinat-ingprograms,decisionmaking,andmonitoringprogramprogress .Theyareexpectedtodemonstrateinitiativeandbeabletoproblemsolveusingtheirbestprofessionaljudgment .

Someofthedescriptiveexamplesmaynotapplytospe-cificadministrativepositionsorthepeoplefillingthepositions .Itisrecommendedthatsupervisorsreviewwiththepersonbeingevaluatedthedescriptiveexamplesandselectthosethatmostdirectlyapplytothepositionofthepersonbeingevaluated .Evaluatorsmayalsoapplydescriptorsoftheirowntotheevaluationprocessiftheybetterservethepurposeofgatheringandreportingevi-denceofmeetingornotmeetingthestandards .

Standard I: The central services administrator is a leader in the organization who promotes success for all students as he/she facilitates and supports the development, articulation, and implementation of the school system’s strategic plan.

Performance Criteria1 . Providesleadershipandfacilitatesthedevelopmentofasharedvisionforhowhis/herofficeorprogramcontributesto

studentsuccess .

2 . Ensuresthattheschoolsystem’sstrategicplanandvisionarecommunicatedtostaffandstakeholderssoastopromoteunderstandingandasharedcommitment .

3 . Providesleadershipfortheimplementationoftheschoolsystem’sstrategicplan .

4 . Developstheleadershipcapacityofstaffandstakeholderstosharetheresponsibilityforimplementingtheofficestrategicplan .

5 . Alignsprograms,practices,andresourcestosupportstudentsuccess .

6 . Facilitatesanongoingcollaborativeprocesstomonitor,evaluate,andreviseprogramsandpracticesbaseduponmul-tiplesourcesofdata .

7 . Fostersasharedcommitmenttohighstandardswithhighexpectationsforqualityservices .

Examples of evidence of development, leadership, facilitation, implementation, and articulationThe central services administrator—

Facilitatesanannualcollaborativeprocessfordevelopingandrefiningtheoffice/programsharedvisionforhowitcontributestostudentsuccess;establishespracticestokeeptheoffice/programvisionintheforefrontincollab-orativedecisionmaking

Doesnotfacilitateanannualcollaborativeprocessfordevelopingandrefiningtheoffice/programsharedvisionforhowitcontributestostudentsuccess;doesnotestab-lishpracticestokeeptheoffice/programvisionintheforefrontincollaborativedecisionmaking

Providesleadershipandguidancetohelpstaffunderstandhowprogramstrategicplanssupporttheofficestrategicplan,andhowtheofficestrategicplansupportstheschoolsystem’sstrategicplan

Provideslimitedornoleadership/guidancetohelpstaffunderstandhowprogramstrategicplanssupporttheofficestrategicplan,andhowtheofficestrategicplansup-portstheschoolsystem’sstrategicplan

Meetswithoffice/programstafftodiscusstheofficevisionforcontributingtostudentsuccess;solicitsinputfromstaffregardingtheoffice/programvisionandstrategicplans

Doesnotmeetwithoffice/programstafftodiscusstheofficevisionforcontributingtostudentsuccess;doesnotsolicitinputfromstaffregardingtheoffice/programvisionandstrategicplans

Communicatesoralandwrittenexamplesillustratingtheoffice/programvisionandstrategicplaninavarietyofsettings(e .g .,leadershipmeetings,committeemeetings,trainingsessions,grantapplications,etc .)

Doesnotcommunicatethevisionandstrategicplaninavarietyofsettings;communicationislimitedandnarrowlyfocused

Meetswithstakeholdersandprovidesoralandwrittenexplanationsoftheoffice/programvisionandstrategicplanandhowtheysupporttheschoolsystem’svisionandstrategicplan;solicitsinputfromstakeholdersregardingtheoffice/programvisionandstrategicplan;monitorsstaffresponsestostakeholderrequests,inquiries,andinput

Doesnotmeetwithstakeholdersandprovideoralandwrittenexplanationsoftheoffice/programvisionandstrategicplanandhowtheysupporttheschoolsystem’svisionandstrategicplan;doesnotsolicitinputfromstakeholdersregardingtheoffice/programvisionandstra-tegicplan;doesnotmonitorstaffresponsesstakeholderrequests,inquiries,andinput

Activelyinvolvesandcontinuallyencouragesstafftobecomeinvolvedinoffice/programdecisionmaking;encouragesstafftodeveloptheirowngoals,objectives,andactivitiestosupporttheoffice/programvisionandstrategicplan

Neitheractivelyinvolvesnorcontinuallyencouragesstafftobecomeinvolvedinoffice/programdecisionmak-ing;doesnotencouragestafftodeveloptheirowngoals,objectives,andactivities;discouragesstaffinputandparticipation

Workswithoffice/programstafftofacilitateclearunder-standingofappropriate,measurablegoalsforevaluatingprogresstowardtheoffice/programvision,goals,andobjectives;workswithoffice/programstafftodevelopplansformonitoringprogressandactivities;overseesmonitoringprocess

Rarelyorneverworkswithoffice/programstafftofacili-tateunderstanding;doesnotworkwithoffice/programstafftodevelopplansformonitoringprogresstowardgoals;doesnotoverseemonitoringprocess

Utilizeshumanandmaterialresourcestosupporttheoffice/programvisionandstrategicplan;identifiesandusesstate,federal,andothergrantfunds;partnerships;donations;etc .,tosupportactivitiesalignedwiththevision/strategicplan

Doesnotutilizehumanandmaterialresourcestosupporttheoffice/programvision;usesstate,federal,andothergrantfunds;partnerships;donations;etc .,tosupportactivitiesnotalignedwiththevision/strategicplan

Workswithstaffandstakeholderstoestablishtimelinesforcriticalprocesses/activitiesandbenchmarksformoni-toringsuccess(e .g .,safety/crisisandtransportationpoli-ciesandregulations,maintenanceschedules,curriculumimplementationguidelines,staffprofessionaldevelop-ment,etc .)

Spendslittleornotimeworkingwithstaffandstakehold-erstoestablishtimelinesforcriticalprocesses/activitiesandbenchmarksformonitoringstudentsuccess

Providesoversighttoensurethattimelinesaremetandstakeholdersreceivecompleteandunambiguousdocu-mentsandmaterials;solicitsinputfromstakeholdersregardingthequalityandtimelinessofprocesses,activi-ties,andmaterials

Provideslimitedornooversighttoensurethattimelinesaremetandstakeholdersreceivecompleteandunam-biguousdocumentsandmaterials;doesnotsolicitinputfromstakeholdersregardingthequalityandtimelinessofprocesses,activities,andmaterials

Usesdemographic,achievement,progress,andothersys-tem-widedatathatarerelevant(e .g .,courseenrollments,transportationlogs,maintenancelogs,safety/crisislogs,financialstatements,etc .)tosupporttheschoolsystem’sstrategicplanandvisionforstudentsuccess;analyzesandpresentsdatafromavarietyofsourcesastheyrelatetohowtheoffice/programsupportsthisvision;workswithoffice/programandschoolstaff,whereappropriate,tointerpretandusedatatomakeimprovements

Rarelyusesdemographicandachievementdatathatarerelevantinsupportingthestrategicplanandvision;neitheranalyzesnorpresentsdata;doesnotworkwithoffice/programandschoolstaff,whereappropriate,tointerpretandusedatatomakeimprovements

Usesavarietyofmethodstocommunicateprogressinsupportingtheschoolsystem’svisionandstrategicplantostaffandstakeholders

Usesonlylimitedmethodstocommunicateprogressinsupportingtheschoolsystem’svisionandstrategicplantostaffandstakeholders

Communicatesandcollaborateswithotheroffices,pro-grams,andschoolstosupporttheschoolsystem’sstrate-gicplanandvisionforsuccessforallstudents

Neithercommunicatesnorcollaborateswithotheroffices,programs,orschools;resistsinterofficeorinter-programcommunicationandcollaboration

Standard II: The central services administrator is a leader in the organization who promotes success for all students as he/she cre-ates and sustains a culture of professional growth and high expectations to support the school system’s strategic plan.

Performance Criteria1 . Promotestheprinciplethateverychildcanlearnandsucceed .

2 . Promoteshighexpectationsforthedeliveryofqualityproducts,programs,andservices .

3 . Designs,supports,andmonitorstheeffectiveimplementationofschoolsysteminitiatives .

4 . Engagesinacontinuousimprovementprocesstoattainperformanceexcellence .

5 . Fostersaprofessionallearningcommunity .

6 . Promotesanofficeclimatethatcultivatesintellectualcuriosity,stimulatesinnovation,andvaluesdiversity .

7 . Ensuresthattheprofessionalgrowthsystemsforallstaffareimplementedwithquality .

Examples of evidence of high expectations and professional growthThe central services administrator—

Communicateskeybeliefsaboutstudentlearningtostaff,students,families,andcommunities: • Learningisimportant • Allstudentscanlearn • Wemustnotgiveuponstudentsandlearning • Effectiveeffortleadstostudentachievement

Communicateswaysinwhichoffice/programgoalsandactivitiessupportthesebeliefs;createsopportunitiesforstafftoreflectandshareonhowtheycontributetostudentlearningSendsmessagestostaff,students,families,andcommunitiesthatdonotsupportstudentlearning;com-municationsconveythatthesemessagesareimportantforsomegroups,butnotothers;doesnotcommunicatewaysinwhichoffice/programgoalsandactivitiessupportthesebeliefs;rarelyornevercreatesopportunitiesforstafftoreflectandshareonhowtheycontributetostudentlearning

Providesexamplesofhighexpectationsforthedeliveryofqualityproducts,programs,andservicesbasedonnational,state,andlocaleducationandindustrystan-dards;modelswaysofdevelopinganddeliveringqualityproducts,programs,andservices .Providestimeduringoffice/programmeetingstoemphasizetheimportanceofhighexpectationsforthedeliveryofqualityproducts,pro-grams,andservices

Provideslimitedornoexamplesillustratinghighexpecta-tionsforthedeliveryofqualityproducts,programs,andservices;examplesprovidedarenotclear;rarelyornevermodelswaysofdevelopinganddeliveringqualityprod-ucts,programs,andservices .Rarelyorneverprovidestimeduringoffice/programmeetingstoemphasizetheimportanceofhighexpectationsforthedeliveryofqualityproducts,programs,andservices

Workswithoffice/programstafftofacilitateclearunder-standingofappropriate,measurablegoalsforevaluatingprogresstowardtheoffice/programstrategicplan,goals,andobjectives

Rarelyorneverworkswithoffice/programstafftofacili-tateunderstanding

Ensuresthatimplementationplansaredevelopedthatincludecriticalprocesses,activities,andbenchmarks;monitorsthattimelinesaremet;solicitsfeedbackfromstakeholdersregardingthequality,timeliness,andeffec-tivenessofimplementationplansandactivities

Doesnotensurethatimplementationplansaredevelopedthatincludecriticalprocesses,activities,andbenchmarks;doesnotmonitorthattimelinesaremet;doesnotsolicitfeedbackfromstakeholdersregardingthequality,time-liness,andeffectivenessofimplementationplansandactivities

Usesdatasources(e .g .,datawarehouse,SIMS,IMS,office/programannualprogressdata,stateandnationaldata,customerfeedbackandsatisfactionsurveys)tomon-itorqualityofproducts,programs,andservices

Rarelyorneverusesdatasourcestomonitorqualityofproducts,programs,andservices

Providestimeduringoffice/programmeetingsforstafftoanalyzeanddiscussnational,state,system-wide,andoffice/programprogressdata;facilitatesstaffanalysisofdata

Rarelyorneverprovidestimeduringoffice/programmeetingsforstafftoanalyzeanddiscussdata;doesnotfacilitatestaffanalysisofdata

Fostersacollaborativeatmosphereforrevisingproducts,programs,services,andimplementationplansbasedonprogressdata;encouragesstafftoprovideinput

Doesnotfosteracollaborativeatmosphereforrevisingproducts,programs,services,andimplementationplans;revisionsarenotbasedonprogressdata;rarelyorneverencouragesstafftoprovideinput

Workscollaborativelywithstafftodevelopandarticulateprofessionalgrowthobjectivesthatsupportdeliveryofqualityproducts,programs,andservicesandsustaincon-tinuousimprovement

Rarelyorneverworkswithstafftoarticulateprofessionalgrowthobjectives;doesnotworkcollaborativelywithstafftodevelopandarticulateobjectives

Usesprofessionalgrowthsystemconferencetimetopro-videevidenceofstaff’sattainmentofobjectives;providesanenvironmentinwhichstaff’sstrengthsand/orweak-nessescanbediscussedwithcandor

Doesnotuseprofessionalgrowthsystemconferencetimetoprovideevidenceofstaff’sattainmentofobjec-tives;rarelyorneverprovidesanenvironmentinwhichstaff’sstrengthsand/orweaknessescanbediscussedwithcandor

Createsopportunitiesduringmeetingsfordiscussionsofandreflectionsonresearch;encouragesstafftolearnandpursueeffectivepractices;keepsstaffinformedofprofes-sionaldevelopmentopportunities;keepsstaffabreastoftrends

Rarelyornevercreatesopportunitiesfordiscussionorreflectiononresearch;doesnotencouragestafftolearnandpursueeffectivepractices;doesnotprovidestaffwithinformationaboutprofessionaldevelopmentopportuni-ties;doesnotkeepstaffabreastoftrends

Usesavailablefundstosupportstaffattendanceatprofes-sionalconferencesandtrainingsessions

Doesnotuseavailablefundstosupportstaffattendanceatprofessionalconferencesandtrainingsessions

Facilitatesaclimateinwhichintellectualcuriosityandinnovationareencouragedanddiversityisvalued;regu-larlysolicitsinputfromstaffregardingtheofficeclimate;recognizesstaffworkandcontributionspersonallyandpublicly

Discouragesorignoresstaffintellectualcuriosityandinnovation;acceptsintellectualcuriosityandinnovationfromselectedstaffmembers;doesnotsolicitinputfromstaffregardingtheofficeclimate;rarelyorneverrecog-nizesstaffwork/contributions

RecruitsandworkstowardretainingstaffwhoknowandsharethediversityoftheMCPScommunity

MakeslimitedornoattemptstorecruitandretainstaffwhoknowandsharethediversityoftheMCPScommunity

Selectscandidatesforopenpositionswhobestexemplifythebeliefsandgoalsoftheschoolsystem

Doesnotconsiderschoolsystembeliefsandgoalswhenselectingcandidatesforopenpositions

Standard III: The central services administrator is an educational leader who promotes success for all students as he/she ensures the effective and efficient management of his/her office or program.

Performance Criteria 1 . Demonstratesknowledgeandskillsnecessaryforhis/herposition .

2 . Mobilizespeopleandcoordinatestheireffortstoachievetargetedresults .

3 . Developsandsupervisesefficientprocessesinordertomaximizeperformance .

4 . Managesresourcestocultivateandsupportasafeandhealthyworkenvironment .

5 . Ensuresthattheallocationofresourcesisalignedwiththestrategicplanoftheschoolsystem .

6 . Buildsthecapacityofhis/herofficetorespondtotheneedsofstudents,staff,andthecommunity .

Examples of evidence of management of processes, practices, and resourcesThe central services administrator—

Demonstratesknowledgeandskillsnecessaryforhis/herposition(e .g .,effectivemanagementskills,oralandwrit-tencommunicationskills,knowledgeoffederalandstatelaw,currentresearchandtrends,budgetprocesses,andtechnologyapplications,etc .)

Demonstrateslimitedknowledgeandskillsnecessaryforhis/herposition

Usesaresearch-based,systematicprocess(e .g .,FrameworkforTeachingandLearning,BaldrigeCategoriesandCoreValues,10-stepprocess,etc .)withMCPSlook-forstoassistinguidingcontinuousimprove-mentthatsupportssystemicchange

Doesnotusearesearch-based,systematicprocesstoassistinguidingcontinuousimprovement;doesnotusetheBaldrigeCategoriesandCoreValues;rarelyorneverusesMCPSlook-fors

Developsandimplementseffectiveprocesses(well-defined,well-designedandwell-deployed)tosuperviseanddevelopstaffeffectivenessonestablishedperfor-mancecriteria

Inadequatelyimplementseffectiveprocesses;processesarenotwelldefinedornotwelldeployed

UsesqualitytoolssuchasthePlan,Do,Study,Act(PDSA)cycleofcontinuousimprovementtodetermineprocesses’effectiveness

RarelyorneverusesqualitytoolssuchasthePlan,Do,Study,Act(PDSA)cycleofcontinuousimprovement

Delegatesresponsibilitiestoavarietyofappropriatestaff;empowersthemtoassumealeadershiproleinthedeci-sion-makingprocess;monitorsandprovidesfeedbacktostaffwithregardtoperformanceoftheseresponsibilities

Rarelyorneverdelegatesresponsibilities;delegatesresponsibilitiestolimitedstaff;neithermonitorsnorpro-videsfeedbacktostaffwithregardtotheirperformance

Developsandimplementseffectiveprocesses(well-defined,well-designed,andwell-deployed)tomonitorsystem-widedata(e .g .,enrollmentinHonors/AP,specialeducation,andESOLclasses,MSDEdata,attendance,safetyandsecuritylogs,teachercertification,etc .)tobestmeetstudents’andtheschoolsystem’sneeds

Rarelyornevermonitorssystem-widedatatobestmeetstudents’andtheschoolsystem’sneeds

Withstaff,developsayearlyworkplanusingtheBaldrigeCategoriesandCoreValuestoorganizetheoffice/pro-gramanddelineateprioritiesandresponsibilitiesofstaff;engagesstaffinmonitoringworkplanprogressandmakesrevisionsasneeded;solicitsinputfromstakeholdersregardingoffice/programeffectivenessbyusingavarietyofqualitytools(e .g .,surveys,pluses/deltas,PDSA)

Doesnotdevelopayearlyworkplantoorganizetheoffice/programanddelineateprioritiesandresponsibili-tiesofstaff;neithermonitorsnorrevisesworkplanasneeded;doesnotsolicitinputfromstakeholdersregard-ingoffice/programeffectiveness

Identifiesanddevelopsteamleaderswhodemonstratethecapacitytomotivateandworkcollaborativelywithothers,communicateeffectively,makedecisions,andini-tiatechange;developsleadershipfromwithinthestaff

Neitheridentifiesnordevelopsteamleaderswhodemon-stratethecapacitytomotivateandworkcollaborativelywithothers,communicateeffectively,makedecisions,andinitiatechange;doesnotdevelopleadershipfromwithinthestaff

Ensuresthatmentoringopportunitiesareavailabletoshareandenhancestaffknowledgeandexpertise;assessesproducts,processes,andprogramsfortheirrel-evancetotheschoolsystem’sstrategicplan;usesavailabledataforcontinuousimprovement

Doesnotensurethatmentoringopportunitiesareavail-able;discouragesstaff-mentoringactivities;rarelyorneverassessesproducts,processes,andprogramsfortheirrelevancetotheschoolsystem’sstrategicplan;doesnotuseavailabledatatoevaluateandimproveprograms

Usestechnologytools(e .g .,spreadsheets,schedulingsoft-ware,financialsoftware,systemofsharedaccountability)tomonitoroffice,program,andschooloperations,asappropriate;workswithoffice,program,andschoolstaffasappropriatetoenhancetheirunderstandingoftechnol-ogytools

Rarelyorneverusestechnologytoolstomonitoropera-tions;doesnotworkwithoffice,program,orschoolstaff,asappropriate,toenhancetheirunderstandingoftech-nologytools

Establishesclearexpectationsforoffice/programandschoolstaff,asappropriate,inrespondingtosafetyandhealthregulations;ensuresthatstaffunderstandandcomplywithsafetyandhealthregulations

Doesnotestablishclearexpectationsforstaffinrespond-ingtosafetyandhealthregulations;doesnotensurethatstaffunderstandandcomplywithsafetyandhealthregulations

Conductsormonitorsemergencydrills(e .g .,fire,codeblue,codered,asappropriate)thatareinconformancewithregulationsprovidedbyMontgomeryCountygovern-mentthatstaffunderstandandcomplywithemergencyregulations

Neitherconductsnormonitorsemergencydrillsasappro-priate;doesnotensurethatstaffunderstandandcomplywithemergencyregulations

Allocateshumanandmaterialresourcestoalignwiththeschoolsystem’sstrategicplan;workstodevelopanannualbudgetfortheoffice/programthatsupportsthestrategicplan;workswithoffice/programandschoolleaders,asappropriate,tofacilitateunderstandingofbudgetandresourcepriorities

Doesnotallocatehumanandmaterialresourcestoalignwiththeschoolsystem’sstrategicplan;allowsdevelop-mentofanannualbudgetthatallocatesresourcesforpurposesthatdonotalignwiththestrategicplan;rarelyorneverworkswithoffice,program,orschoolleaderstofacilitateunderstandingofbudgetandresourcepriorities

Recognizestheevolvingneedsoftheschoolsystem(e .g .,changesinthestudentpopulation,conditionofschoolsystemfacilities)andworkswithotherschoolsystemstafftoplantoaddresstheseneeds

Rarelyorneverrecognizesevolvingneedsoftheschoolsystem;doesnotworkwithotherschoolsystemstafftoplantoaddresstheseneeds

Providesstructuresandprocessesthatpromoteeffec-tivecommunicationandtimelyresolutionofconflicts;assistsinestablishingandmaintainingregularprocedureswherebystaffareabletocommunicateconcerns;solicitsinputfromstakeholdersregardingcommunications

Doesnotprovidestructuresandprocessesthatpro-moteeffectivecommunicationandtimelyresolutionofconflicts;neitherestablishesnormaintainsregularprocedureswherebystaffareabletocommunicatecon-cerns;doesnotsolicitinputfromstakeholdersregardingcommunications

Applieschangetheoryprinciplestosupportcontinuousimprovement

Doesnotapplychangetheoryprinciplestosupportcon-tinuousimprovement

Standard IV: The central services administrator is an educational leader who promotes success for all students as he/she col-laborates with stakeholder groups, including students, staff, families, community members, business partners, and community agencies.

Performance Criteria1 . Identifiesandengagesthebroadest,mostdiverserangeofstakeholdersnecessaryforcontinuousimprovement .

2 . Formscollaborativepartnershipstostrengthenprograms,solicitinputandfeedback,andsupportofficegoals .

3 . Nurturesandpromotesaworkplaceculturethatincludesstakeholdersfromdiversebackgroundsandethnicities .

4 . Considersindividualandgroupdifferencesandtreatsallstakeholderswithrespect .

5 . Demonstrateseffectivecommunicationandcollaborationwithallstakeholders .

Examples of collaboration with stakeholder groupsThe central services administrator —

Identifiesandinvolvesabroad,diverserangeofstake-holders(e .g .,professionalandsupportingservicesstaff,schoolrepresentatives,communitymembers,advocacygroups,etc .)inoffice/programplanninganddecisionmaking;interactseffectivelywithstakeholders

Neitheridentifiesnorinvolvesabroad,diverserangeofstakeholdersinoffice/programplanninganddecisionmaking;doesnotinteracteffectivelywithstakeholders

Solicitsinputfromstakeholdergroupsthroughavarietyofmethods(e .g .,focusgroupdiscussions,studycircles,advi-sorygroups,meetingswithschoolandcommunitymem-bers)tocollaborativelyidentifyandsolveproblems

Doesnotsolicitinput;useslimitedmethodstosolicitinput;rarelyorneverworkscollaborativelytoidentifyandsolveproblems

Monitorsthatallrelevantstaffandstakeholdergroupsarerepresentedatmeetingsandactivelyinvolvedinplanninganddecisionmaking

Doesnotmonitorthatallrelevantstaffandstakeholdergroupsarerepresentedatmeetingsandactivelyinvolved

Ensuresthatmeetingsareheldattimesandinlocationsthatmakethemeasilyaccessibletostaffandstakeholders

Doesnotensurethatmeetingsareheldattimesandinlocationsthatmakethemeasilyaccessibletostaffandstakeholders

Utilizesdatafromstaff,student,andparentschoolsurveyssuchasenvironment,Baldrige,andotherstocelebratesuccessesandengageincollaborativeproblemsolvingwithstaffandstakeholders

Doesnotutilizedata;neitherengagesincelebratingsuc-cessesnorengagesincollaborativeproblem-solvingwithstaffandstakeholders

Workswithintheschoolsystem’sadministrativeprocessestoidentifyandmaximizegrowthofstaffwhoreflectthediversityoftheMCPScommunity

Rarelyorneverworkswithintheschoolsystem’sadmin-istrativeprocessestoidentifyandmaximizegrowthofdiversestaffmembers

Collaborateswithotherschoolsystemofficesandcom-munityagenciestoinformstakeholdersabouthealth,social,andotherservicesthatstudentsandfamiliesneed;refersstudentsandfamiliestootherofficesorcommunityagenciesasneeded

Doesnotcollaboratewithotherschoolsystemofficesandcommunityagencies;rarelyorneverrefersstudentsandfamiliestootherofficesorcommunityagencies

Servesasaliaisonbetweentheschoolsystemandstake-holdergroups;communicateswithstakeholdersandarticulatestrendsthataffectthem

Rarelyorneveriswillingtoserveasliaisonbetweentheschoolsystemandstakeholdergroups;rarelyornevercommunicateswithstakeholders;ineffectivelyarticulatestrends

Solicitsinformationaboutschool,family,andcommunityconcerns,expectations,andneedsapplicabletotheworkandcultureoftheschoolsystemandschools

Rarelyorneversolicitsinformationaboutschool,family,andcommunityconcerns,expectations,andneedsappli-cabletotheworkandcultureoftheschoolsystemandschools

Usesinformationobtainedtoaddresstheneedsofdiffer-entgroups(e .g .,specialeducation,gifted/talented,ESOL)

Doesnotuseinformationobtainedtoaddresstheneedsofdifferentgroups

Articulatesaclearprocessforusingoutsideresourcestostrengthenprograms;solicitsfunds/seeksgrantsfromavarietyofsources(e .g .,community,civicgroups,localgovernment,businessfoundations)tosupportprograms

Doesnotarticulateaprocessforusingoutsideresourcestostrengthenprograms;processisunclear;doesnotsolicitfunds/seekgrantstosupportprograms

Servesasaliaisonbetweentheschoolsystemandbusi-nessandcommunitygroupstoobtainfinancialsupport,materials,andmentorsforstudents,staff,andprograms;encouragesstafftoserveasliaisons

Rarelyorneverservesasaliaisonbetweentheschoolsystemandbusinessandcommunitygroups;doesnotencouragestafftoserveasliaisons

Servesasaliaisonbetweentheschoolsystemandhighereducationinstitutionstofosterstaffprofessionaldevelop-mentandstrengthenprograms;encouragesstafftoserveasliaisons

Rarelyorneverservesasaliaisonbetweentheschoolsys-temandhighereducationinstitutions;doesnotencour-agestafftoserveasliaisons

Supportsopportunitiestopilotprofessionalorganization,highereducation,andcommunity-basedprogramsthatsupporttheschoolsystem’sstrategicplan;participatesinresearch(ifapplicable)

Doesnotsupportopportunitiestopilotprofessionalorganization,highereducation,orcommunity-basedprogramsthatsupporttheschoolsystem’sstrategicplan;unwillingtoparticipateinresearch

Respectsallgroupsandtheirpriorities;treatsallstake-holdersequitably;respondsequitablytoschool,parent,student,staff,andcommunityconcerns

Displaysdisrespectfulbehaviors;respondstosomestake-holdergroupsmorefavorablythanothers

Respondspromptlytoschoolandcommunityrequests(e .g .,forinformation,resources,problem-solving,useofthebuildingandgrounds)

Doesnotrespondordoesnotrespondpromptlytoschoolandcommunityrequests

Workscollaborativelywithstaffandstakeholderstorec-ognizeandcelebratedifferencesinculturesthroughpro-grammaterials,activities,andprocesses

Rarelyorneverworkscollaborativelywithstaffandstake-holders;doesnotrecognizeandcelebratedifferencesinculturesthroughprogrammaterials,activities,andprocesses

Communicateswithallstakeholdersinatimelyandopenmanner;ensuresthatoffice/programstaffcommuni-cateeffectivelywithstakeholders;modelscollaborativeleadership

Communicateswithonlysomestakeholders;rarelyornevercommunicatesinatimelymanner;communicatespartialinformationtostakeholders;doesnotensurethatoffice/programstaffcommunicateeffectivelywithstake-holders;rarelyornevermodelscollaborativeleadership

Standard V: The central services administrator is an educational leader who promotes success for all students as he/she models professionalism and professional growth to create a positive work environment.

Performance Criteria1 . Establishestrustanddemonstratesopennessandrespectinrelationshipsanddecision-makingprocesses .

2 . Seeksandusesfeedbackandreflectsonhis/herleadershipandtheimpactithasonothers .

3 . Establishescollaborativeprocesseswithdiversegroupstodevelopandaccomplishcommongoals .

4 . Demonstratesvalues,beliefs,attitudes,andethicalbehaviorsthatinspireothers .

5 . Demonstratescommitmenttocontinuousimprovement .

6 . Usesdatafromavarietyofsourcestoconductapersonalassessmentofhis/herownprofessionalgrowthandcontinu-ousimprovement .

Examples of evidence of modeling professionalism and professional growthThe central services administrator—

Demonstratesapersonalandprofessionalcodeofethics(e .g .,corevaluesandbeliefssuchashonestyandinteg-rity)informalandinformalsettings;praisesstaffforethi-calactionsandpositivecharactertraits

Actsregardlessofcommonstandardsofethical,profes-sionalbehavior;allowspersonalfeelingstointerferewithprofessionalcodeofethicsandcorevalues;rarelyorneverpraisesstaffforethicalactionsandpositivecharactertraits

Modelsprofessionalisminbehaviorandappearance;dressesappropriatelyforoccasions/activities;demon-stratesdedicationtohis/herresponsibilities

Behaviorissometimesviewedasinappropriatebyothers;appearanceanddressaresometimesinappropriateforoccasions/activities;dedicationtoresponsibilitiesisfre-quentlynotevident

Communicateskeybeliefsaboutstudentlearningtostaff,students,families,andcommunities:•Learningisimportant•Allstudentscanlearn•Wemustnotgiveuponstudentsandtheirlearning•Effectiveeffortleadstostudentachievement

Communicateswaysinwhichoffice/programgoalsandactivitiessupportthesebeliefs .Sendsmessagestostaff,students,families,andcommunitiesthatdonotsupportstudentlearning;communicationsconveythatthesemes-sagesareimportantforsomegroups,butnotothers;doesnotcommunicatewaysinwhichoffice/programgoalsandactivitiessupportthesebeliefs

Establishesprocesseswherebyinputfromadiversegroupofstakeholdersiscollectedinavarietyofways(e .g .,throughconferences,meetings,surveys,e-mails,telephonecalls,etc .),analyzed,andusedforcontinuousimprovementofoffice/programgoals,activities,andpri-orityareas;seeksparticipationbyallstakeholdergroupsintheprocessofdecisionmaking

Doesnotestablishprocesseswherebyinputfromadiversegroupofstakeholdersiscollectedinavarietyofways,analyzed,andusedforcontinuousimprovement;doesnotseekparticipationbyallstakeholdergroups;encouragessomegroupsbutnotothers

Utilizesmultiplestrategiesforensuringtheparticipa-tionofallstakeholdersindevelopment,implementation,evaluation,andrevisionoftheoffice/programgoalsandactivities

Utilizeslimitedstrategiestoensuretheparticipationofallstakeholdersindevelopment,implementation,evalua-tion,andrevisionoftheoffice/programgoalsandactivi-ties;isnotproactiveininvitingstakeholderparticipation

Facilitatesaclimateinwhichinputandinnovationbyprofessionalandsupportingservicesstaffareencouragedandvalued

Discouragesorignoresstaffinputandinnovation;acceptsinputandinnovationfromselectedstaff

Encouragesoffice/programprofessionalandsupportingservicesstafftomeet,reflect,andhaveinputonsignifi-cantdecisions;establishesopportunitiesforstafftopro-videinput

Rarelyorneverencouragesoffice/programprofessionalandsupportingservicesstafftomeet,reflect,andhaveinputonsignificantdecisions;frequentlyrestrictsoppor-tunitiesforstaffinput

Createsopportunitiesforprofessionalandsupportingservicesstafftoassumeleadershiporexpandedrolesintheoffice/program;actsasamentorindevelopingstaffleadershipcapacity

Rarelyornevercreatesopportunitiesforprofessionalandsupportingservicesstafftoassumeleadershiporexpandedrolesintheoffice/program;limitsopportunitiesforsomestaff;doesnotactasamentor

Motivatesstafftowardhighlevelsofperformance;readsrelevanteducationalandmanagementliteratureandfacilitatesoffice/programdiscussionsaboutcurrentresearch

Rarelyornevermotivatesstafftowardhighlevelsofperformance;doesnotreadrelevanteducationalandmanagementliterature;rarelyorneverfacilitatesoffice/programdiscussionsaboutcurrentresearch

Displaysrespectfulbehaviorstoallgroups;monitorsthatrespectispervasiveamongstaff;listenstoandactscon-structivelyonstaffandstakeholderconcerns

Displaysdisrespectfulbehaviors;displaysdifferentbehaviorstowarddifferentgroups;doesnotmonitorthatrespectispervasive;neitherlistenstonoractsconstruc-tivelyonstaffandstakeholderconcerns

Protectstherightsofconfidentialityofindividualstaff,students,andfamilies;workswithoffice/programstafftoprotectconfidentiality

Violatesoriscarelessaboutprotectingconfidential-ity;doesnotworkwithoffice/programstafftoprotectconfidentiality

Seeksoutandusesfeedbackfromstaff,colleaguesandstakeholderstoevaluatetheimpactofhis/herownadministrativepractice;reflectsonhowtoimprovepro-cesses;identifiespersonalgoalsinaprofessionaldevelop-mentplan(PDP)

Usesavarietyofdata(e .g .,performancereports,progresstowardBaldrigegoals,etc .)andcollaborateswithhis/hersupervisortomonitorcontinuousprogress,identifypri-orities,andimplementprogramsforhis/herprofessionalgrowth

Doesnotuseavarietyofdatatomonitorcontinuousprog-ress;rarelycollaborateswithhis/hersupervisor;rarelyorneveridentifiesprioritiesorimplementsprogramsforprofessionalgrowth

Usesoffice/programmeetingstosharedatafromavarietyofsourceswithstaff;solicitssuggestionsforcontinuousimprovement;implementssuggestionsasrelevant

Doesnotsharedatawithstaff;doesnotsolicitsugges-tionsforcontinuousimprovement;solicitssuggestionsbutdoesnotactonthem;rarelyorneverimplementssuggestions

Meetsprofessionalobligationsinacompleteandtimelymanner(e .g .,paperwork,deadlines);demonstratesahighlevelofregardforothersaffectedbyhis/herworkhabits

Isoftenlateinmeetingprofessionalobligations;submitsincompleteand/orinaccurateproducts;frequentlydem-onstratesdisregardforothersaffectedbyhis/herworkhabits

Participatesinrequiredoffice,program,cluster,andsys-temwidemeetings;sharesinformationobtainedatmeet-ingswithstaff

Arriveslateorisabsentfromrequiredoffice,program,cluster,andsystemwidemeetings;rarelyorneversharesinformationfrommeetingswithstaff

Standard VI: The central services administrator is an educational leader who promotes success for all students as he/she under-stands, responds to, and influences the political, social, economic, legal, and cultural contexts of the school system.

Performance Criteria1 . Expandspersonalknowledgeanddevelopsabilitiestorespondtochangingconditionsthataffecttheworkplaceand

theschoolsystem .

2 . Acquiresandappliesknowledgeofpolicies,regulations,procedures,andlaws .

3 . Participatesinthedevelopmentofpolicies,programs,andbudgets .

4 . Advocatesforstudents,staff,families,communities,andtheschoolsystem .

5 . Developsandcommunicatesstrategiestoimplementnewinitiatives .

6 . Representstheinterestsoftheofficeandschoolsystemwhenengagingwithlocal,state,national,andgovernmentalgroups/agencies .

Examples of understanding, responding to, and influencing the larger political, social, economic, legal, and cultural contextsThe central services administrator—

Demonstratesknowledgeoflocal,state,andnationaledu-cationalandculturaltrends,currentresearch,andbestpractices;createsopportunitiestosharethisknowledgewithoffice/programstaff

Demonstrateslittleornoknowledgeoflocal,state,andnationaleducationalandculturaltrends,currentresearch,andbestpractices;rarelyornevercreatesopportunitiestosharethisknowledgewithoffice/programstaff

InterpretsandcomplieswithMCPSpolicies,regulationsandprocedures,aswellaslocal,state,andfederalman-dates(e .g .,specialeducation,504,searchandseizure,No Child Left Behind)astheyapplytotheoffice/programmissionandresponsibilities;assistsindevelopingregula-tionsandpolicesasrelevant

Misinterpretsand/orinadequatelycomplieswithMCPSpolicies,regulationsandprocedures,aswellaslocal,state,andfederalmandates;doesnotapplypolicies,regu-lationsorprocedurestotheoffice/programmissionandresponsibilities;doesnotassistindevelopingregulationsandpoliciesasrelevant

Meetswithoffice/programstaff,staffinotherCentralServicesoffices/programs,andcommunitymemberstofacilitatetheirunderstandingofMCPSpolicies,regula-tions,andprocedures,aswellaslocal,state,andfederalmandates;discusseshowtheoffice/programsupportsthepolicies,regulations,procedures,andmandates

Rarelyornevermeetswithoffice/programstaff,staffinotherCentralServicesoffices/programs,andcommunitymemberstofacilitateunderstandingofMCPSpolices,regulations,andproceduresaswellaslocal,state,andfederalmandates;provideslimitedornodiscussionofhowtheoffice/programsupportsthepolicies,regulations,procedures,andmandates

Engagesinbusiness,industry,civic,andcommunityactivitiestofurtherunderstandthepoliticalandsociallifeofthecommunity;actsasaliaisonbetweentheschoolsystemandspecificadvocacygroupsservedbytheoffice/programmissionandresponsibilities;monitorsthatstaffcommunicateandinteracteffectivelywithstakeholdersandadvocacygroups

Avoidsinvitationstomeetwithoraddressbusiness,industry,civic,andcommunityorganizations;doesnotknoworinteractwithkeystakeholderswhorepresentthebreadthofdemographicsinschoolsystemcommunitygroups;rarelyorneverinteractswithadvocacygroups;doesnotmonitorcommunications/interactionsbetweenstaffandstakeholdersandadvocacygroups

Participatesinlocal,state,ornationalprofessionalasso-ciationandorganizationactivitiestoenhancepersonalknowledgeandskillsrelevanttoeducationand/orman-agement(e .g .,coursework,workshops,conferences,studygroups,etc .)

Rarelyorneverparticipatesinprofessionalassociation/organizationactivitiestoenhancepersonalknowledgeandskillsrelevanttoeducationand/ormanagement

Balancesparticipationinlocal,state,ornationalprofes-sionalassociationandorganizationactivitieswithday-to-dayoffice/programoperationsandresponsibilities

Allowsprofessionalorganizationactivitiestosupersededay-to-dayoffice/programoperationsandresponsibilities

Participatesin,ordelegatesstafftoparticipatein,localandstatetaskforcesorworkgroups;worksondevelop-mentofprograms,policies,budgets,andcompliancereports

Rarelyorneverparticipatesinordelegatesstafftopartici-pateinlocalandstatetaskforcesorworkgroups;rarelyorneverworksondevelopingprograms,policies,budgets,orcompliancereports

Communicatesknowledgeofthebudgetprocessanditsimpactonoffice/programinitiativesandactivitiestostakeholders;workswithstakeholderstofostertheirunderstandingandknowledge

Rarelyornevercommunicatesknowledgeofthebudgetprocess;provideslimitedorinadequatecommunicationaboutitsimpactonoffice/programinitiativesandactivi-ties;doesnotworkwithstakeholderstofosterunder-standingandknowledge

Advocatesonbehalfofstudents,staff,families,com-munities,andtheschoolsystemfornecessaryresourcesandprogramstosupportthegoalsandobjectivesoftheschoolsystem(e .g .,atmeetingsoftheBoardofEducation,professionalassociations,countycouncil,statemeetings,businessandindustrypartnerships,etc .)

Doesnotadvocateonbehalfofstudents,staff,fami-lies,communities,andtheschoolsystemfornecessaryresourcesandprograms

Explainstostaffandotherstakeholdershowtheoffice/programmission,responsibilities,goals,andactivitiesfitintothelargercontextoftheschoolsystem

Provideslimitedorinadequateexplanationsregardinghowtheoffice/programmission,responsibilities,goals,andactivitiesfitintothelargercontextoftheschoolsystem

Workswithstakeholderstodevelopappropriatestrategiesforimplementingnewinitiatives(e .g .,printedorelectronicsupportmaterials,training/workshops,informationmeet-ings,listsofresources,websites/discussiongroups,etc .)

Doesnotworkwithstakeholderstodevelopappropriateimplementationstrategies

Montgomery County Business and Operations AdministratorsThesixleadershipstandardsthathavebeenestablishedfortheAdministrativeandSupervisoryProfessionalGrowthSystem(A&SPGS)arefurtherdefinedbyper-formancecriteriaforthepurposeofsupportingallcom-ponentsoftheA&SPGS .ThepurposeofthedescriptiveexamplesistocreateasamplepictureofwhatbeingaMontgomeryCountybusinessandoperationsadministra-torlookslikewhenanindividualmeetsordoesnotmeettheMCPSstandards .Thesedescriptiveexamplesarenotintendedtoisolatebehaviorsinachecklistortosuggestthateverypersoninoneofthesepositionsisexpectedtobedoingeverythingthatisdescribed .Theydefinearangeofbehaviorsandareintentionallydesignedtoreflectahighstandardofperformance .

Thestandards,performancecriteria,anddescriptiveexamplesincludedhereinaredesignedtobeappliedtoavarietyofadministratorswhohaveawiderangeofjobdescriptionsandresponsibilities .Thestandardsfortheseadministratorsarealignedwiththestandardsandcompe-tenciesofalloftheprofessionalgrowthsystemsandthusservetocreatealinkamongMontgomeryCountybusi-nessandoperationsadministratorsastheyachievethegoalsoftheirofficesandsuccessforallstudents .

Intheirroles,MontgomeryCountybusinessandopera-tionsadministratorsfunctionasimportantmembersoftheiroffices’leadershipteams .Theyworkundertheguid-anceanddirectionoftheirimmediatesupervisors .Theyassistwithmanyofthetasksinvolvedinadministeringandsupervisingthetotalprogramandprovidingleader-shipforstaffmembersconsistentwiththeeducationalgoalsoftheschoolsystem .Theirfunctionsmayincludeestablishingaclimateconducivetoresults,planningandcoordinatingprograms,makingdecisions,andmonitor-ingprogramprogress .Theyareexpectedtodemonstrateinitiativeandbeabletoproblemsolveusingtheirbestprofessionaljudgment .

Someofthedescriptiveexamplesmaynotapplytospecificadministrativepositionsorthepeoplefillingthepositions .Itisrecommendedthatevaluatorsreviewthedescriptiveexampleswiththepersonbeingevaluatedandselectthosethatdirectlyapplytotheposition .Evaluatorsmayalsoadddescriptiveexamplesthatarebettersuitedtoeachspecificposition .Thesedescriptiveexamplesshouldadheretothespecificstandardsandshouldbecommunicatedtothepersonbeingevaluatedatthebeginningoftheevaluationcycle .

Standard I: The Montgomery County business and operations administrator is a leader who promotes success for all students as he/she facilitates and supports the development, articulation, and implementation of the school system’s strategic plan.

Performance Criteria1 . Providesleadershipandfacilitatesthedevelopmentofasharedvisionforhowhis/herofficesorprogramcontributes

tostudentsuccess .

2 . Engagesactivelyandcollaborateswithstaffandstakeholderssoastopromoteanunderstandingandasharedcommit-menttotheschoolsystem’sstrategicplan .

3 . Providesleadershipfortheimplementationoftheschoolsystem’sstrategicplan .

4 . Facilitatesthedevelopmentofleadershipcapacityofstaffandstakeholderstosharetheresponsibilityforimplementingtheoffice/program’sstrategicplan .

5 . Alignsprograms,practices,andresourcestosupportstudentsuccess .

6 . Facilitatesanongoingcollaborativeprocesstomonitor,evaluate,andreviseprogramsandpracticesbaseduponmul-tiplesourcesofdata .

7 . Fostersasharedcommitmenttohighstandardsthatpromoteshighexpectationsforthedeliveryofqualityproducts,programs,andservices .

Examples of evidence of facilitation, articulation, implementation, and monitoringThe business and operations administrator—

Assistsinfacilitatinganongoing,collaborativeprocessfordevelopingandrefiningtheoffice/programsharedvisionandhowitcontributestostudentsuccess;establishesequitablepracticestokeeptheoffice/programvisionintheforefrontincollaborativedecisionmaking

Provideslimitedornoassistanceinfacilitatinganongo-ing,collaborativeprocessfordevelopingandrefiningtheoffice/programsharedvisionandhowitcontributestostudentsuccess;doesnotestablishequitablepracticestokeeptheoffice/programvisionintheforefrontincollab-orativedecisionmaking

Providesleadershipandguidancetohelpstaffunderstandhowtheiroffice/programstrategicplansupportstheschoolsystem’sstrategicplan

Provideslimitedornoleadership/guidancetohelpstaffunderstandhowtheiroffice/programstrategicplansup-portstheschoolsystem’sstrategicplan

Participatesinteamoroffice/programmeetingstoshareanddiscusstheoffice/programvisionforcontributingtostudentsuccess;solicitsinputfromstaffregardingtheoffice/programvisionandstrategicplans

Doesnotparticipateinteamoroffice/programmeetingstoshareanddiscusstheoffice/programvisionforcontrib-utingtostudentsuccess;doesnotsolicitinputfromstaffregardingtheoffice/programvisionandstrategicplans

Communicatesoralandwrittenexamplesillustratingtheoffice/programvisionandstrategicplaninavarietyofsettings(e .g .,leadershipmeetings,committeemeetings,trainingsessions,grantapplications,etc .)

Doesnotcommunicatethevisionandstrategicplaninavarietyofsettings;communicationislimitedandnarrowlyfocused

Meetswithstakeholdersandprovidesoralandwrittenexplanationsoftheoffice/programvisionandstrategicplanandhowtheysupporttheschoolsystem’svisionandstrategicplan;solicitsinputfromstakeholdersregardingtheoffice/programvisionandstrategicplan;monitorsstaffresponsestostakeholderrequests,inquiries,andinput

Doesnotmeetwithstakeholdersandprovideoralandwrittenexplanationsoftheoffice/programvisionandstrategicplanandhowtheysupporttheschoolsystem’svisionandstrategicplan;doesnotsolicitinputfromstakeholdersregardingtheoffice/programvisionandstra-tegicplan;doesnotmonitorstaffresponses,stakeholderrequests,inquiries,andinput

Activelyinvolvesandcontinuallyencouragesstafftobecomeinvolvedinoffice/programdecisionmaking;encouragesstafftodevelopandcommunicatetheirowngoals,objectives,andactivitiestosupporttheoffice/pro-gramvisionandstrategicplan

Neitheractivelyinvolvesnorcontinuallyencouragesstafftobecomeinvolvedinoffice/programdecisionmaking;doesnotencouragestafftodevelopandcommunicatetheirowngoals,objectives,andactivities;discouragesstaffinputandparticipation

Workswithoffice/programstafftodevelopandfacilitateunderstandingofappropriate,measurablegoalsforevalu-atingprogresstowardtheoffice/programvision,goals,andobjectives;developsplansformonitoringprogressandactivities .

Rarelyorneverworkswithoffice/programstafftodevelopandfacilitateunderstanding;doesnotworkwithoffice/programstafftodevelopplansformonitoringprogresstowardgoals;doesnotdevelopplansformonitoringprog-ressandactivities

Utilizesresourcestosupporttheoffice/programvisionandstrategicplan;identifiesandusesstate,federal,andothergrantfunds,partnerships,anddonations,etc .

Doesnotutilizeresourcestosupporttheoffice/programvision;doesnotidentifyandusestate,federal,andothergrantfunds,partnerships,anddonations .

Workswithstaffandstakeholderstoestablishtimelinesforcriticalprocesses/activitiesandbenchmarksformoni-toringsuccess(e .g .,safety/crisisandtransportationpoli-ciesandregulations,maintenanceschedules,curriculumimplementationguidelines,staffprofessionaldevelop-ment,etc .)

Spendslittleornotimeworkingwithstaffandstakehold-erstoestablishtimelinesforcriticalprocesses/activitiesandbenchmarksformonitoringstudentsuccess

Providesoversighttoensurethattimelinesaremetandstakeholdersreceivecompleteandaccuratedocumentsandmaterials;solicitsinputfromstakeholdersregard-ingthequalityandtimelinessofprocesses,activities,andmaterials

Provideslimitedornooversighttoensurethattimelinesaremetandstakeholdersreceivecompleteandaccuratedocumentsandmaterials;doesnotsolicitinputfromstakeholdersregardingthequalityandtimelinessofpro-cesses,activities,andmaterials

Usesrelevantdatatosupporttheschoolsystem’sstrategicplanandvisionforstudentsuccess;analyzesandpresentsdatafromavarietyofsourcesastheyrelatetohowtheoffice/programsupportsthisvision;workswithoffice/programandschoolstaff,whereappropriate,tointerpretandusedatatomakeimprovements

Rarelyusesrelevantdatatosupporttheschoolsystem’sstrategicplanandvisionforstudentsuccessrepresentsdata;doesnotworkwithoffice/programandschoolstaff,whereappropriate,tointerpretandusedatatomakeimprovements

Usesavarietyofmethodstocommunicateprogressinsupportingtheschoolsystem’svisionandstrategicplantostaffandstakeholders

Usesonlylimitedvarietyofmethodstocommunicateprogressinsupportingtheschoolsystem’svisionandstra-tegicplantostaffandstakeholders

Communicatesandcollaborateswithotheroffices,pro-grams,andschoolstosupporttheschoolsystem’sstrate-gicplanandvisionforsuccessforallstudents;seeksinfor-mationforbenchmarkingfromotherdistrictsandotherappropriateorganizations

Neithercommunicatesnorcollaborateswithotheroffices,programs,orschools;resistsinterofficeorinter-programcommunicationandcollaboration;doesnotseekinfor-mationforbenchmarkingfromotherdistrictsandotherappropriateorganizations

Standard II: The Montgomery County business and operations administrator is a leader who promotes success for all students as he/she creates and sustains a culture of professional growth and high expectations to support the school system’s strategic plan.

Performance Criteria 1 . Promotestheprinciplethateverychildcanlearnandsucceed .

2 . Promoteshighexpectationsforthedeliveryofqualityproducts,programs,andservices .

3 . Designs,supports,andmonitorstheeffectiveimplementationoftheschoolsystem’sinitiatives .

4 . Engagesinacontinuousimprovementprocesstoattainperformanceexcellence .

5 . Fostersaprofessionallearningcommunity .

6 . Promotesaworkplaceenvironmentthatcultivatesintellectualcuriosity,stimulatesinnovation,andvaluesdiversity .

7 . Ensuresthattheprofessionalgrowthsystemsforallstaffaredevelopedandimplementedwithequity .

Communicateskeybeliefsaboutstudentlearningtostudents,staff,andparents: • Learningisimportant • Allstudentscanlearn • Wemustnotgiveuponstudentsandtheirlearning • EffectiveeffortleadstostudentachievementCommunicatesbyusingequitablepracticesinwhichoffice/programgoalsandactivitiessupportthesebeliefs;createsopportunitiesforstafftoreflectandshareonhowtheycontributetostudentlearning

Doesnotsendmessagestostaff,students,families,and/orcommunitiesthatsupportstudentlearning;communi-cationsdonotconveythatthesemessagesareimportantforallgroups;doesnotcommunicatebyusingequitablepracticesinwhichoffice/programgoalsandactivitiessupportthesebeliefs;rarelyornevercreatesopportuni-tiesforstafftoreflectandshareonhowtheycontributetostudentlearning

Providesexamplesofhighexpectationsforthedeliveryofqualityproducts,programs,andservicesbasedonnational,state,andlocaleducationandindustrystan-dards;modelswaysofdevelopinganddeliveringqualityproducts,programs,andservices;providestimeduringoffice/programmeetingstoemphasizetheimportanceofhighexpectationsforthedeliveryofhigh-qualityprod-ucts,programs,andservices

Provideslimitedornoexamplesillustratinghighexpecta-tionsforthedeliveryofhigh-qualityproducts,programs,andservices;examplesprovidedarenotclear;rarelyornevermodelswaysofdevelopinganddeliveringhigh-qualityproducts,programs,andservices;rarelyorneverprovidestimeduringoffice/programmeetingstoempha-sizetheimportanceofhighexpectationsforthedeliveryofhigh-qualityproducts,programs,andservices

Workswithoffice/programstafftofacilitateclearunder-standingofappropriate,measurablegoalsforevaluatingprogresstowardtheoffice/programstrategicplan,andobjectives

Rarelyorneverworkswithoffice/programstafftofacili-tateunderstanding

Workscollaborativelytoensurethatimplementationplansaredevelopedthatincludecriticalprocesses,activi-ties,andbenchmarks;monitorsthattimelinesaremet;solicitsfeedbackfromstakeholdersregardingthequality,timeliness,andeffectivenessofimplementationplansandactivities

Doesnothelptoensurethatimplementationplansaredevelopedthatincludecriticalprocesses,activities,andbenchmarks;doesnotmonitorthattimelinesaremet;doesnotsolicitfeedbackfromstakeholdersregardingthequality,timeliness,andeffectivenessofimplementationplansandactivities

Usesrelevantdatasourcestomonitorqualityofproducts,programs,andservices

Rarelyorneverusesrelevantdatasourcestomonitorqualityofproducts,programs,andservices

Providestimeduringoffice/programmeetingsforstafftoanalyzeanddiscussrelevantprogressdata;facilitatesstaffanalysisofdata

Rarelyorneverprovidestimeduringoffice/programmeetingsforstafftoanalyzeanddiscussrelevantdata;doesnotfacilitatestaffanalysisofdata

Fostersacollaborativeatmosphere;encouragesstafftoprovideinput

Doesnotfosteracollaborativeatmosphere;rarelyorneverencouragesstafftoprovideinput

Workscollaborativelywithstafftodevelopandarticulateprofessionalgrowthobjectivesthatsupportdeliveryofqualityproducts,programs,andservicesandsustaincon-tinuousimprovement

Rarelyorneverworkswithstafftodevelopandarticulateprofessionalgrowthobjectives;doesnotworkcollabora-tivelywithstafftodevelopandarticulateobjectives

UsestheestablishedPGSEvaluationProcess,includingthepre-evaluationconference;sharesavailableevidencewithstaffregardingattainmentofprofessionalgrowthsystemobjectives;providesanenvironmentinwhichstaff’sstrengthsand/orweaknessescanbediscussedwithcandor

DoesnotusetheestablishedPGSEvaluationProcess,includingthepre-evaluationconference;rarelyorneversharesavailableevidencewithstaffregardingattainmentofprofessionalgrowthsystemobjectives;rarelyorneverprovidesanenvironmentinwhichstaff’sstrengthsandweaknessescanbediscussedwithcandor

Createsopportunitiesandencouragesstafftoresearch,learn,andpursuebestpractices;providesstaffwithinfor-mationaboutprofessionaldevelopmentopportunities;keepsstaffabreastofrelevantindustrytrends,policies,andprocedures

Rarelyornevercreatesopportunitiesorencouragesstafftoresearch,learn,andpursuebestpractices;doesnotprovidestaffwithinformationaboutprofessionaldevel-opmentopportunities;doesnotkeepstaffabreastofrel-evantindustrytrends,policies,andprocedures

Encouragesoffice/programstaffparticipationintrainingtopursueprofessionalgrowthand/orjobadvancement

Doesnotencourageoffice/programstaffparticipationintrainingtopursueprofessionalgrowthand/orjobadvancement

Usesavailablefundstosupportstaffattendanceatprofes-sionalconferencesandtrainingsessions

Doesnotuseavailablefundstosupportstaffattendanceatprofessionalconferencesandtrainingsessions

Facilitatesanenvironmentinwhichintellectualcuriosityandinnovationareencouraged;regularlysolicitsinputfromstaffregardingtheoffice/programenvironment;recognizesstaffworkandcontributionspersonallyandpublicly

Discouragesorignoresstaffintellectualcuriosityandinnovation;doesnotacceptintellectualcuriosityandinnovationfromstaffmembers;doesnotsolicitinputfromstaffregardingtheofficeclimate;rarelyorneverrec-ognizesstaffworkandcontributions

Selectscandidateswhobestexemplifythebeliefsandgoalsoftheschoolsystem

Doesnotconsiderschoolsystembeliefsandgoalswhenselectingcandidates .

Recognizes,understandsandappreciatesthevalueofdiversity;recruitsandretainsstaffthatreflect,know,andappreciatethediversityofthecommunity

Doesnotrecognize,understandorappreciatethevalueofdiversity;doesnotrecruitandretainstaffthatreflect,know,andappreciatethediversityofthecommunity

Standard III: The Montgomery County business and operations administrator is a leader who promotes success for all students as he/she ensures the effective and efficient management of his/her office or program.

Performance Criteria1 . Demonstratesknowledgeandskillsnecessaryforhis/herposition .

2 . Mobilizespeopleandcoordinatestheireffortstoachievetargetedresults .

3 . Developsandsuperviseseffectiveprocessesinordertomaximizeperformance .

4 . Managesresourcestocultivateandsupportasafeandhealthyworkenvironment .

5 . Ensuresthattheallocationofresourcesisalignedwiththestrategicplanoftheschoolsystem .

6 . Buildsthecapacityofhis/herofficeorprogramtorespondtotheneedsofstudents,staff,andthecommunity .

7 . Fostersaclimateofresourceconservation .

Demonstratesknowledgeandskillsnecessaryforhis/herposition(e .g .,effectivemanagementskills,oralandwrit-tencommunicationskills,knowledgeoffederalandstatelaw,currentresearchandtrends,industrystandards,bud-getprocesses,andtechnologyapplications,etc .)

Demonstrateslimitedknowledgeandskillsnecessaryforhis/herposition

Usescurrentresearch-basedprocessestoassistinguidingcontinuousimprovementthatsupportssystemicchange

Doesnotusecurrentresearch-basedprocessestoassistinguidingcontinuousimprovement

Developsandimplementswell-defined,well-designed,andwell-deployedprocessestosuperviseanddevelopstaffeffectivenessonestablishedperformancecriteria

Doesnotdevelopand/orimplementwell-defined,well-designed,orwell-deployedprocesses .

UsesqualitytoolssuchasthePlan,Do,Study,Act(PDSA)cycleofcontinuousimprovementtodetermineprocesses’effectiveness

RarelyorneverusesqualitytoolssuchasthePlan,Do,Study,Act(PDSA)cycleofcontinuousimprovement

Equitablydelegatesresponsibilitiestostaff;empow-ersthemtoassumealeadershiproleandparticipateinthedecision-makingprocess;monitorsandprovidesfeedbacktostaffwithregardtoperformanceoftheseresponsibilities

Rarelyorneverequitablydelegatesresponsibilitiestostaff;neithermonitorsnorprovidesfeedbacktostaffwithregardtotheirperformance

Developsandimplementswell-defined,well-designed,andwell-deployedprocessestomonitoroffice/programdata(e .g .,attendance,safetyandsecuritylogs,industrycertification,and/orprogramperformancemeasures,etc .)tobestmeetstudents’andtheschoolsystem’sneeds

Rarelyornevermonitorsoffice/programdatatobestmeetstudents’andtheschoolsystem’sneeds

Incollaborationwithstaff,developsayearlyworkplanusingtheBaldrigeCategoriesandCoreValues;identifieskeyprocessesforoffice/programtodelineateprioritiesandresponsibilitiesofstaff;engagesstaffinmonitor-ingworkplanprogressandmakesrevisionsasneeded;solicitsinputfromstakeholdersregardingoffice/programeffectivenessbyusingavarietyofqualitytools(e .g .,sur-veys,pluses/deltas,PDSA)

Doesnotdevelopayearlyworkplantoorganizetheoffice/programanddelineateprioritiesandresponsibili-tiesofstaff;neithermonitorsnorrevisesworkplanasneeded;doesnotsolicitinputfromstakeholdersregard-ingoffice/programeffectiveness

Equitablyidentifiesanddevelopsteamleaderswithinthestaffthatdemonstratethecapacitytomotivateandworkcollaboratively,communicateseffectively,makesdeci-sions,andinitiateschangesasneeded

Neitherequitablyidentifiesnordevelopsteamleaderswhodemonstratethecapacitytomotivateandworkcol-laboratively,communicateeffectively,makedecisions,orinitiatechange;doesnotdevelopleadershipfromwithinthestaff .

Ensuresthatmentoringopportunitiesareavailabletoshareandenhancestaffknowledgeandexpertise;assessesproducts,processes,andprogramsfortheirrel-evancetotheschoolsystem’sstrategicplan;usesrelevantdataforcontinuousimprovement

Doesnotensurethatmentoringopportunitiesareavail-able;discouragesstaffmentoringactivities;rarelyorneverassessesproducts,processes,andprogramsfortheirrel-evancetotheschoolsystem’sstrategicplan;doesnotuserelevantdatatoevaluateandimproveprograms

Usescurrenttechnologytoolstomonitoroffice/program,andschooloperations;workswithoffice,program,andschoolstaff,asappropriate,toenhancetheirunderstand-ingoftechnologytools

Doesnotusecurrenttechnologytoolstomonitoropera-tions;doesnotworkwithoffice/programorschoolstaff,asappropriate,toenhancetheirunderstandingoftech-nologytools

Establishesclearexpectationsforoffice/programstaffinrespondingtosafetyandhealthregulations;ensuresthatstaffunderstandandcomplywithsafetyandhealthregulations

Doesnotestablishclearexpectationsforstaffinrespond-ingtosafetyandhealthregulations;doesnotensurethatstaffunderstandandcomplywithsafetyandhealthregulations

Conducts,monitors,supports,orparticipatesinemer-gencydrills(e .g .,fire,codeblue,codered,asappropri-ate)thatareinconformancewithregulationsprovidedbyMontgomeryCountygovernment;ensuresthatstaffunderstandandcomplywithemergencyregulations

Doesnotconduct,monitor,supportorparticipateinemergencydrills,asappropriate;doesnotensurethatstaffunderstandandcomplywithemergencyregulations

Allocateshumanandmaterialresourceseffectivelytoaligntheoffice/programwiththeschoolsystem’sstrategicplan;workstodevelopanannualbudgetfortheoffice/programthatsupportsthestrategicplan;workswithoffice/programandschoolleaderstofacilitateunder-standingofbudgetandresourcepriorities

Doesnotallocatehumanandmaterialresourceseffec-tivelytoaligntheoffice/programwiththeschoolsystem’sstrategicplan;doesnotallowdevelopmentofanannualbudgetthatallocatesresourcesforpurposesthatsup-portthestrategicplan;rarelyorneverworkswithoffice/programorschoolleaderstofacilitateunderstandingofbudgetandresourcepriorities

Recognizestheevolvingneedsoftheschoolsystem(e .g .,changesinthestudentpopulation,conditionofschoolsystemfacilities)andworkswithotherschoolsystemstafftoaddresstheseneeds

Rarelyorneverrecognizesevolvingneedsoftheschoolsystem;doesnotworkwithotherschoolsystemstafftoaddresstheseneeds

Providesstructuresandprocessesthatpromoteeffec-tivecommunicationandtimelyresolutionofconflicts;assistsinestablishingandmaintainingregularprocedureswherebystaffareabletocommunicateconcerns;solicitsinputfromstakeholdersregardingcommunications

Doesnotprovidestructuresandprocessesthatpro-moteeffectivecommunicationandtimelyresolutionofconflicts;neitherestablishesnormaintainsregularprocedureswherebystaffareabletocommunicatecon-cerns;doesnotsolicitinputfromstakeholdersregardingcommunications

Standard IV: The Montgomery County business and operations administrator is a leader who promotes success for all students as he/she collaborates with stakeholder groups, including students, staff, families, community members, business partners, and community agencies.

Performance Criteria 1 . Identifiesandengagesabroadanddiverserangeofstakeholdersforcontinuousimprovement .

2 . Formscollaborativepartnershipstostrengthenprograms,solicitinputandfeedback,andsupportofficegoals .

3 . Nurturesandpromotesanequitableworkplaceculturethatincludesstaff/stakeholdersfromdiversebackgroundsandethnicities .

4 . Considersindividualandgroupdifferencesandtreatsallstakeholderswithrespect .

5 . Demonstrateseffectivecommunicationandcollaborationwithallstakeholders .

Identifiesandinvolvesabroad,diverserangeofstaff/stakeholdersinoffice/programplanninganddecisionmaking

Doesnotidentifyorinvolveabroad,diverserangeofstaff/stakeholdersinoffice/programplanninganddecisionmaking

Solicitsinputfromstakeholdergroupsthroughavarietyofmethods(e .g .,focusgroupdiscussions,studycircles,advi-sorygroups,meetingswithschoolandcommunitymem-bers)tocollaborativelyidentifyandsolveproblems

Doesnotsolicitinput;useslimitedmethodstosolicitinput;rarelyorneverworkscollaborativelytoidentifyandsolveproblems

Ensuresthatallrelevantstakeholdergroupsarerepre-sentedatmeetingsandactivelyinvolvedinplanninganddecisionmaking

Doesnotensurethatallrelevantstakeholdergroupsarerepresentedatmeetingsandactivelyinvolved

Ensures,whenpossible,thatmeetingsareheldattimesandinlocationsthatmakethemeasilyaccessibletorel-evantstakeholdergroups

Doesnotattempttoensurethatmeetingsareheldattimesandinlocationsthatmakethemeasilyaccessibletorelevantstakeholdergroups

Utilizesdatafromrelevantstakeholdergroupsurveyssuchasenvironment,Baldrige,andotherstorecognizesuccesses;usesdatatoengageincollaborativeproblemsolvingwithrelevantstakeholdergroups

Doesnotutilizedatatorecognizesuccesses;doesnotengageincollaborativeproblemsolvingwithrelevantstakeholdergroups

Workswithintheschoolsystem’sadministrativeprocessestomaximizeprofessionalgrowthofallstaffwhileensuringequalityandrecognizingtheimportanceofdiversitytothesuccessoftheorganization

Doesnotworkwithintheschoolsystem’sadministrativeprocessestomaximizeprofessionalgrowthforallstaff;doesnotensureequalityorrecognizetheimportanceofdiversitytothesuccessoftheorganization

Collaborateswithotherschoolsystemoffices/communityagenciestoidentifyhealth,social,andotherneedsandservices;informsrelevantstakeholdergroupsregardingtheseservicesandmakesreferralsasappropriate

Doesnotcollaboratewithotherschoolsystemoffices/communityagenciestoidentifyhealth,social,andotherneedsandservices;doesnotinformrelevantstakeholdergroupsregardingtheseservicesormakereferralsasappropriate

Servesasaliaisonbetweentheoffice/programandstakeholdergroups;effectivelycommunicateswithstakeholders

Doesnotserveasaliaisonbetweentheoffice/programandstakeholdergroups;doesnotcommunicatewithstakeholders

Assistsincommunicatingtheprocessesforusingoutsideresources;solicitingfundsandseekinggrantsfromavari-etyofsources(e .g .,community,civicgroups,localgovern-ment,businessfoundations)tosupportoffice/programs

Doesnotassistincommunicatingtheprocessesforusingoutsideresources;doesnotsolicitfundsorseekgrantsfromavarietyofsources(e .g .,community,civicgroups,localgovernment,businessfoundations)tosupportoffice/programs

Servesasaliaisonbetweentheschoolsystemandbusi-nessandcommunitygroupstoobtainfinancialsupport,materials,andmentorsforstudents,staff,andprograms;encouragesstafftoserveasliaisons

Doesnotserveasaliaisonbetweentheschoolsystemandbusinessandcommunitygroups;doesnotencouragestafftoserveasliaisons

Servesasaliaisonbetweentheoffice/programandhighereducationinstitutionstofosterstaffprofessionaldevelopment

Doesnotserveasaliaisonbetweentheoffice/programandhighereducationinstitutions

Supportsopportunitiestopilotprogramsthatsupporttheoffice/program’sstrategicplan;participatesinresearch(ifapplicable)

Doesnotsupportopportunitiestopilotprogramsthatsupporttheoffice/program’sstrategicplan;unwillingtoparticipateinresearch

Respectsandtreatsallstakeholdersequitably Doesnotrespectandtreatallstakeholdersequitably

Respondsinatimelymannertostakeholders’inquiriesandrequests

Doesnotrespondinatimelymannertostakeholders’inquiriesandrequests

Workscollaborativelywithrelevantstakeholdergroupstorecognizeandcelebratedifferencesincultures

Doesnotworkcollaborativelywithrelevantstakeholdergroupstorecognizeandcelebratedifferencesincultures

Communicateswithallstakeholdersinanopenmanner;ensuresthatoffice/programstaffcommunicateeffectivelywithstakeholders;modelscollaborativeleadership

Doesnotcommunicateinanopenmannerwithstake-holders;doesnotensurethatoffice/programstaffcom-municateeffectivelywithstakeholders;doesnotmodelcollaborativeleadership

Standard V:The Montgomery County business and operations administrator is a leader who promotes success for all students as he/she models professionalism and professional growth to create a positive work environment.

Performance Criteria 1 . Establishestrustanddemonstratesopennessandrespectinrelationshipsanddecision-makingprocesses .

2 . Seeksandusesfeedbackforreflectiononhis/herleadershipandtheimpactonothers .

3 . Establishescollaborativeprocesseswithdiversegroupstodevelopandaccomplishcommongoals .

4 . Demonstratesvalues,beliefs,attitudes,andethicalbehaviorsthatinspireothers .

5 . Demonstratescommitmenttocontinuousself-improvement .

6 . Engagesinacontinuousself-improvementprocesstopursueongoingprofessionalgrowth .

Demonstratesapersonalandprofessionalcodeofethics(e .g .,corevaluesandbeliefssuchashonestyandinteg-rity)informalandinformalsettings;praisesstaffforethi-calactionsandpositivecharactertraits

Doesnotdemonstrateapersonalorprofessionalcodeofethics;allowspersonalfeelingstointerferewithpro-fessionalcodeofethicsandcorevalues;rarelyorneverpraisesstaffforethicalactionsandpositivecharactertraits

Modelsprofessionalisminbehaviorandappearance;dressesappropriatelyforoccasions/activities;demon-stratesdedicationtohis/herresponsibilities

Behaviorissometimesviewedasinappropriatebyothers;appearanceanddressaresometimesinappropriateforoccasions/activities;dedicationtoresponsibilitiesisfre-quentlynotevident

Communicateskeybeliefsaboutstudentlearningtostudents,staff,andparents: • Learningisimportant • Allstudentscanlearn • Wemustnotgiveuponstudentsandtheirlearning • EffectiveeffortleadstostudentachievementCommunicateswaysinwhichoffice/programgoalsandactivitiessupportthesebeliefs

Sendsmessagestostaff,students,families,andcommu-nitiesthatdonotsupportstudentlearning;communica-tionsconveythatthesemessagesareimportantforsomegroups,butnotothers;doesnotcommunicatewaysinwhichoffice/programgoalsandactivitiessupportthesebeliefs

Establishesprocesseswherebyinputfromadiversegroupofstakeholdersiscollectedinavarietyofways(e .g .,throughconferences,meetings,surveys,e-mails,telephonecalls,etc .),analyzed,andusedforcontinuousimprovementofoffice/programgoals,activities,andpri-orityareas;seeksparticipationbyallstakeholdergroupsintheprocessofdecisionmaking

Doesnotestablishprocesseswherebyinputfromadiversegroupofstakeholdersiscollectedinavarietyofways,analyzed,andusedforcontinuousimprovement;doesnotseekparticipationbyallstakeholdergroups;encouragessomegroupsbutnotothers

Utilizesmultiplestrategiesforencouragingtheparticipa-tionofallrelevantstakeholdersindevelopment,imple-mentation,evaluation,andrevisionoftheoffice/programgoalsandactivities

Utilizeslimitedstrategiestoencouragetheparticipationofallrelevantstakeholdersindevelopment,implementa-tion,evaluation,andrevisionoftheoffice/programgoalsandactivities;isnotproactiveininvitingstakeholderparticipation

Facilitatesaclimateinwhichinputandinnovationbyallstaffareencouragedandvalued

Discouragesorignoresstaffinputandinnovation;acceptsinputandinnovationfromonlyselectedstaff

Encouragesoffice/programstafftomeet,reflect,andhaveinputonsignificantdecisions;establishesopportunitiesforstafftoprovideinput

Rarelyorneverencouragesalloffice/programstafftomeet,reflect,andhaveinputonsignificantdecisions;fre-quentlyrestrictsopportunitiesforstaffinput

Createsopportunitiesforallstafftoassumeleadershiporexpandedrolesintheoffice/program;actsasamentorindevelopingstaffleadershipcapacity

Rarelyornevercreatesopportunitiesforallstafftoassumeleadershiporexpandedrolesintheoffice/pro-gram;limitsopportunitiesforsomestaff;doesnotactasamentor

Motivatesstafftowardhighlevelsofperformance;readsrelevanteducationalandmanagementliteratureandfacilitatesoffice/programdiscussionsaboutcurrentresearch

Rarelyornevermotivatesstafftowardhighlevelsofperformance;doesnotreadrelevanteducationalandmanagementliterature;rarelyorneverfacilitatesoffice/programdiscussionsaboutcurrentresearch

Modelsrespectfulbehaviorstoall;cultivatesandencour-agesthecultureofrespect;listenstoandactsconstruc-tivelyonstaffandstakeholderconcerns

Doesnotmodelrespectfulbehaviors;displaysdifferentbehaviorstowardindividualsordifferentgroups;doesnotcultivateandencouragethecultureofrespect;neitherlistenstonoractsconstructivelyonstaffandstakeholderconcerns

Protectstheconfidentialityofindividualstaff,students,andfamilies;workswithoffice/programstafftoprotectconfidentiality

Violatesoriscarelessaboutprotectingconfidential-ity;doesnotworkwithoffice/programstafftoprotectconfidentiality

Seeksoutandusesfeedbackfromstaff,colleagues,andstakeholderstoevaluatetheimpactofhis/heradministra-tivepractices;reflectsonhowtoimprovehis/herprac-tices;identifiespersonalgoalsinaprofessionaldevelop-mentplan(PDP)

Neitherseeksoutnoractsonfeedback;seeksbutdoesnotactonfeedback;setspersonalgoalsinaPDPregardlessoffeedback

Usesavarietyofdata(e .g .,performancereports,progresstowardBaldrigegoals,etc .)andcollaborateswithhis/hersupervisortomonitorcontinuousprogress,identifypri-orities,andimplementprogramsforhis/herprofessionalgrowth

Doesnotuseavarietyofdatatomonitorcontinuousprog-ress;rarelycollaborateswithhis/hersupervisor;rarelyorneveridentifiesprioritiesorimplementsprogramsforprofessionalgrowth

Usesoffice/programmeetingstosharedatafromavarietyofsourceswithstaff;solicitssuggestionsforcontinuousimprovement;implementsrelevantsuggestions

Doesnotsharedatawithstaff;doesnotsolicitsuggestionsforcontinuousimprovement;solicitssuggestionsbutdoesnotactonthem;rarelyorneverimplementsrelevantsuggestions

Meetsprofessionalobligationsinacompleteandtimelymanner(e .g .,paperwork,deadlines);demonstratesahighlevelofregardforothersaffectedbyhis/herworkhabits

Isoftenlateinmeetingprofessionalobligations;submitsincompleteand/orinaccurateproducts;frequentlydem-onstratesdisregardforothersaffectedbyhis/herworkhabits

Participatesinrequiredoffice,program,cluster,andsystem-widemeetings;sharesinformationobtainedatmeetingswithstaff

Arriveslateorisabsentfromrequiredoffice,program,cluster,andsystem-widemeetings;rarelyorneversharesinformationfrommeetingswithstaff

Standard VI: The Montgomery County business and operations administrator is a leader who promotes success for all students as he/she understands, responds to, and influences the political, social, economic, legal, and cultural contexts of the school system.

Performance Criteria 1 . Expandspersonalknowledgeanddevelopsabilitiestorespondtochangingconditionsthataffecttheworkplaceand

theschoolsystem .

2 . Acquiresandappliesknowledgeofpolicies,regulations,procedures,andlaws .

3 . Participatesinthedevelopmentofpolicies,programs,andbudgets .

4 . Usesequitablepracticestoadvocateforstudents,staff,families,communities,andtheschoolsystem .

5 . Developsandcommunicatesstrategiestoimplementnewinitiatives .

6 . Representstheinterestsoftheofficeandschoolsystemwhenengagingwithlocal,state,national,andgovernmentalgroups/agencies .

Demonstratesknowledgeoflocal,state,andnationaleducationalandculturaltrends,industrystandards,cur-rentresearch,andbestpractices;createsopportunitiestosharethisknowledgewithoffice/programstaff

Demonstrateslittleornoknowledgeoflocal,state,andnationaleducationalandculturaltrends,industrystan-dards,currentresearch,andbestpractices;rarelyornevercreatesopportunitiestosharethisknowledgewithoffice/programstaff

ComplieswithMCPSpolicies,regulationsandproce-dures,aswellaslocal,state,andfederalmandates(e .g .,specialeducation,504,searchandseizure,No Child Left Behind)astheyapplytotheoffice/programmissionandresponsibilities;assistsindevelopingregulationsandpoliciesasneeded

InadequatelycomplieswithMCPSpolicies,regulationsandprocedures,aswellaslocal,state,andfederalman-dates;doesnotapplypolicies,regulations,orprocedurestotheoffice/programmissionandresponsibilities;doesnotassistindevelopingregulationsandpoliciesasneeded

Meetswithoffice/programstaff,staffinotheroffices/pro-grams,andcommunitymemberstofacilitatetheirunder-standingofMCPSpolicies,regulations,andprocedures,aswellaslocal,state,andfederalmandates;discusseshowtheoffice/programsupportsthepolicies,regulations,procedures,andmandates

Rarelyornevermeetswithoffice/programstaff,staffinotheroffices/programs,andcommunitymemberstofacilitateunderstandingofMCPSpolices,regulations,andproceduresaswellaslocal,state,andfederalmandates;provideslimitedornodiscussionofhowtheoffice/pro-gramsupportsthepolicies,regulations,procedures,andmandates

Engagesinbusiness,industry,civic,andcommunityactivitiestofurtherunderstandthepoliticalandsocialenvironmentofthecommunity;actsasaliaisonbetweentheschoolsystemandadvocacygroupsservedbytheoffice/programmissionandresponsibilities;monitorsthatstaffcommunicateandinteracteffectivelywithstake-holdersandadvocacygroups

Avoidsinvitationstomeetwithoraddressbusiness,industry,civic,andcommunityorganizations;doesnotknoworinteractwithkeystakeholderswhorepresentthebreadthofdemographicsinschoolsystemcommunitygroups;rarelyorneverinteractswithadvocacygroups;doesnotmonitorcommunications/interactionsbetweenstaffandstakeholdersandadvocacygroups

Participatesinlocal,state,ornationalprofessionalasso-ciationandorganizationactivitiestoenhancepersonalknowledgeandskillsrelevanttoeducationand/orman-agement(e .g .,coursework,workshops,conferences,studygroups,etc .)

Rarelyorneverparticipatesinprofessionalassociation/organizationactivitiestoenhancepersonalknowledgeandskillsrelevanttoeducationand/ormanagement

Balancesparticipationinlocal,state,ornationalprofes-sionalassociationandorganizationactivitieswithday-to-dayoffice/programoperationsandresponsibilities

Doesnotbalanceparticipationinprofessionalassociationandorganizationactivitieswithday-to-dayoffice/pro-gramoperationsandresponsibilities;allowsprofessionalorganizationactivitiestosupersededay-to-dayoffice/pro-gramoperationsandresponsibilities

Participatesinordelegatesstafftoparticipateinlocalandstatetaskforcesorworkgroups;worksondevelopmentofprograms,policies,budgets,andcompliancereports

Doesnotseekoracceptopportunitiestoparticipateinordelegatestafftoparticipateinlocalandstatetaskforcesorworkgroups;rarelyorneverworksondevelopingpro-grams,policies,budgets,orcompliancereports

Communicatesknowledgeofthebudgetprocessanditsimpactonoffice/programinitiativesandactivitiestostakeholders;workswithstakeholderstofostertheirunderstandingandknowledge

Rarelyornevercommunicatesknowledgeofthebudgetprocess;provideslimitedorinadequatecommunicationaboutitsimpactonoffice/programinitiativesandactivi-ties;doesnotworkwithstakeholderstofosterunder-standingandknowledge

Advocatesonbehalfofstudents,staff,families,com-munities,andtheschoolsystemfornecessaryresourcesandprogramstosupportthegoalsandobjectivesoftheschoolsystem(e .g .,atmeetingsoftheBoardofEducation,professionalassociations,countycouncil,statemeetings,businessandindustrypartnerships,etc .)

Doesnotadvocateonbehalfofstudents,staff,fami-lies,communities,andtheschoolsystemfornecessaryresourcesandprograms

Explainstostaffandotherstakeholdershowtheoffice/programmission,responsibilities,goals,andactivitiesfitintothelargercontextoftheschoolsystem

Providesinadequateexplanationsregardinghowtheoffice/programmission,responsibilities,goals,andactivi-tiesfitintothelargercontextoftheschoolsystem

Workswithrelevantstakeholderstodevelopappropriatestrategiesforimplementingnewinitiatives(e .g .,printedorelectronicsupportmaterials,training/workshops,informationmeetings,listsofresources,websites/discussiongroups,etc .)

Doesnotworkwithrelevantstakeholderstodevelopappropriateimplementationstrategiesfornewinitiatives

A&S PGS Handbook 2011–2012 Evaluation Process for Principals —67

Evaluation Process for Principals

PurposeThepurposeoftheevaluationcomponentoftheAdministrativeandSupervisoryProfessionalGrowthSystem(A&SPGS)istoensureanddocumenthigh-qualityperformanceofprincipalsforMCPSandtoprovidefeed-backtoprincipalsfortheirownprofessionalcontinuousimprovement .Theprocessclearlyoutlinesexpectationsandmeasuresthatarebasedonthesixstandardsofper-formance .“TheevaluationsystemalsoprovidesMCPSwithinformationfromwhichprofessionaldevelopmentprogramscanbedeveloped,personnelselectionproce-durescanbeappraised,andtheadequacyofhumanandmaterialresourcescanbeassessed .”(MCPS/MCAASPnegotiatedagreement)

Thestructureoftheevaluationprocessrecognizesthecomplexitiesoftheprincipalshipandprovidesopportuni-tiesforcontinuousimprovement .Theprincipal’sstrengthsarerecognizedandnurtured .Strengthsandareasofneedaredocumentedthroughmultiplesourcesofdata .Principalsaregiventhenecessarysupportandresourcestoaddressidentifiedneedsandimproveperformance .Supportmayincludetraining,amentor/coach,aCP,thecommunitysuperintendent,theassociatesuperintendent,thedirectorofschoolperformance,andtheEvaluationSupportCycle,asoutlinedbelow .

Betweenformalevaluationyears,principalsparticipateinprofessionalgrowthactivitiesaspartoftheprofes-sionalgrowthcycle,whichisdescribedintheProfessionalDevelopmentcomponentoftheA&SPGSHandbook .Thesegrowthactivitiesarebasedonindividualizedpro-fessionaldevelopmentplans(PDPs)foreachprincipal .

Elements of the Evaluation ProcessEvaluatorsThecommunitysuperintendentorassociatesuperinten-denttowhomtheprincipalisassignedisresponsibleforcompletingtheformalevaluation .

Frequency SchedulesFormalevaluationsarerequiredasfollows:

• FirstandsecondyearasanMCPSprincipal

• Firstyearafterachangeoflevelandthenreturntocycle

• Fifthyear

• Ninthyear

• Everyfifthaftertheninthyear

Note:ASpecialEvaluationmaybeusedinanyyearusingtheprocessinAnnualReviewProcessinNon-evaluationYearsbelow .

Annual Review Process in Non-evaluation YearsDuringprofessionalgrowthyears,theprincipalgathersdataforthetwoannualmeetingswiththecommunitysuperintendent(orassociatesuperintendent)anddirec-torofschoolperformance .Thesemeetingswilloccurnearthebeginningandtheendofthefiscalyeartoreviewdatasourcesinordertosetgoals,reviewgoals,andreviewper-formanceinrelationtothesixstandardsandtheschoolimprovementprocess .

Performance with no concerns:Iftheseannualreviewsindicatethatprogressiscontinu-ingandtherearenoconcerns,theprincipalwillcontinueintheprofessionalgrowthcyclethatwillincludeaper-sonalProfessionalDevelopmentPlan,asdescribedintheProfessionalDevelopmentcomponentoftheA&SPGSHandbook,andtheschoolimprovementprocessplan .Noviceprincipals,principalsnewtoMCPS,andprincipalsnewtoanassignmentdonotwriteprofessionaldevelop-mentplansintheirfirstyear .

Performance with concerns:During the first semester,ifthecommunitysuperinten-dent(orassociatesuperintendent)identifiesanddocu-mentsconcernsregardingtheprincipal’sperformanceinrelationtothesixstandardsthroughtwoformalobserva-tions,theprincipalwillbeprovidedtrainingand/orsup-portbythecommunitysuperintendentandthedirectorofschoolperformance .Thecommunitysuperintendentwillorganizeameetingwiththeprincipalanddirectorofschoolperformance,andwillfacilitatethedevelopmentofanimprovementplan .Thisplanwillbethebasisforiden-tifyingneeds,providingsupport,establishingatimeline,anddeterminingthemeasuresbywhichtheprincipalisexpectedtomeetstandard .

• Thecommunitysuperintendent(orassociatesuperin-tendent)willreviewthedatapointsoftheimprovementplanbyApril1 .

• Ifthecommunitysuperintendent(orassociatesuper-intendent)findsthattheprincipalhasmetthegoalsoftheimprovementplan,theprincipalwillcontinueintheprofessionalgrowthcycle .

• Ifthecommunitysuperintendent(orassociatesuper-intendent)documentsthattheprincipaldidnotmeet

68 —Evaluation Process for Principals A&S PGS Handbook 2011–2012

thegoalsoftheimprovementplan,aqualifiedsecondobserverwillcompleteanobservationbeforetheprin-cipalreceivesaSpecialEvaluation .Thecommunitysuperintendent(orassociatesuperintendent)willcom-pletetheSpecialEvaluationbyMay1 .

• Iftheprincipal’sperformanceisratedas“doesnotmeetstandard,”he/sheisplacedintheEvaluationSupportCycleforthenextschoolyear .

During the second semester,ifthecommunitysuperin-tendent(orassociatesuperintendent)identifiesanddocu-mentsconcernsregardingtheprincipal’sperformanceinrelationtothesixstandardsthroughtwoformalobserva-tions,theprincipalwillbeprovidedtrainingand/orsup-portbythecommunitysuperintendentandthedirectorofschoolperformance,asoutlinedabove .

• Thecommunitysuperintendent(orassociatesuperin-tendent)willreviewthedatapointsoftheimprovementplanbyDecember1 .

• Ifthecommunitysuperintendent(orassociatesuper-intendent)findsthattheprincipalhasmetthegoalsoftheimprovementplan,theprincipalwillcontinueintheprofessionalgrowthcycle .

• Ifthecommunitysuperintendent(orassociatesuper-intendent)documentsthattheprincipaldidnotmeetthegoalsoftheimprovementplan,aqualifiedsecondobserverwillcompleteanobservationbeforetheprin-cipalreceivesaSpecialEvaluation .Thecommunitysuperintendent(orassociatesuperintendent)willcom-pletetheSpecialEvaluationbyJanuary1 .

• Iftheprincipal’sperformanceisratedas“doesnotmeetstandard,”he/sheisplacedintheEvaluationSupportCyclefortheremainderoftheschoolyearandthefirstsemesterofthenextschoolyear .

Collection of Evaluation Data Thecommunitysuperintendent(orassociatesuperin-tendent),directorofschoolperformance,CP,and/orthesuperintendent’sdesigneewillcollectandanalyzedatafromobservations,conferences,meetings,andotherrelateddatasources .Thisshouldbeanongoingandcumulativeprocessdocumentingprogressovertime .Wheresignificantperformanceissuesareidentified,qual-ifiedsecondobserver(s)willbeassigned .Intheeventthatthequalifiedsecondobserverdoesnothaveexperienceasaprincipal,theprincipalbeingobservedmayrequestathirdobserverwhohashadexperienceasaprincipal .

Data sources will include two meetings—ameetingatthebeginningandoneattheendofeachschoolyear—betweentheprincipalandthecommunitysuperinten-dent(orassociatesuperintendent)andthedirectorofschoolperformancetoreviewgoalsandprogressinthe

principal’sprofessionaldevelopmentplanandtheschoolimprovementprocess .

In addition to the two meetings,therewillbeformalobservationsandothervisitsandinteractionsasneededtodocumentperformanceinrelationtothesixstandards .Duringanevaluationyearatleasttwoformalobserva-tionsarerequired,oneofwhichmustbescheduledinadvance .Formalobservationsrequirethatthepersonbeingobservedhasfullknowledgeoftheobservation,thatawrittenreportissharedwiththeperson,andthepersonhastherighttorespondtotheobservationreport .Itisrecommendedthatobservationsshouldbeaminimumof30minutes .Examplesofformalobservationsandvisitsincludethefollowing:

• Staffmeetings

• Studentmeetings

• Specialeducationmeetings

• Parent/communitymeetings

• SchoolImprovementTeammeetings

• InstructionalLeadershipCouncilmeetings

• Staffevaluationconferences

• Parentconferences

• Supervisoryschoolvisits

• Staff,student,andparentinteractions

The community superintendent(orassociatesuperin-tendent)willcollectandanalyze,inconjunctionwiththeprincipal,avarietyofrequireddatasourcesasapartoftheevaluation .Datasourcesincludethefollowing:

Required Data Sources

• Formalobservations

• SchoolImprovementProcessPlan

• QuarterlySchoolImprovementProcesssummaries

• ProfessionalDevelopmentPlan

• Stateandlocalstudentassessmentdata

• SystemofSharedAccountabilityData

• Staffprofile,including,butnotlimitedto,turnover,diversity,attendance,andexperience

Optional Performance Data Sources based on the six standards

• Localschoolparent,student,andstaffsurveys

• Principal’sportfolio

• Principal’suseofMCPSparent,student,andstaffsurveys

Evaluation YearPrincipalsentertheevaluationyearinaccordancewiththefrequencyscheduleoftheevaluationprocess .Duringformalevaluationyears,thecommunitysuperintendent(orassociatesuperintendent)willcompleteobservations,gatherinformation,andreviewdatasourceswiththeprin-cipal .Duringformalevaluationyears,aminimumoftwoformalobservationsarerequiredwithatleastoneeachsemester .Oneformalobservationmustbedonebythecommunitysuperintendent .Iftheprincipalisbelowstan-dard,oneformalobservationmustbedonebyaqualifiedsecondobserverselectedbythecommunitysuperin-tendent(orassociatesuperintendent) .Theevaluationisbasedonthedatarelatedtothesixstandards,perfor-mancecriteria,anddescriptiveexamples .Thecommunitysuperintendent(orassociatesuperintendent)completestheevaluationbyMay1iftheprincipal“doesnotmeetstandard”andbyJune15iftheprincipal“meetsstandard .”

• Iftheprincipalmeetsstandard,theprincipalcontinuesintheprofessionalgrowthcycle .

• Ifthecommunitysuperintendent(orassociatesuperin-tendent)identifiesconcernsduringtheformalevalua-tionyear,aCPisassignedforsupportandanimprove-mentplanisdeveloped .Thecommunitysuperintendent(orassociatesuperintendent)completestheevaluationbyMay1 .Iftheprincipalmeetsstandard,theprincipalwillcontinueintheprofessionalgrowthcycle .Iftheprincipal“doesnotmeetstandard,”he/shewillentertheEvaluationSupportCycle .

Special Evaluation/Evaluation Support Cycle DuringtheSpecialEvaluation/EvaluationSupportCycle,theprincipalwillreceiveclearexpectationsandsupportfromthecommunitysuperintendent(orassociatesuper-intendent),thedirectorofschoolperformance,aCP,andthePeerAssistanceReview(PAR)panel .TheCP,thecom-munitysuperintendent(orassociatesuperintendent),andtheprincipalwillcollaborateonthedevelopmentofanimprovementplanthatwillincludetheidentificationofthespecificareasofneed,theexpectedimprovements,thesupportthatwillbeprovidedbytheCPandcommu-nitysuperintendent(orassociatesuperintendent),andthespecificdatathatwillbeusedtodetermineeffective-ness .Thegoalofthisintenseinterventionistoprovideassistanceandopportunitiestotheprincipalinordertomeetallstandards .Theprincipaltakesresponsibilityforinvolvementindevelopingtheimprovementplanandinmeetingstandards .

TheprincipalenterstheEvaluationSupportCyclethrougha“doesnotmeetstandard”evaluation .TheEvaluationSupportCycleincludesthefollowing:

• TheCPprovidesdirectionandsupporttotheprincipal .He/shewillobserveandconferwiththeprincipalandsubmitquarterlyreportstothecommunitysuperinten-dent(orassociatesuperintendent)andthePARPanelonthesupportsprovidedtotheprincipalandtheprin-cipal’sprogressontheimprovementplan .ByApril1oftheEvaluationSupportCycleyear,theCPwillcompleteasummaryreportontheprincipal’sprogressintheimprovementplan .

• Thecommunitysuperintendent(orassociatesuperin-tendent)willalsomonitorprogressontheimprovementplanthroughquarterlyobservationsandmeetingswiththeprincipal .Asoutlinedin“CollectionofEvaluationData”(above),thecommunitysuperintendent(orassociatesuperintendent)willcompletetheevaluationusingmultiplesourcesofrequireddatatodocumenteachstandard .Thecommunitysuperintendent(orasso-ciatesuperintendent)willcompletetheevaluationbytheduedate .

• ThePARPanelcomprisesthecoordinatingcommunitysuperintendent,twocommunitysuperintendentsnotassignedtothatprincipal,andthreeprincipalsrecom-mendedbyMCAAP .Thesuperintendentordesigneewillapprovethemembershipforthepanel .Thispanelwillreceive,atminimum,quarterlyupdatesfromthecommunitysuperintendent(orassociatesuperinten-dent)andtheCPontheprogressoftheprincipalontheimprovementplan .Panelmembersmayprovidesuggestionsforsupportinhelpingtheprincipalmeetthegoalsoftheimprovementplanto“meetstan-dard”attheendoftheyearoftheEvaluationSupportCycle .Thepanelmakesfinalrecommendationstothesuperintendent .

Decisions Regarding the Evaluation Support CycleIfthecommunitysuperintendent(orassociatesuperin-tendent)andCPagreethattheprincipalhasmetstan-dard,theprincipalwillreturntotheprofessionalgrowthcycle .Ifthecommunitysuperintendent(orassociatesuperintendent)andtheCPagreethattheprincipalhasnotmetstandardortheycouldnotagreeiftheprincipalmetstandard,theywillpresenttheirfindingstothePARPanel .Theprincipalwillalsohaveanopportunitytopres-entinformationtothePARPanel .Afterconsideringalloftheinformation,thePARPanelwillmakeoneofthefollowingrecommendationstothesuperintendentbyMay 15:

• Theprincipalreturnstotheprofessionalgrowthcycle .

• Theprincipalisreassignedtoanotheradministrativeposition .

• Theprincipalisreassignedtoanon-administrativeposi-tion .PrincipalswhoaretenuredasteachersinMCPSarestilltenuredforteachingpositionswhendismissedfromA&Spositions .

• TheprincipalisdismissedfromMCPS .

Appeal ProcessesThroughtheseprocedurestheA&SPGSestablishesthattheprincipalisanactiveparticipantthroughouttheevalu-ationprocess .Themeetingsheldatthebeginningandendofeachyear,thepost-observationconferences,andthedevelopmentofanyimprovementplansareexamplesoftheopportunitiesforcollaborationamongthecom-munitysuperintendent(orassociatesuperintendent),theprincipal,andothersinvolved .Theschoolsystemshallberesponsibleformaintainingtheconfidentialityofanindi-vidual’sevaluationprocessandallrelateddocuments .Thefollowingprocesseswillbeavailable:

• The Process for Responding to an Observation ReportTheprincipalmayrespondinwritingtoanyobservationreportwithin10workingdaysofreceivingthereport .

• The Process for Providing Additional Information to a “Meets Standard” EvaluationTheprincipalmayprovideadditionalinformationtoa“meetsstandard”evaluation .

• The Review Process and Appeal Process of a “Does Not Meet Standard” Evaluation WhenaprincipalwhoisnotcurrentlyinthePARpro-gramisgivena“doesnotmeetstandard”ratingontheformalevaluationreport,OHRDnotifiesthePARPanelcochairs .ACP(CP)isassignedtocompleteareviewofthatprincipal’sskillsontheLeadershipStandards .Thereviewconsistsofthefollowing:

The CP—• meetsseparatelywiththecommunitysuperintendent

andtheprincipal;

• completesaminimumoftwoformalobservations(oneannouncedandoneunannounced);and

• reportstheinformationandmakesarecommendationtothePARPanel .

The PAR Panel— • hearsthereportfromtheCP;

• decidesoninclusionornoninclusionintheprogram;and

• notifiestheprincipalandcommunitysuperintendentofthedecision .

IftheCPconcursthattheneedsoftheprincipalwarrantthesupportoftheprogram,theprincipalmayasktomakeapresentationtothePARPanelinordertoprovideaddi-tionalinformation .Thispresentationprovidesforamean-ingfulappealoftheprincipal’s“doesnotmeetstandard”evaluation .ThePARPanelconsiderstheCPreviewtobeinformationthatcanbeusedintheappealprocess .Iftheprincipalrequeststomakeapresentation,thePARPanelalsowillprovideanopportunityforthecommunitysuper-intendenttopresentinformationanddocumentation .Inaddition,theCPwillbequestionedtoclarifyinformationinhis/herreportsandinregardtohis/herrecommenda-tion .Informationfromallthreesourceswillbeconsideredbeforeadecisionisrendered .Afterthepresentation,thePARPanelwillaffirmornegatethe“doesnotmeetstan-dard”evaluation,andwillrecommendinclusionornon-inclusioninPAR .IfthePARPanelrecommendsinclusioninthePARprogram,aCPisassignedtoprovideayearofsupport .InclusioninthePARprogramisnotvoluntaryandcannotbeappealedbytheprincipal .IfthePARPanelrecommendsnoninclusion,andtheprincipalthereforeisdeterminedto“meetstandard,”thePARPanelwillnotifythecommunitysuperintendent,whowillworkwithstafffromtheCenterforSkillfulTeaching,andthecochairsofthePARPanel,toensurethattheformalevaluationisrevisedtoconformwitha“meetsstandard”rating .

IftheCPdoesnotconcurthattheneedsoftheprincipalareseriousenoughtowarrantthesupportoftheprogram,thecommunitysuperintendentmayasktomakeapresen-tationtothePARPanelinordertoprovideadditionaldata .Whenconsideringapresentationbyacommunitysuper-intendent,thePARPanelwillexamineallrelevantwrittendocumentation,includingthemostcurrentformalevalua-tionreportandpost-observationconferencereports .Ifthecommunitysuperintendentrequeststomakeapresenta-tion,thePARPanelalsowillprovideanopportunityfortheprincipaltopresentinformationanddocumentation .Inaddition,theCPwillbequestionedtoclarifyinformationinhis/herreportsandinregardtohis/herrecommenda-tion .Informationfromallthreesourceswillbeconsideredbeforeadecisionisrendered .Afterreviewingalloftheinformation,thePARPanelwillrecommendeitherinclu-sionintothePARprogramorreturntotheProfessionalGrowthCyclewithsupportbythecommunitysuperinten-dent .IfthePARPanelrecommendsnoninclusion,andtheprincipal,therefore,isdeterminedto“meetstandard,”thePARPanelwillnotifythecommunitysuperintendent,whowillworkwithstafffromtheCenterforSkillfulTeaching,andthecochairsofthePARPanel,toensurethatthefor-malevaluationisrevisedtoconformwitha“meetsstan-dard”rating .

The Appeal Process of a PAR Panel RecommendationInanyinstanceinwhichtheprincipalorcommunitysuperintendentwishestoappealthetentativerecommen-dationofthePARPanel,boththeprincipalandcommu-nitysuperintendentinvolvedwilleachbeinvitedtomakeapresentationbeforethePanel .

Community Superintendent Appeal PresentationsThecommunitysuperintendentmayappealthetentativerecommendationataPARPanelmeeting .Thepresenta-tionwillbescheduledfor40minutes .Thefirsthalfoftheallottedtimeisusedforapresentationofevidencetosupportthecommunitysuperintendent’sevaluation .Thesecondhalfoftheallottedtimeisusedforaddressingquestionsfromthepanel .Thecommunitysuperintendentmaybringwrittendocumentationbasedonthestandardstosupporthis/herpointofviewandwillgivecopiestoeachPARPanelmember .AlldocumentationpresentedtothePARPanelmusthavebeensharedwiththeprincipalinadvanceofthismeeting .Thecommunitysuperinten-dentisexpectedtopresentinthesecases .Thecommunitysuperintendentmaybeaccompaniedbyanotherqualifiedobserverofthecommunitysuperintendent’schoosingtoassistinthepresentation .

Principal Appeal PresentationsTheprincipalmayappealatentativerecommendationofreassignmentordismissalataPARPanelmeeting .Thepresentationisscheduledfor40minutes .Thefirsthalfoftheallottedtimeisusedforapresentationofevidencetosupporttheprincipal’sviewofhis/herperformance .ThesecondhalfoftheallottedtimeisusedforquestionsfromthePanel .Theprincipalmaybringwrittendocumenta-tionbasedonthestandardstosupporthis/herpointofviewandwillgivecopiestoeachPARPanelmember .TheprincipalmaycontactanMCAAPrepresentativeforassis-tance .TheprincipalmaybeaccompaniedbyaguestwhomaybeaMCAAPrepresentative,anattorney,orotherguest,butwhomaynotspeakduringtheproceedings .

Final recommendationsThepaneldiscussesthecasefollowingappealpresenta-tionsandreconsidersitstentativerecommendationwith-outthepresenceofeithertheprincipalorthecommunitysuperintendent .Thecochairsnotifytheprincipal,thecommunitysuperintendent,andtheCP,inwriting,ofthePanel’sfinalrecommendationtothesuperintendent .

IfneithertheprincipalnorthecommunitysuperintendentappealthePARPanel’stentativerecommendation,thatrecommendationbecomesthefinalrecommendation .

Theprincipalmayappealthepanel’sfinalrecommenda-tiontothesuperintendentthroughtheprocessoutlinedinMCPSandMSDEemploymentprocedures .

Follow-up to Successful Return to the Professional Growth Cycle from the PAR ProgramIntheyearfollowingsuccessfulreturntotheprofessionalgrowthcyclefromPAR,theprincipalwillhaveaSpecialEvaluationtoensuremaintenanceofskills .Iftheprinci-pal’sskillsareratedas“doesnotmeetstandard”inthenextschoolyear,thePARPanelwillreconsiderthecase .ThecommunitysuperintendentandprincipalwillbeaskedtobringdocumentationandevidencetothePARPanelmeetinginMay .Atthattime,basedontheevidenceprovided,thePARPanelcouldrecommendareturntotheprofessionalgrowthcycle,reassignmenttoanotheradministrativeposition,reassignmenttoanon-adminis-trativeposition(PrincipalswhoaretenuredteachersinMCPSarestilltenuredforteachingpositionswhendis-missedfromA&Spositions),ordismissalfromMCPS .

Ifaprincipalwhohassuccessfullyreturnedtotheprofes-sionalgrowthcyclefromPARreceivesa“doesnotmeetstandard”evaluationforaschoolyearaftertheyearimmediatelyfollowingthesuccessfulreturntotheprofes-sionalgrowthcycle,aCPwillbeassignedtoconductareviewinwhichtheCP:

• meetswiththecommunitysuperintendentandtheprincipal,and

• completesaminimaloftwoformalobservations(oneannouncedandoneunannounced) .

TheCPwillreporttheinformationandmakearecom-mendationtothePARPanelastoreinclusionoftheprin-cipalinthePARprogram .IfthePARPanelrecommendsinclusioninthePARprogram,aCPwillbeassignedtoprovideayearofsupport .InclusioninthePARProgramisnotvoluntaryandcannotbeappealedbytheprinci-pal .ThePARPanelnotifiestheprincipalandcommunitysuperintendentofthedecision .

IftheCPrecommendsreinclusion,thecommunitysuperintendentwillbegiventheoptionofagreeingwiththatrecommendation .Ifthecommunitysuperintendentagrees,reinclusioninthePARprogramisnotvoluntaryandcannotbeappealedbytheprincipal .Ifthecom-munitysuperintendentdoesnotagreeandrequestsconsiderationofdismissalfromMCPSemployment,theCP,communitysuperintendent,andprincipalwilleachbeinvitedtomakeapresentationattheJunemeetingofthePARPanel .Whenconsideringapresentation,thePARPanelalwayswillexamineallrelevantwrittendocumenta-tion,includingthemostcurrentformalevaluationreportandpost-observationconferencereports .Thepanelcouldrecommendareturntotheprofessionalgrowthcycle,reassignmenttoanotheradministrativeposition,reas-signmenttoanon-administrativeposition(Principals

whoaretenuredteachersinMCPSarestilltenuredforteachingpositionswhendismissedfromA&Spositions .),ordismissalfromMCPS .

IftheCPdoesnotrecommendreinclusion,thecommu-nitysuperintendentwillbegiventheoptionofagreeingwiththatrecommendation .Ifthecommunitysuperinten-dentagreeswiththerecommendation,theprincipalwillreturntotheprofessionalgrowthcycle .Inthiscircum-stance,thecommunitysuperintendentwillrewritetheevaluationtodemonstratethattheprincipalismeetingstandard .Ifthecommunitysuperintendentdisagrees,theCP,communitysuperintendent,andprincipalwilleachbeinvitedtomakeapresentationattheJunemeetingofthePARPanel .Whenconsideringapresentation,thePARPanelalwayswillexamineallrelevantwrittendocumenta-tion,includingthemostcurrentformalevaluationreportandpost-observationconferencereports .Thepanelcouldrecommendareturntotheprofessionalgrowthcycle,reassignmenttoanotheradministrativeposition,reas-signmenttoanon-administrativeposition(principalswhoaretenuredteachersinMCPSarestilltenuredforteachingpositionswhendismissedfromA&Spositions),ordismissalfromMCPS .

GlossaryConsulting Principal (CP)isanemployeeofMCPSassignedtotheOfficeofHumanResourcesandDevelopmentwhoworkstomentor,support,andcoachprincipalsandwhomakesrecommendationstothePARPanel .

Evaluation Ratingisadecisionmadebythecommunitysuperintendent(orassociatesuperintendent)baseduponaholisticviewoftheevidenceregardinganindividual’sperformanceonallthestandards .Theratingwillstatethattheindividualeither“meetsstandard”or“doesnotmeetstandard .”Evaluationsalsorequireaqualifiedsecondobserveriftheevaluationwillbebelowstandard .

Formal Observationsrequirethatthepersonbeingobservedknowsthathe/sheisbeingobserved,thatawrit-tenreportissharedwiththeperson,andthatthepersonhastherighttoprovideawrittenresponsetothereport .

New to Assignmentreferstoadministratorsandsupervi-sorswhoarenewtotheircurrentpositionalthoughtheyhaveheldasameorcorrespondingpositionatadifferentlocationorlevel .

Novice administratorsareadministratorsnewtotheirposition .

Performance with Concernsindicatesthattheimmedi-atesupervisorhasidentifiedanddocumentedconcernsregardingtheadministrator’sperformanceinrelationtoanyofthesixstandards .

Performance with No Concernsindicatesthattheimme-diatesupervisorhasidentifiedanddocumentedthattheadministratorismeetingandmakingcontinuedprogressinrelationtoallsixstandards .

Principal’s Portfolioprovidestheprincipalwiththeopportunitytocollectandpresentavarietyofdatasourcesdescribinghis/herperformance .Theportfoliocouldincludeinformationfromparents,staff,orstudents;resultsofschoolmeetingsorsurveys;coursework;atten-danceorpresentationsatprofessionalconferences;andexamplesofprofessionalactivitieswithinMCPSorothereducationalgroups .Itisanoptionaltoolmaintainedbytheprincipaltoaddressthesixstandards .

Qualified Observeristhesuperintendent,thecommunitysuperintendent(orassociatesuperintendent),oroneoftheirprofessionalassistants .

Peer Assistance Review (PAR) Panelconsistsofthecoordinatingcommunitysuperintendent,twocommunitysuperintendentsnotassignedtotheprincipal,andthreecurrentlysittingprincipals .Thepanelreviewsthereportsandrecommendationsofthecommunitysuperintendent(orassociatesuperintendent)andtheCP,andthenpres-entsrecommendationstothesuperintendentonperson-nelactionsforprincipalsintheEvaluationSupportCycle .

Second Observerisaqualifiedobserverprovidinganobjectiveindependentassessment .

Special Evaluationisanevaluationscheduledoutoftheregularsequence,AnnualReviewProcessinNon-EvaluationYears .ThepurposeoftheSpecialEvaluationistoaddressseriousdeficienciesintheprincipal’sper-formanceonthesixstandards .Observationsbyboththecommunitysuperintendent(orassociatesuperintendent)andanotherqualifiedobserverarerequired .ASpecialEvaluationcanresultinreferraltotheEvaluationSupportCycle,ortoreturntotheprofessionalgrowthcycle .

Supervisory School Visit isavisitbythecommunitysuperintendent(orassociatesuperintendent)andthedirectorofschoolperformance .Thesupervisoryschoolvisitisrelatedtotheevaluationoftheprincipal .Thecom-munitysuperintendent(orassociatesuperintendent)determineswhatisobservedrelatedtotheidentifiedneedsoftheprincipaland/ortheneedsoftheschool .Thesupervisoryschoolvisitwillbeoneofthedatapointsfortheprincipal’sevaluation .

Walk-Throughisanactivityusedtoincreasethequal-ityandfrequencyofintellectualdiscourseaboutteach-ingandlearning .Thewalk-throughisnotapartoftheprincipal’sevaluation .Thisprofessionaldevelopmentwalk-throughcanbeaccomplishedincollaborationwiththecommunitysuperintendent(orassociatesuperinten-dent),directorofschoolperformance,andschoolstaff .It

ishopedthatthesewalk-throughswillbecomecommonpracticeintheschoolwhereschoolstaffdecidetoanalyzevariouspractices .Inaddition,iftheprincipalisinterestedinobtainingfeedbackaboutaparticularprogramorini-tiative,thelocalschoolcanrequestthatstafffromthecen-tralofficevisitaschooltolookataparticularprogramorinitiativeinordertoprovidefeedbacktotheschoolabouthowacertaininitiativeisbeingimplemented .Thistypeofwalk-throughcouldalsoprovideinsightforcentralofficestaffregardingsupportneededbythelocalschool .

Role of CPThepurposeoftheCProleistoprovidesupportfortheprincipal(client) .Inordertoaccomplishthis,theCPmeetsinitiallywiththecommunitysuperintendentand,attherequestofthecommunitysuperintendent,thedirec-torofschoolperformancetoobtaininformationabouttheneedsoftheclient .Assoonaspossiblethereafter,theCPmeetswiththeclient .Thepriorityofthepositionistoprovidesufficienttimeforeffectiveinteractionswiththeclient .TheCPisresponsibleforcoachingandmentoringtheclient .Thepriorityofthepositionistoprovidesuf-ficienttimeforeffectiveinteractionswiththeclient .TheCPprovidesdirectionwithregardtothesupportsthatareavailablefromwithinMCPSandfromoutsidesources .

Forclientsinspecialevaluation,theCPorganizesameetingwiththeclient,thecommunitysuperintendent,andthedirectorofschoolperformanceatwhichtheCPfacilitatesthedevelopmentofanimprovementplan .Thisplanisthebasisforidentifyingneeds,providingsupport,establishingatimeline,anddeterminingthemeasuresbywhichtheclientisexpectedto“meetstandard” .TheCPprovidesassistancetotheclientwithregardtotheareas

ofneed,asidentifiedontheimprovementplan .TheCPhelpstheclientsetprioritiesandmaintainafocusonimprovement .

TheCPshallberesponsibleforthefollowing:

• Makingfrequentvisitswithinformalsupport

• Analyzingproblemsandsuggestingoptions

• Identifyingresourcesfortheclientprincipal

• Conductingaminimumoftwoformalobservationswithpost-conferences(onepersemesterrecommended)

• Providingwrittenreportsontheformalobservationstotheclientandthecommunitysuperintendent

• Communicatingwiththecommunitysuperintendentanddirectorofschoolperformanceregardingthecli-ent’sprogress

• PreparingquarterlyreportstothePARPanel,includingafinalsummativereport

• Makingarecommendationregardingtheclient’sstatustothePARPanelattheendoftheformaltimeframe

Toaccomplishthisrole,trainingisprovidedtotheCPbasedontheknowledge,skills,andabilitiesoutlinedinthejobdescription .ACPshallbeanexperiencedprinci-palinMCPSandhiredforthepositionofCPforathree-yearterm .Attheendofthethree-yearperiod,theCPreturnstoaprincipalpositionoranotheradministrativepositionforwhichhe/sheisqualified .

See Appendix A for Administrator Frequency Schedule for Evaluation.

Frequently Asked Questions About Revisions in the A&S PGS Handbook Adopted 6/27/11

QUESTION CURRENT HANDBOOK LANGUAGE NEW HANDBOOK LANGUAGE

May a principal respond in writing to observation reports?

Aprincipalmayrespondinwritingtoanobservationreportwithin10work-ingdaysofreceivingthereport .

Nochange

May a principal provide additional information to a “meets standard” evaluation?

Aprincipalmayprovideadditionalinformationtoa“meetsstandard”evaluation .

Nochange

What process applies when a princi-pal receives a “does not meet stan-dard” evaluation?

Aconsultingprincipalprovidessup-portandtheEvaluationSupportCyclebegins .

AconsultingprincipalconductsareviewandmakesrecommendationtothePARPanelregardinginclusion .ThePARPanelrecommendsinclusionornon-inclusion .

Can a principal appeal a “does not meet standard” evaluation?

Aprincipalmayappealhis/herevaluationtohis/hersupervisor’ssupervisor .

Aprincipalmayappealhis/herevalu-ationtothePARPanel .

Can a principal appeal the PAR Panel’s tentative recommendation?

AprincipalmayappealtotheSuperintendent .

AprincipalmayappealthePARPanel’stentativerecommendationtothePARPanelandthenmayappealtotheSuperintendent .

Can a community superintendent appeal a PAR Panel’s tentative recommendation?

Notaddressed . AcommunitysuperintendentmayappealthePARPanel’stentativerec-ommendationtothePARPanel .

Is a principal evaluated the year following successful return to the Professional Growth Cycle from PAR?

TheprincipalreturnstotheProfessionalGrowthCycleasdeter-minedbythefrequencyschedule .

TheprincipalwillhaveaSpecialEvaluationtoinsuremaintenanceofskills .

What process applies if a principal receives a “does not meet standard” rating on the Special Evaluation a year following successful return to the Professional Growth Cycle from PAR?

TheEvaluationSupportCyclebegins . ThePARPanelmakesarecom-mendationregardingreturntotheProfessionalGrowthCycle,re-inclu-sion,reassignmenttoanotheradmin-istrativeonnon-administrativeposi-tion,ordismissalfromMCPS .

What process applies if a principal receives a “does not meet standard” evaluation for a school year after the year following the successful return to the professional growth cycle from PAR?

TheEvaluationSupportCyclebegins . Aconsultingprincipalconductsareviewandmakesarecommenda-tiontothePARPanelregardingre-inclusion .ThePARPanelmakesarecommendationregardingreturntotheProfessionalGrowthCycle,re-inclusion,reassignmenttoanotheradministrativeornon-administrativeposition,ordismissalformMCPS .

What process applies if concerns are identified regarding the principal’s performance in relation to the six standards during non-evaluation years?

Thecommunitysuperintendentcon-ductstwoformalobservationsandtrainingandsupportareprovidedbyaconsultingprincipalandthedirectorofschoolperformance .Theconsultingprincipalfacilitatesthedevelopmentofanimprovementplan .

Thecommunitysuperintendentcon-ductstwoformalobservationsandtrainingandsupportareprovidedbythecommunitysuperintendentanddirectorofschoolperformance .Thecommunitysuperintendentfacilitatesthedevelopmentofanimprovementplan .

When is a consulting principal assigned to provide training and support if concerns are identified regarding the principal’s perfor-mance in relation to the six stan-dards during non-evaluation years?

Theconsultingprincipalisassignedfollowingtheconductingoftwofor-malobservationsbythecommunitysuperintendent .

Aconsultingprincipalisassignedtoconductareviewafteraprincipalreceivesa“doesnotmeetstandard”evaluation .

A&S PGS EVALUATION PROCESS FOR PRINCIPALS: A DIAGRAM

Evaluation Process for Asst. Principals, Asst. School Administrators,—77 A&S PGS Handbook 2011–2012 and Coordinators of School-Based Programs—77

Evaluation Process for Assistant Principals, Assistant School Administrators,

and Coordinators of School-based Programs

PurposeThepurposeoftheevaluationcomponentoftheAdministrativeandSupervisoryProfessionalGrowthSystem(A&SPGS)istoensureanddocumentqualityper-formanceofassistantprincipals(APs),assistantschooladministrators(ASAs),andcoordinatorsofschool-basedprogramsandtoprovidefeedbacktoAPs/ASAs/coordi-natorsofschool-basedprogramsfortheirownprofes-sionalcontinuousimprovement .Theprocessclearlyoutlinesexpectationsandmeasuresthatarebasedonthesixstandardsofperformance .“Theevaluationsys-temalsoprovidesMCPSwithinformationfromwhichprofessionaldevelopmentprogramscanbedeveloped,personnelselectionprocedurescanbeappraised,andtheadequacyofhumanandmaterialresourcescanbeassessed”(MCPS-MontgomeryCountyAssociationofAdministratorsandPrincipalsnegotiatedagreement) .

Thestructureoftheevaluationprocessrecognizesthecomplexitiesofschool-basedadministrativepositionsandprovidesopportunitiesforcontinuousimprovement .School-basedadministrativepositionsincludeavarietyofroles:assistantprincipals,assistantprincipalsintrain-ing,assistantschooladministrators,andcoordinatorsofprogramssuchasInternationalBaccalaureate,specializedmagnets,andlanguageimmersion .Becausethisvarietyinrolesleadstodifferencesinresponsibilities,eachAP/ASA/coordinatorofschool-basedprograms’strengthsarerecognizedandnurtured .Strengthsandareasofneedaredocumentedthroughmultiplesourcesofdata .

Support and ResourcesAPs/ASAs/coordinatorsaregiventhenecessarysupportandresourcestoaddressidentifiedneedsandimproveperformance .SupportandresourcesforAPs/ASAs/coor-dinatorsvarybyposition .

Assistant Principals in the Leadership Development ProgramAssistantprincipalsintheLeadershipDevelopmentProgramreceivetheirsupportfromthedirectorsofthedevelopmentprograminseminarsandworkshopsaswellasfromtheirdevelopmentteams .Theyareevaluatedviathetrainingprogramsandunderthetrainingprocess .

Assistant School AdministratorsTheassistantschooladministratorpositionisuniqueinthatthemaximumdurationofthepositionisfouryears .

Thepurposeofthispositionistogiveindividualstheopportunitytotryanadministrativepositionandtodeter-mineiftheywishtopursueadministrationfurther .Thesupportforassistantschooladministratorscomesprimar-ilyfromtheprincipal,withadditionalsupportoccurringindevelopmentseminars .

Permanent Assistant Principals/Coordinators of School-based ProgramsSupportforpermanentAPs/coordinatorsmayincludetrainingandsupportfromtheprincipal,theassociatesuperintendent,thedirectorofschoolperformance,aCP,andtheEvaluationSupportCycle,asoutlinedbelow .

Between Formal Evaluation Years Eventhoughsupportsandresourcesmayvary,theA&SProfessionalGrowthSystemencompassesalladministra-tiveandsupervisorypersonnel .Betweenformalevalu-ationyears,APs/ASAs/coordinatorsofschool-basedprogramsparticipateinprofessionalgrowthactivitiesaspartoftheprofessionalgrowthcycle,whichisdescribedintheProfessionalDevelopmentcomponentoftheA&SPGS .Thesegrowthactivitiesarebasedonindividualizedprofessionaldevelopmentplans(PDPs)foreachAP/ASA/coordinatorofschool-basedprograms .Duringformalevaluationyears,APs/ASAs/coordinatorsofschool-basedprogramsarenotrequiredtocreateaPDP .

Elements of the Evaluation ProcessEvaluatorsTheprincipaltowhomtheAP/ASA/coordinatorofschool-basedprogramsisassignedisresponsibleforcompletingtheformalevaluation .

• FirstandsecondyearasanAP/ASA/coordinatorof school-basedprograms

• Firstyearafterachangeinassignment

• FifthyearasanMCPSadministrator

• Ninthyear

Note:ASpecialEvaluationmaybeusedinanyyearusingtheprocessinAnnualReviewProcessinNon-EvaluationYearsattheendofthissection .

Evaluation Process for Asst. Principals, Asst. School Administrators, 78 —and Coordinators of School-Based Programs A&S PGS Handbook 2011–2012

Annual Review Process in Non-evaluation YearsDuringprofessionalgrowthyears,theassistantprincipal(AP)/assistantschooladministrator(ASA)/coordinatorofschool-basedprogramsgathersdataforthetwoannualmeetingswiththeprincipal .Thesemeetingswilloccurnearthebeginningandtheendofthefiscalyeartoreviewdatasourcesinordertosetgoals,reviewgoals,andreviewperformanceinrelationtothesixstandardsandtheschoolimprovementprocess .

Performance with no concernsIftheseannualreviewsindicatethatprogressiscontinu-ingandtherearenoconcerns,theAP/ASA/coordinatorofschool-basedprogramswillcontinueintheprofessionalgrowthcyclethatwillincludeapersonalProfessionalDevelopmentPlan,asdescribedintheProfessionalDevelopmentcomponentoftheA&SPGSHandbook,andtheschoolimprovementprocessplan .NoviceAP/ASA/coordinatorsofschool-basedprograms,AP/ASA/coordi-natorsofschool-basedprogramsnewtoMCPS,andAP/ASA/coordinatorsofschool-basedprogramsnewtoanassignmentdonotwriteprofessionaldevelopmentplansintheirfirstyear .

Performance with concernsDuring the first semester,iftheprincipalidentifiesanddocumentsconcernsregardingtheAP/ASA/coordina-torofschool-basedprograms’performanceinrelationtothesixstandardsthroughtwoformalobservations,theAP/ASA/coordinatorofschool-basedprogramswillbeprovidedwithtrainingand/orsupportbytheprincipal .TheprincipalwillorganizeameetingwiththeAP/ASA/coordinatorofschool-basedprogramsanddirectorofschoolperformance,andwillfacilitatethedevelopmentofanimprovementplan .Thisplanwillbethebasisforidentifyingneeds,providingsupport,establishingatime-line,anddeterminingthemeasuresbywhichtheAP/ASA/coordinatorofschool-basedprogramsisexpectedtomeetstandard .

• Theprincipalwillreviewthedatapointsoftheimprove-mentplanbyApril1 .

• IftheprincipalfindsthattheAP/ASA/coordinatorofschool-basedprogramshasmetthegoalsoftheimprovementplan,theAP/ASA/coordinatorofschool-basedprogramswillcontinueintheprofessionalgrowthcycle .

• IftheprincipaldocumentsthattheAP/ASA/coordina-torofschool-basedprogramsdidnotmeetthegoalsoftheimprovementplan,aqualifiedsecondobserverwillcompleteanobservationbeforetheAP/ASA/coor-dinatorofschool-basedprogramsreceivesaSpecial

Evaluation .TheprincipalwillcompletetheSpecialEvaluationbyMay1 .

• IftheAP/ASA/coordinatorofschool-basedprograms’performanceisratedas“doesnotmeetstandard,”he/shewillbeplacedintheEvaluationSupportCycleforthenextschoolyear .

• IftheASAperformanceisratedas“doesnotmeetstan-dard,”see“forassistantschooladministrators,”below .

During the second semester,iftheprincipalidentifiesanddocumentsconcernsregardingtheAP/ASA/coordi-natorofschool-basedprograms’performanceinrelationtothesixstandardsthroughtwoformalobservations,theAP/ASA/coordinatorofschool-basedprogramswillbeprovidedwithtrainingand/orsupportbythecommunitysuperintendent,asoutlinedabove .

• Theprincipalwillreviewthedatapointsoftheimprove-mentplanbyDecember1 .

• IftheprincipalfindsthattheAP/ASA/coordinatorofschool-basedprogramshasmetthegoalsoftheimprovementplan,theAP/ASA/coordinatorofschool-basedprogramswillcontinueintheprofessionalgrowthcycle .

• IftheprincipaldocumentsthattheAP/ASA/coordina-torofschool-basedprogramsdidnotmeetthegoalsoftheimprovementplan,aqualifiedsecondobserverwillcompleteanobservationbeforetheAP/ASA/coor-dinatorofschool-basedprogramsreceivesaSpecialEvaluation .TheprincipalwillcompletetheSpecialEvaluationbyJanuary1 .

• IftheAP/ASA/coordinatorofschool-basedprograms’performanceisratedas“doesnotmeetstandard,”he/shewillbeplacedintheEvaluationSupportCyclefortheremainderoftheschoolyearandthefirstsemesterofthenextschoolyear .

• IftheASAperformanceisratedas“doesnotmeetstan-dard,”see“forassistantschooladministrators,”whichfollows .

For assistant school administrators,iftheprincipalidentifiesconcernsregardingtheASA’sperformanceinrelationtothesixstandardsatanytimeduringtheyear,theprincipalwillprovidecounselingregardingtheASA’scontinuationintheposition .Theprincipalmayprovidewhateversupporthe/shedeemsappropriateandwillevaluatetheASAbyMay1 .IftheevaluationidentifiesthattheASAisnotmeetingstandard,theASAwillberemovedfromtheposition .

Collection of Evaluation Data Dataarecollectedthroughouttheprofessionalgrowthyears .Fortheevaluationprocess,theprincipalwillcollect

andanalyzedatafromobservations,conferences,meet-ings,andotherrelateddatasources .Thisshouldbeanongoingandcumulativeprocessdocumentingprogressovertime .

Data sources will include the three meetings,oneatthebeginning,oneinthemiddle,andoneattheendofeachschoolyearbetweentheAP/ASA/coordinatorofschool-basedprogramswiththeprincipaltoreviewgoalsandprogressintheAP/ASA/coordinatorofschool-basedprograms’professionaldevelopmentplanandtheschoolimprovementprocess .

In addition to the three meetings,therewillbeformalobservationsandothervisitsandinteractionsasneededtodocumentperformanceinrelationtothesixstandards .Duringanevaluationyearatleasttwoformalobservationsarerequired,oneofwhichmustbescheduledinadvance .Formalobservationsrequirethatthepersonbeingobservedhasfullknowledgeoftheobservation,whichisfollowedbyaconference .Thepersonreceivesawrittenreportinatimelymanner,andthepersonhastherighttorespondtotheobservationreport .Itisrecommendedthatobservationsshouldbeaminimumof30minutesorlon-ger,asappropriate .Examplesofformalobservationsandvisitsincludethefollowing:

• Staffmeetings

• Studentmeetings

• Specialeducationmeetings

• Parent/communitymeetings

• SchoolImprovementTeammeetings

• InstructionalLeadershipCouncilmeetings

• Parentconferences

• Staff,student,andparentinteractions

The principal will collect and analyze,inconjunctionwiththeAP/ASA/coordinatorofschool-basedprograms,avarietyofrequireddatasourcesasapartoftheevaluation .Datasourcesincludethefollowing:

Required data sources

• ImprovementPlan,ifapplicable

Optional performance data sources based on the six standards

• Localschoolparent,student,andstaffsurveys

• AP/ASA/coordinatorofschool-basedprograms’portfolio

Evaluation Year APs/ASAs/coordinatorsofschool-basedprogramsentertheevaluationyearinaccordancewiththefrequencyscheduleoftheevaluationprocess .Duringformalevalu-ationyears,aminimumoftwoformalobservationsarerequired,withatleastoneeachsemester .Oneformalobservationmustbedonebytheprincipal .IftheAP/ASA/coordinatorofschool-basedprogramsisbelowstandard,oneformalobservationmustbedonebyaqualifiedsec-ondobserverselectedbytheprincipal .Theevaluationisbasedonthedataoutlinedinrelationtothesixstandards,performancecriteria,anddescriptiveexamples .Theprin-cipalcompletestheevaluationbyMay1iftheAP/ASA/coordinatorofschool-basedprograms“doesnotmeetstandard”andbyJune15iftheAP/ASA/coordinatorofschool-basedprograms“meetsstandard .”

• IftheAP/ASA/coordinatorofschool-basedprogramsmeetsstandard,theAP/ASA/coordinatorofschool-basedprogramswillcontinueintheprofessionalgrowthcycle .

• Wheresignificantperformanceissuesareidentified,qualifiedsecondobserver(s)willbeassigned .IntheeventthatthequalifiedsecondobserverdoesnothaveexperienceasanAP,theAPbeingobservedmayrequestathirdobserverwhohashadexperienceasanAP .

• Iftheprincipalidentifiesconcernsduringtheformalevaluationyear,aCPwillbeassignedforsupportandanimprovementplandeveloped .TheprincipalcompletestheevaluationbyMay1 .IftheAP/coordinatorofschool-basedprogramsmeetsstandard,he/shewillcontinueintheprofessionalgrowthcycle .IftheAP/coordinatorofschool-basedprograms“doesnotmeetstandard,”he/shewillentertheEvaluationSupportCycle .

• Forassistantschooladministrators,iftheprincipalidentifiesconcernsregardingtheASA’sperformanceinrelationtothesixstandardsatanytimeduringtheyear,theprincipalwillprovidecounselingregardingtheASA’scontinuationintheposition .Theprincipalmayprovidewhateversupporthe/shedeemsappropriateandwillevaluatetheASAbyMay1 .IftheevaluationidentifiesthattheASAisnotmeetingstandard,theASAisremovedfromtheposition .

Special Evaluation/Evaluation Support CycleDuringtheSpecialEvaluation/EvaluationSupportCycle,theAP/coordinatorofschool-basedprogramswillreceiveclearexpectationsandsupportfromtheprincipal,aCP,andthePeerAssistanceReview(PAR)Panel .

Duetotheirpositions,ASAsarenoteligibleforthissupport .TheCP,theprincipal,andtheAP/coordina-torofschool-basedprogramswillcollaborateonthe

developmentofanimprovementplanthatwillincludetheidentificationofthespecificareasofneed,theexpectedimprovements,thesupportthatwillbeprovidedbytheCPandprincipal,andthespecificdatathatwillbeusedtodetermineeffectiveness .Thegoalofthisintenseinterven-tionistoprovideassistanceandopportunitiestotheAP/coordinatorofschool-basedprogramsinordertomeetallstandards .TheAP/coordinatorofschool-basedprogramstakesresponsibilityforinvolvementindevelopingtheimprovementplanandinmeetingstandards .

TheAP/coordinatorofschool-basedprogramsenterstheEvaluationSupportCyclethrougha“doesnotmeetstan-dard”evaluation .TheEvaluationSupportCycleincludesthefollowing:

• TheCPprovidesdirectionandsupporttotheAP/coor-dinatorofschool-basedprograms .He/shewillobserveandconferwiththeAP/coordinatorofschool-basedprogramsandsubmitupdatestotheprincipalandtheAP/coordinatorofschool-basedprogramsPeerAssistanceReview(PAR)Panelonthesupportspro-videdtotheAP/coordinatorofschool-basedprogramsandtheAP/coordinatorofschool-basedprograms’progressontheimprovementplan .ByApril1oftheEvaluationSupportCycleyear,theCPwillcompleteasummaryreportontheAP/coordinatorofschool-basedprograms’progressontheimprovementplan .

• Theprincipalwillalsomonitorprogressontheimprove-mentplanthroughquarterlyobservationsandmeetingswiththeAP/coordinatorofschool-basedprograms .Asoutlinedin“CollectionofEvaluationData”above,theprincipalwillcompletetheevaluationusingmultiplesourcesofrequireddatatodocumenteachstandard .Theprincipalwillcompletetheevaluationbytheduedate .

• ThePARPanelcomprisesthreeprincipalsnotassignedtothatAP/coordinatorofschool-basedprograms,andthreeassistantprincipalsrecommendedbyMCAASP .Thesuperintendentordesigneewillapprovethemem-bershipforthepanel .ThispanelwillreceivequarterlyupdatesfromtheprincipalandtheCPontheprogressoftheAP/coordinatorofschool-basedprogramsontheimprovementplan .Panelmembersmayprovidesug-gestionsforsupportinhelpingtheAP/coordinatorofschool-basedprogramsmeetthegoalsoftheimprove-mentplanto“meetstandard”attheendoftheyearoftheEvaluationSupportCycle .Thepanelwillmakefinalrecommendationstothesuperintendent .

Decisions Regarding the Evaluation Support CycleIftheprincipalandtheCPagreethattheAP/coordina-torofschool-basedprogramshasmetstandard,theAP/coordinatorofschool-basedprogramswillreturntotheprofessionalgrowthcycle .IftheprincipalandtheCPagreethattheAP/coordinatorofschool-basedprograms“didnotmeetstandard”ortheycouldnotagreeiftheAP/coordinatorofschool-basedprogramsmetstandard,theywillpresenttheirfindingstothePARPanel .TheAP/coordinatorofschool-basedprogramswillalsohaveanopportunitytopresentinformationtothePARPanel .Afterconsideringalloftheinformation,thePARPanelwillmakeoneofthefollowingrecommendationstothesuper-intendentbyMay15:

• TheAP/coordinatorofschool-basedprogramsreturnstotheprofessionalgrowthcycle .

• TheAP/coordinatorofschool-basedprogramsisreas-signedtoanotheradministrativeposition .

• TheAP/coordinatorofschool-basedprogramsisreas-signedtoanon-administrativeposition .APs/coordi-natorsofschool-basedprogramswhoaretenuredasteachersinMCPSarestilltenuredforteachingpositionswhendismissedfromA&Spositions .

• TheAP/coordinatorofschool-basedprogramsisdis-missedfromMCPS .

Appeal ProcessThroughtheseprocedurestheA&SPGSestablishesthattheassistantprincipal(AP)/assistantschooladministra-tor(ASA)/coordinatorofschool-basedprogramsisanactiveparticipantthroughouttheevaluationprocess .Themeetingsheldatthebeginningandendofeachyear,thepost-observationconferences,andthedevelopmentofanyimprovementplansareexamplesoftheopportunitiesforcollaborationamongtheprincipal,theAP/ASA/coor-dinatorofschool-basedprograms,andothersinvolved .Theschoolsystemshallberesponsibleformaintainingtheconfidentialityofanindividual’sevaluationprocessandallrelateddocuments .Thefollowingprocesseswillbeavailable:

• The Process for Responding to an Observation ReportTheAP/ASA/coordinatorofschool-basedprogramsmayrespondinwritingtoanyobservationreportwithin10workingdaysofreceivingthereport .

• The Process for Providing Additional Information to a “Meets Standard” Evaluation TheAP/ASA/coordinatorofschool-basedprogramsmayprovideadditionalinformationtoa“meetsstan-dard”evaluation .

• The Review Process and Appeal Process of a “Does Not Meet Standard” Evaluation WhenanAP/ASA/coordinatorofschool-basedpro-gramswhoisnotcurrentlyinthePARprogramisgivena“doesnotmeetstandard”ratingontheformalevalu-ationreport,OHRDwillnotifythePARPanelcochairs .ACPwillbeassignedtocompleteareviewofthatAP/ASA/coordinatorofschool-basedprograms’skillsontheLeadershipStandards .Thereviewconsistsofthefollowing:

The Consulting Principal—• meetsseparatelywiththeprincipalandtheAP/ASA/

coordinatorofschool-basedprograms;

• completesaminimumoftwoformalobservations(oneannouncedandoneunannounced);and

The PAR Panel— • hearsthereportfromtheCP;

• decidesoninclusionornoninclusionintheprogram;and

IftheCPconcursthattheneedsoftheAP/ASA/coordina-torofschool-basedprogramswarrantthesupportoftheprogram,theAP/ASA/coordinatorofschool-basedpro-gramsmayasktomakeapresentationtothePARPanelinordertoprovideadditionalinformation .ThispresentationshouldprovideforameaningfulappealoftheAP/ASA/coordinatorofschool-basedprograms“doesnotmeetstandard”evaluation .ThePARPanelwillconsidertheCPreviewtobeinformationthatcanbeusedintheappealprocess .IftheAP/ASA/coordinatorofschool-basedpro-gramsrequeststomakeapresentation,thePARPanelalsowillprovideanopportunityfortheprincipaltopresentinformationanddocumentation .Inaddition,theCPwillbequestionedtoclarifyinformationinhis/herreportsandinregardtohis/herrecommendation .Informationfromallthreesourceswillbeconsideredbeforeadeci-sionisrendered .Afterthepresentation,thePARPanelwillaffirmornegatethe“doesnotmeetstandard”evaluation,andwillrecommendinclusionornoninclusioninPAR .IfthePARPanelrecommendsinclusioninthePARpro-gram,aCPwillbeassignedtoprovideayearofsupport .InclusioninthePARprogramisnotvoluntaryandcannotbeappealedbytheAP/ASA/coordinatorofschool-basedprograms .IfthePARPanelrecommendsnoninclusion,andtheAP/ASA/coordinatorofschool-basedprogramsthereforeisdeterminedto“meetstandard,”thePARPanelwillnotifytheprincipal,whowillworkwithstafffromtheCenterforSkillfulTeaching,andthecochairsofthePAR

Panel,toensurethattheformalevaluationisrevisedtoconformwitha“meetsstandard”rating .

IftheCPdoesnotconcurthattheneedsoftheAP/ASA/coordinatorofschool-basedprogramsareseriousenoughtowarrantthesupportoftheprogram,theprincipalmayasktomakeapresentationtothePARPanelinordertoprovideadditionaldata .Whenconsideringapresentationbyaprincipal,thePARPanelalwayswillexamineallrel-evantwrittendocumentation,includingthemostcurrentformalevaluationreportandpost-observationconferencereports .Iftheprincipalrequeststomakeapresentation,thePARPanelalsowillprovideanopportunityfortheAP/ASA/coordinatorofschool-basedprogramstopresentinformationanddocumentation .Inaddition,theCPwillbequestionedtoclarifyinformationinhis/herreportsandinregardtohis/herrecommendation .Informationfromallthreesourceswillbeconsideredbeforeadecisionisrendered .Afterreviewingalloftheinformation,thePARPanelwillrecommendeitherinclusioninthePARprogramorreturntotheProfessionalGrowthCyclewithsupportbytheprincipal .IfthePARPanelrecommendsnoninclusionandtheAP/ASA/coordinatorofschool-basedprograms,therefore,isdeterminedto“meetstandard,”thePARPanelwillnotifytheprincipal,whowillworkwithstafffromtheCenterforSkillfulTeaching,andthecochairsofthePARPanel,toensurethattheformalevaluationisrevisedtoconformwitha“meetsstandard”rating .

The Appeal Process of a PAR Panel RecommendationInanyinstanceinwhichtheAP/ASA/coordinatorofschool-basedprogramsorprincipalwishestoappealthetentativerecommendationofthePARPanel,boththeAP/ASA/coordinatorofschool-basedprogramsandprincipalinvolvedwilleachbeinvitedtomakeapresentationbeforethePARPanel .

Principal Appeal PresentationsTheprincipalmayappealthetentativerecommendationataPARPanelmeeting .Thepresentationwillbescheduledfor40minutes .Thefirsthalfoftheallottedtimeisusedforapresentationofevidencetosupporttheprincipal’sevalu-ation .Thesecondhalfoftheallottedtimeisusedforques-tionsfromthePARPanel .Theprincipalmaybringwrittendocumentationbasedonthestandardstosupporthis/herpointofviewandwillgivecopiestoeachPARPanelmem-ber .AlldocumentationpresentedtothePARPanelmusthavebeensharedwiththeAP/ASA/coordinatorofschool-basedprogramsinadvanceofthismeeting .Theprincipalisexpectedtopresentinthesecases .Theprincipalmaybeaccompaniedbyanotherqualifiedobserveroftheprinci-pal’schoosingtoassistinthepresentation .

AP/Coordinator of School-based Programs Appeal PresentationsTheAP/ASA/coordinatorofschool-basedprogramsmayappealatentativerecommendationofreassignmentordismissalataPARPanelmeeting .Thepresentationisscheduledfor40minutes .ThefirsthalfoftheallottedtimeisusedforapresentationofevidencetosupporttheAP/ASA/coordinatorofschool-basedprograms’viewofhis/herperformance .ThesecondhalfoftheallottedtimeisusedforquestionsfromthePanel .TheAP/ASA/coordinatorofschool-basedprogramsmaybringwrittendocumentationbasedonthestandardstosupporthis/herpointofviewandwillgivecopiestoeachPARPanelmem-ber .TheAP/ASA/coordinatorofschool-basedprogramsmaycontactaMCAAPrepresentativeforassistance .TheAP/ASA/coordinatorofschool-basedprogramsmaybeaccompaniedbyaguest,whomaybeaMCAAPrepresen-tative,anattorney,orotherguest,butwhomaynotspeakduringtheproceedings .

Final recommendationsThePARPaneldiscussesthecasefollowingappealpre-sentationsandreconsidersitstentativerecommendationwithoutthepresenceofeithertheAP/ASA/coordinatorofschool-basedprogramsortheprincipal .ThecochairsnotifytheAP/ASA/coordinatorofschool-basedprograms,theprincipal,andtheCP,inwriting,ofthePanel’sfinalrecommendationtothesuperintendent .

IfneithertheAP/ASA/coordinatorofschool-basedpro-gramsnortheprincipalappealthePARPanel’stentativerecommendation,thatrecommendationwillbecomethefinalrecommendation .

TheAP/ASA/coordinatorofschool-basedprogramsmayappealthePanel’sfinalrecommendationtothesuperin-tendentthroughtheprocessoutlinedinMCPSandMSDEemploymentprocedures .

Follow-up to Successful Return to the Professional Growth Cycle from the PAR ProgramIntheyearfollowingsuccessfulreturntotheprofes-sionalgrowthcyclefromthePARprogram,theAP/ASA/coordinatorofschool-basedprogramswillhaveaSpecialEvaluationtoensuremaintenanceofskills .IftheAP/ASA/coordinatorofschool-basedprograms’skillsareratedas“doesnotmeetstandard”inthenextschoolyear,thePARPanelwillreconsiderthecase .Theprinci-palandAP/ASA/coordinatorofschool-basedprogramswillbeaskedtobringdocumentationandevidencetothePARPanelmeetinginMay .Atthattime,basedontheevidenceprovided,thePARPanelcouldrecommendareturntotheprofessionalgrowthcycle,reassignmenttoanotheradministrativeposition,reassignmenttoa

non-administrativeposition(AP/ASA/coordinatorsofschool-basedprogramswhoaretenuredteachersinMCPSarestilltenuredforteachingpositionswhendis-missedfromA&Spositions),ordismissalfromMCPS .

IfanAP/ASA/coordinatorofschool-basedprogramswhohassuccessfullyreturnedtotheprofessionalgrowthcyclefromthePARprogramreceivesa“doesnotmeetstan-dard”evaluationforaschoolyearaftertheyearimmedi-atelyfollowingthesuccessfulreturntotheprofessionalgrowthcycle,aCPwillbeassignedtoconductareviewinwhichtheCP—

• meetswiththeprincipalandtheAP/ASA/coordinatorofschool-basedprograms,and

• completesaminimaloftwoformalobservations(oneannouncedandoneunannounced) .

TheCPwillreporttheinformationandmakearecommen-dationtothePARPanelastoreinclusionoftheAP/ASA/coordinatorofschool-basedprogramsinthePARprogram .IfthePARPanelrecommendsinclusioninthePARpro-gram,aCPwillbeassignedtoprovideayearofsupport .InclusioninthePARprogramisnotvoluntaryandcannotbeappealedbytheAP/ASA/coordinatorofschool-basedprogram .ThePARPanelwillnotifytheAP/ASA/coordina-torofschool-basedprogramsandprincipalofthedecision .

IftheCPrecommendsreinclusion,theprincipalwillbegiventheoptionofagreeingwiththatrecommendation .Iftheprincipalagrees,reinclusioninthePARprogramwillnotbevoluntaryandcannotbeappealedbytheAP/ASA/coordinatorofschool-basedprograms .IftheprincipaldoesnotagreeandrequestsconsiderationofdismissalfromMCPSemployment,theCP,principal,andAP/ASA/coordinatorofschool-basedprogramswilleachbeinvitedtomakeapresentationattheJunemeetingofthePARPanel .Whenconsideringapresentation,thePARPanelalwayswillexamineallrelevantwrittendocumentation,includingthemostcurrentformalevaluationreportandpost-observationconferencereports .ThePanelcouldrecommendareturntotheprofessionalgrowthcycle,reas-signmenttoanotheradministrativeposition,reassignmenttoanon-administrativeposition(AP/ASA/coordinatorsofschool-basedprogramswhoaretenuredteachersinMCPSarestilltenuredforteachingpositionswhendismissedfromA&Spositions),ordismissalfromMCPS .

IftheCPdoesnotrecommendreinclusion,theprincipalwillbegiventheoptionofagreeingwiththatrecommen-dation .Iftheprincipalagreeswiththerecommendation,theAP/ASA/coordinatorofschool-basedprogramswillreturntotheprofessionalgrowthcycle .Inthiscircum-stance,theprincipalwillrewritetheevaluationtodemon-stratethattheAP/ASA/coordinatorofschool-basedpro-gramsismeetingstandard .Iftheprincipaldisagrees,theCP,principal,andAP/ASA/coordinatorofschool-based

programseachwillbeinvitedtomakeapresentationattheJunemeetingofthePARPanel .Whenconsideringapresentation,thePARPanelalwayswillexamineallrel-evantwrittendocumentation,includingthemostcurrentformalevaluationreportandpost-observationconfer-encereports .ThePARPanelcouldrecommendareturntotheprofessionalgrowthcycle,reassignmenttoanotheradministrativeposition,reassignmenttoanon-admin-istrativeposition(AP/ASA/coordinatorsofschool-basedprogramswhoaretenuredteachersinMCPSarestilltenuredforteachingpositionswhendismissedfromA&Spositions),ordismissalfromMCPS .

GLOSSARYConsulting Principal (CP)isassignedbytheOfficeofHumanResourcesandDevelopmenttosupportandcoachAPs/coordinatorsofschool-basedprogramswhohavebeenplacedinSpecialEvaluationortheEvaluationSupportCycle .

Evaluation Ratingisadecisionmadebytheprincipalbasedonaholisticviewoftheevidenceregardinganindi-vidual’sperformanceonallthestandards .Theratingwillstatethattheindividualeither“meetsstandard”or“doesnotmeetstandard .”Evaluationsalsorequireaqualifiedsecondobserveriftheevaluationwillbebelowstandard .

New to Assignmentreferstoadministratorsandsupervi-sorswhoarenewtotheircurrentposition,althoughtheyhaveheldasameorcorrespondingpositionatadifferentlocationorlevel .

PortfolioprovidestheAP/ASA/coordinatorofschool-basedprogramswiththeopportunitytocollectandpresentavarietyofdatasourcesdescribinghis/herper-formance .Theportfoliocouldincludeinformationfromparents,staff,orstudents;resultsofschoolmeetingsorsurveys;coursework;attendanceorpresentationsatpro-fessionalconferences;andexamplesofprofessionalactiv-itieswithinMCPSorothereducationalgroups .Itisatool

maintainedbytheAP/ASA/coordinatorofschool-basedprogramstoaddressthesixstandards .

Qualified Observersarethesuperintendent,thecom-munitysuperintendent,theassociatesuperintendent,andtheirprofessionalassistants,includingtheprincipal .

Peer Assistance Review (PAR) PanelconsistsofthreeprincipalsnotassignedtosupervisetheAP/coordina-torofschool-basedprograms,andthreecurrentlysittingassistantprincipals .ThePARPanelreviewsthereportsandrecommendationsoftheprincipalandtheCP,andthenpresentsrecommendationstothesuperintendentonpersonnelactionsforAPs/coordinatorsofschool-basedprogramsintheEvaluationSupportCycle .

Special Evaluationisanevaluationscheduledoutoftheregularsequence .ThepurposeoftheSpecialEvaluationistoaddressseriousdeficienciesintheAP/coordinatorofschool-basedprograms’performanceonthesixstan-dards .Observationsbyboththeprincipalandanotherqualifiedobserverarerequirediftheevaluationwillbebelowstandard .ASpecialEvaluationcanresultinreferraltotheEvaluationSupportCycle,orinareturntothepro-fessionalgrowthcycle .The Special Evaluation process does not apply for assistant school administrators.

Role of Consulting Principal ThepurposeoftheCProleistoprovidesupportfortheAP/coordinatorofschool-basedprograms(client) .Inordertoaccomplishthis,theCPwillmeetinitiallywiththeprincipaland,attherequestoftheprincipal,thedirectorofschoolperformancetoobtaininformationabouttheneedsoftheclient .Assoonthereafteraspossible,theCPwillmeetwiththeclient .TheCPisresponsibleforcoach-ingandmentoringtheclient .Thepriorityofthepositionistoprovidesufficienttimeforeffectiveinteractionswiththeclient .TheCPprovidesdirectionwithregardtothesupportsthatareavailablefromwithinMCPSandfromoutsidesources .

Forclientsinspecialevaluation,theCPorganizesameetingwiththeclient,thecommunitysuperintendent,andthedirectorofschoolperformanceatwhichtheCPfacilitatesthedevelopmentofanimprovementplan .Thisplanisthebasisforidentifyingneeds,providingsupport,establishingatimeline,anddeterminingthemeasuresbywhichtheclientisexpectedto“meetstandard .”TheCPprovidesassistancetotheclientwithregardtotheareasofneedasidentifiedontheimprovementplan .TheCPhelpstheclientsetprioritiesandmaintainafocusonimprovement .

TheCPwillberesponsibleforthefollowing:

• Identifyingresourcesfortheclientprincipal

• Providingwrittenreportsontheformalobservationstotheclientandthecommunitysuperintendent

• Communicatingwiththecommunitysuperintendentanddirectorofschoolperformanceregardingthecli-ent’sprogress

• PreparingquarterlyreportstothePARPanel,includingafinalsummativereport

• Makingarecommendationregardingtheclient’sstatustothePARPanelattheendoftheformaltimeframe

Toaccomplishthisrole,trainingisprovidedtotheCPbasedontheknowledge,skills,andabilitiesoutlinedinthejobdescription .ACPshallbeanexperiencedprinci-palinMCPSandhiredforthepositionofCPforathree-yearterm .Attheendofthethree-yearperiod,theCPreturnstoaprincipalpositionoranotheradministrativepositionforwhichhe/sheisqualified .

May an AP/ASA/coordinator of school-based programs respond in writing to observation reports?

AnAP/ASA/coordinatorofschool-basedprogramsmayrespondinwrit-ingtoanobservationreportwithin10workingdaysofreceivingthereport .

Nochange

May an AP/ASA/coordinator of school-based programs provide additional information to a “meets standard” evaluation?

AnAP/ASA/coordinatorofschool-basedprogramsmayprovideaddi-tionalinformationtoa“meetsstan-dard”evaluation .

Nochange

What process applies when an AP/ASA/coordinator of school-based programs receives a “does not meet standard” evaluation?

AconsultingprincipalconductsareviewandmakesrecommendationtothePARPanelregardinginclusion .ThePARPanelrecommendsinclusionornoninclusion .

Can an AP/ASA/coordinator of school-based programs appeal a “does not meet standard” evaluation?

AnAP/ASA/coordinatorofschool-basedprogramsmayappealhis/herevaluationtohis/hersupervisor’ssupervisor .

AnAP/ASA/coordinatorofschool-basedprogramsmayappealhis/herevaluationtothePARPanel .

Can an AP/ASA/coordinator of school-based programs appeal the PAR Panel’s tentative recommendation?

AnAP/ASA/coordinatorofschool-basedprogramsmayappealtothesuperintendent .

AnAP/ASA/coordinatorofschool-basedprogramsmayappealthePARPanel’stentativerecommendationtothePARPanelandthenmayappealtothesuperintendent .

Can a principal appeal a PAR Panel’s tentative recommendation?

Notaddressed . AprincipalmayappealthePARPanel’stentativerecommendationtothePARPanel .

Is an AP/ASA/coordinator of school-based programs evaluated the year following successful return to the Professional Growth Cycle from PAR?

TheAP/ASA/coordinatorofschool-basedprogramsreturnstotheProfessionalGrowthCycleasdeter-minedbytheFrequencySchedule .

TheAP/ASA/coordinatorofschool-basedprogramswillhaveaSpecialEvaluationtoensuremaintenanceofskills .

What process applies if an AP/ASA/coordinator of school-based pro-grams receives a “does not meet standard” rating on the Special Evaluation a year following suc-cessful return to the Professional Growth Cycle from PAR?

TheEvaluationSupportCyclebegins . ThePARPanelmakesarecom-mendationregardingreturntotheProfessionalGrowthCycle,re-inclu-sion,reassignmenttoanon-admin-istrativeposition,ordismissalfromMCPS .

What process applies if an AP/ASA/coordinator of school-based pro-grams receives a “does not meet standard” evaluation for a school year after the year following the suc-cessful return to the professional growth cycle from PAR?

TheEvaluationSupportCyclebegins . Aconsultingprincipalconductsareviewandmakesarecommenda-tiontothePARPanelregardingre-inclusion .ThePARPanelmakesarecommendationregardingreturntotheProfessionalGrowthCycle,re-inclusion,reassignmenttoanon-administrativeposition,ordismissalformMCPS .

What process applies if concerns are identified regarding the AP/ASA/coordinator of school-based programs’ performance in relation to the six standards during non-evaluation years?

Theprincipalconductstwoformalobservationsandtrainingandsupportareprovidedbyaconsultingprinci-palandtheprincipal .Theconsultingprincipalfacilitatesthedevelopmentofanimprovementplan .

Theprincipalconductstwoformalobservationsandtrainingandsup-portareprovidedbytheprincipal .Theprincipalfacilitatesthedevelopmentofanimprovementplan .

When is a consulting principal assigned to provide training and support if concerns are identified regarding the AP/ASA/coordinator of school-based programs’ perfor-mance in relation to the six stan-dards during non-evaluation years?

Theconsultingprincipalisassignedfollowingtheconductingoftwofor-malobservationsbytheprincipal .

AconsultingprincipalisassignedtoconductareviewafteranAP/ASA/coordinatorofschool-basedprogramsreceivesa“doesnotmeetstandard”evaluation .

A&S PGS EVALUATION PROCESS FOR ASSISTANT PRINCIPALS, ASSISTANT SCHOOL ADMINISTRATORS, AND COORDINATORS OF SCHOOL-BASED PROGRAMS: A DIAGRAM

A&S PGS Handbook 2011–2012 Evaluation Process for Central Services Administrators —87

Evaluation Process for Central Services Administrators

PurposeThepurposeoftheevaluationcomponentoftheAdministrativeandSupervisoryProfessionalGrowthSystem(A&SPGS)istoensureanddocumentqualityper-formanceofcentralservicesadministratorsforMCPSandtoprovidefeedbacktocentralservicesadministratorsfortheirownprofessionalcontinuousimprovement .Thepro-cessclearlyoutlinesexpectationsandmeasuresthatarebasedonthesixstandardsofperformance .“Theevalu-ationsystemalsoprovidesMCPSwithinformationfromwhichprofessionaldevelopmentprogramscanbedevel-oped,personnelselectionprocedurescanbeappraised,andtheadequacyofhumanandmaterialresourcescanbeassessed”(MCPS-MontgomeryCountyAssociationofAdministratorsandPrincipals(MCAAP)negotiatedagreement) .

Thestructureoftheevaluationprocessrecognizesthecomplexitiesofthecentralservicesadministrators’posi-tionsandprovidesopportunitiesforcontinuousimprove-ment .Thecentralservicesadministrators’strengthsarerecognizedandnurtured .Strengthsandareasofneedaredocumentedthroughmultiplesourcesofdata .Centralservicesadministratorsaregiventhenecessarysupportandresourcestoaddressidentifiedneedsandimproveperformance .Supportmayincludeprofessionaldevel-opmentorsupportprovidedbyaconsultant,amentor/coach,theimmediatesupervisor,theassociatesuperin-tendent,thedirector,andtheEvaluationSupportCycleasoutlinedbelow .

Betweenformalevaluationyears,centralservicesadmin-istratorsparticipateinprofessionalgrowthactivitiesaspartoftheprofessionalgrowthcycle,whichisdescribedintheProfessionalDevelopmentcomponentoftheA&SPGSHandbook .Thesegrowthactivitiesarebasedonindi-vidualizedProfessionalDevelopmentPlans(PDPs)foreachcentralserviceadministrator .

Elements of the Evaluation ProcessEvaluatorsTheimmediatesupervisortowhomthecentralservicesadministratorisassignedisresponsibleforcompletingtheformalevaluation .

• FirstandsecondyearasanMCPSadministrator

• Firstyearafterachangeinadministrativeposition(changeinpositionclassification)

• Ninthyear

Note: ASpecialEvaluationmaybeusedinanyyearusingtheprocessinAnnualReviewProcessinNon-evaluationYearsattheendofthissection .

Probationary Period for Central Services Administrators Who Are New to a PositionMontgomeryCountyPublicSchools(MCPS)andMCAAPhaveaninterestinensuringthatacentralservicesadmin-istratorwhoisnewtoapositioniscompetentintheposi-tionforwhichhe/sheishired .Theyalsohaveaninterestinprovidingsupportandprofessionaldevelopmentthatwillenhanceanadministrator’scompetenceandsuccessinanewposition .Therefore,aprobationaryperiodofoneyearisestablishedtodeterminetheindividual’scompe-tenceinthenewposition .ForindividualsemployedinthepositionbeforeJanuary1followingthebeginningoftheschoolyear,thatindividualwillbeevaluatedattheendofthatschoolyear .ForindividualsemployedafterJanuary1,theindividualwillbeevaluatedbyDecember31ofthefollowingschoolyear .Allemployeeswillbeevaluatedusingthesixleadershipstandardsforcentralservicesadministrators .

Atthebeginningoftheprobationaryperiod,theimmedi-atesupervisorwillmeetwiththecentralservicesadmin-istratorstodiscussjobexpectationsandreviewtheA&SPGS .Thesupervisorandthecentralservicesadminis-tratorswillhavetwosupervisorymeetingstosetgoals,reviewgoals,andreviewperformanceinrelationtothesixstandards .Thefirstmeetingwilloccurduringthefirstsixmonthsofemployment .Thesecondmeetingwilloccurduringthesecondsixmonthsofemployment .Therewillbeadequatespacebetweenthemeetingsforthecentralservicesadministratorstorespondtothefeedback .

Duringtheprobationaryperiod,thesupervisorwillcon-sultwiththeemployeetoidentifyappropriateprofessionaldevelopmentopportunitiesnecessarytobesuccessfulinthenewpositionandtoprovideothersupportsasneeded .

Administrator New to MCPSIftheindividual’sperformance“meetsstandard,”theindividualwillbecomeentitledtotheparametersoftheevaluationprocessforcentralservicesadministratorsspe-cificallyidentifiedwithintheA&SPGS .

Ifthesupervisorhasdocumentedconcernsaboutthecen-tralservicesadministrator’sperformanceinrelationtothesixstandardsduringtheprobationaryperiod,thefollow-ingwillapply .

88 —Evaluation Process for Central Services Administrators A&S PGS Handbook 2011–2012

Duringthefirstsixmonths,ifthesupervisoridentifiesanddocumentsconcernsregardingtheadministrator’sperformanceinrelationtothesixstandardsthroughtwoformalobservations(oneformalobservationbythesuper-visorandoneformalobservationbyaqualifiedsecondobserver),theadministratorwillbeprovidedwithtrainingand/orsupportbyaconsultant .Theadministrator,theconsultant,andtheimmediatesupervisorwilldevelopanimprovementplanthatoutlinestheconcerns,thegoalsforimprovement,thetrainingandothersupportstobepro-vided,andthespecificdatapointsthatwillmeasuretheimprovement .Theconsultantwillcompleteasummaryreportontheadministrator’sprogressintheimprove-mentplanandthesupervisorwillcompleteanadditionalformalobservationbythebeginningoftheninthmonthfollowingthedateofhireforthatposition .

Theimmediatesupervisorwillreviewthedatapointsoftheimprovementplanandtheinputfromtheconsultantandwillconductanevaluationbythebeginningofthe10thmonthfollowingthedateofhireforthatposition .Theformalobservationsareaminimumrequirement .Itisexpectedthatthesupervisorwillhaveconductedinformalobservationsandreviewedotherdatasourcesuponwhichtheemployeeisevaluated .

• Iftheimmediatesupervisorandconsultantagreethattheadministratorhasmetstandard,theadministratorwillcontinueintheprofessionalgrowthcycle .

• Iftheimmediatesupervisorandtheconsultantagreethattheadministratorhasnotmetstandard,ortheycouldnotagreeiftheadministratormetstandard,theywillpresenttheirfindingstothePARPanel .TheadministratoralsowillhaveanopportunitytopresentinformationtothePARPanel .Afterconsideringalloftheinformation,thePARPanelmakesoneofthefollow-ingrecommendationstothesuperintendentbythefirstdayofthe11thmonthfollowingthedateofhireforthisposition:

• Theadministratorreturnstotheevaluationcycle .

• Theadministratorisreassignedtoanotheradminis-trativepositionforwhichhe/sheisqualified .

• Theadministratorisreassignedtoanon-administra-tivepositionforwhichhe/sheisqualified .

• TheadministratorisdismissedfromMCPS .

• Ifthepanelcannotreachagreement,thesuperinten-dentorhisdesigneemakesthedecision .

Administrator is already an employee of MCPS prior to this positionIftheadministratorisalreadyanemployeeofMCPS,thesupervisorwillworkwiththeindividualthroughtheevaluationprocessforcentralservicesadministrators,asoutlinedintheA&SPGSHandbook .

Annual Review Process in Non-Evaluation YearsDuringprofessionalgrowthyears,thecentralservicesadministratorgathersdataforthetwoannualmeetingswiththeimmediatesupervisor .Thesemeetingswilloccurnearthebeginningandtheendofthefiscalyeartoreviewdatasourcesinordertosetgoals,reviewgoals,andreviewperformanceinrelationtothesixstandardsandthestra-tegicplanningprocess .

Performance with no concernsIftheseannualreviewsindicatethatprogressiscontinu-ingandtherearenoconcerns,thecentralservicesadmin-istratorswillcontinueintheprofessionalgrowthcyclethatwillincludeapersonalProfessionalDevelopmentPlan,asdescribedintheProfessionalDevelopmentcomponentoftheA&SPGS,andtheMCPSstrategicplan .Novicecentralservicesadministrators,centralservicesadministratorsnewtoMCPS,andcentralservicesadministratorsnewtoanassignmentarenotrequiredtowriteaProfessionalDevelopmentPlanintheirfirstyear .

Performance with concernsBetween July 1 and December 31,iftheimmediatesupervisoridentifiesanddocumentsconcernsregard-ingthecentralservicesadministrator’sperformanceinrelationtothesixstandardsthroughtwoformalobserva-tions,theimmediatesupervisorwillrequestaSpecialEvaluation .Thecentralservicesadministratorswillbeprovidedtrainingand/orsupportbyaconsultant .Theconsultantwillorganizeameetingwiththeclientandtheimmediatesupervisorduringwhichtheconsultantwillfacilitatethedevelopmentofanimprovementplan .Thisplanwillbethebasisforidentifyingneeds,providingsup-port,establishingatimeline,anddeterminingthemea-suresbywhichtheclientisexpectedtomeetstandard .

• Theimmediatesupervisorwillreviewthedatapointsoftheimprovementplanandtheinputfromtheconsul-tantbyApril1 .

• Iftheimmediatesupervisorfindsthatthecentralser-vicesadministratorhasmetthegoalsoftheimprove-mentplan,thecentralservicesadministratorwillcon-tinueintheprofessionalgrowthcycle .

• Iftheimmediatesupervisordocumentsthatthecen-tralservicesadministratordidnotmeetthegoalsoftheimprovementplan,aqualifiedsecondobserverwillcom-pleteanobservationbeforethecentralservicesadmin-istratorreceivesaSpecialEvaluation .TheimmediatesupervisorwillcompletetheSpecialEvaluationbyMay1 .

• Ifthecentralservicesadministrator’sperformanceisratedas“doesnotmeetstandard,”he/shewillbeplacedintheEvaluationSupportCycleuntiltheendofthenextfiscalyear .

Between January 1 and June 15,iftheimmediatesuper-visoridentifiesanddocumentsconcernsregardingthecentralservicesadministrator’sperformanceinrelationtothesixstandardsthroughtwoformalobservations,theimmediatesupervisorwillrequestaSpecialEvaluation .Thecentralservicesadministratorwillbeprovidedtrain-ingand/orsupportbyaconsultant,asoutlinedabove .

• Theimmediatesupervisorwillreviewthedatapointsoftheimprovementplanandtheinputfromtheconsul-tantbyDecember1 .

• Iftheimmediatesupervisorfindsthatthecentralser-vicesadministratorhasmetthegoalsoftheimprove-mentplan,thecentralservicesadministratorwillcon-tinueintheprofessionalgrowthcycle .

• Iftheimmediatesupervisordocumentsthatthecen-tralservicesadministratorhasnotmetthegoalsoftheimprovementplan,aqualifiedsecondobserverwillcompleteanobservationbeforethecentralservicesadministratorreceivesaSpecialEvaluation .Theimme-diatesupervisorwillcompletetheSpecialEvaluationbyJanuary1ofthefollowingyear .

• Ifthecentralservicesadministrator’sperformanceisratedas“doesnotmeetstandard,”thecentralservicesadministratorwillbeplacedintheEvaluationSupportCyclefortheremainderofthefiscalyearandthefirstsemesterofthenextfiscalyear .

Collection of Evaluation DataTheimmediatesupervisor,consultant,and/orthesuper-intendent’sdesigneewillcollectandanalyzedatafromformalandinformalobservations,conferences,meetings,andotherrelateddatasources .Thisshouldbeanongoingandcumulativeprocessdocumentingprogressovertime .Wheresignificantperformanceissuesareidentified,aqualifiedsecondobserverwillbeassigned .

Meetings:Datasourceswillincludetwomeetings(pro-bationary—threemeetings),oneatthebeginningofthefiscalyearandasecondonemonthbeforetheevaluationbetweenthecentralservicesadministratorandtheimme-diatesupervisortosetgoalsandreviewgoalsandprogressintheprofessionaldevelopmentplanandthestrategicplan .

Observations and Interactions:Inadditiontothetwomeetings,therewillbeformalobservationsandotherinteractions,asneeded,todocumentperformanceinrela-tiontothesixstandards .Duringanevaluationyearatleasttwoformalobservationsarerequired,oneofwhichmustbescheduledinadvance .Theformalobservationsareaminimumrequirement .Itisexpectedthatthesupervisorwillhaveconductedinformalobservationsandreviewedotherdatasourcesuponwhichtheemployeeisevaluated .

Formal Observations:Formalobservationsrequirethatthepersonbeingobservedhasfullknowledgeoftheobservation,thatawrittenreportissharedwiththeper-son,andthatthepersonhastherighttorespondtotheobservationreport .Dataforformalobservationreportsmayresultfrominformationgatheringthatmayoccurovertime,butshouldnotexceeda30-dayormutuallyagreed-uponperiod .Itisrecommendedthatformalobservationsofactivities,meetingsorpresentations,etc .,shouldbeforaminimumof30minutes .Thepersonbeingevaluatedmustbeinformedofthestartandenddatesoftheobservation/data-gatheringperiod .

Examplesofformalobservationsandotherinteractionsmayincludethefollowing:

• Relevantstakeholdermeetings(e .g .,students,parent/community,staff)

• Project/programleadership

• Workproductreports/updates

• Strategicplanningmeetings

• Leadershipmeetings

• Interactionswithcustomers

• Professionaldevelopmenttrainings/presentations

Data Sources:Theimmediatesupervisorwillcollectandanalyzeavarietyofdatasourcesasapartoftheevalua-tion .Theimmediatesupervisor,inconjunctionwiththecentralservicesadministrator,willcollaborateonthemethodsandsourcesofplanneddatacollectionandwillreviewalldatainatimelymanner .

Data Sources mayincludethefollowing:

• Informalobservationsandotherinteractions

• Strategicplan

• Summariesandreports

• Officeorprogramperformancemeasures

• Stateandlocalcompliancerequirements

• Surveys

• Centralservicesadministrator’sportfolio

• Centralservicesadministrator’suseofsystem-widedatapertinenttotheofficeorprogram

• Datasubmittedbythecentralservicesadministrator

Evaluation YearCentralservicesadministratorsentertheevaluationyearinaccordancewiththefrequencyscheduleoftheevalua-tionprocess .Duringformalevaluationyears,theimmedi-atesupervisorwillcompleteobservations,gatherinfor-mation,andreviewdatasourceswiththecentralservicesadministrator .Aminimumoftwoformalobservationsarerequired,withatleastoneeachsemester .Oneformalobservationmustbedonebytheimmediatesupervisor .Ifthecentralservicesadministratorisbelowstandard,oneformalobservationmustbedonebyaqualifiedsec-ondobserverselectedbythesupervisor .TheevaluationisbasedonthedataoutlinedinCollectionofEvaluationData,inrelationtothesixstandards,performancecrite-ria,anddescriptiveexamples .TheimmediatesupervisorcompletestheevaluationbyMay1iftheadministrator“doesnotmeetstandard”andbyJune15iftheadministra-tor“meetsstandard .”

• Ifthecentralservicesadministratormeetsstandard,thecentralservicesadministratorcontinuesintheprofes-sionalgrowthcycle .

• Iftheimmediatesupervisoridentifiesconcernsdur-ingtheformalevaluationyear,aconsultantisassignedforsupportandanimprovementplanisdeveloped .TheimmediatesupervisorcompletestheevaluationbyMay1 .ThecentralservicesadministratorenterstheEvaluationSupportCyclethrougha“doesnotmeetstandard”evaluation .

Special Evaluation/Evaluation Support CycleDuringtheSpecialEvaluation/EvaluationSupportCycle,thecentralservicesadministratorwillreceiveclearexpec-tationsandsupportfromtheimmediatesupervisor,acon-sultant,andthePeerAssistanceReview(PAR)Panel .Theconsultant,theimmediatesupervisor,andthecentralser-vicesadministratorwillcollaborateonthedevelopmentofanimprovementplanthatwillincludetheidentificationofthespecificareasofneed,theexpectedimprovements,thesupportthatwillbeprovidedbytheconsultantandimme-diatesupervisor,andthespecificdatathatwillbeusedtodetermineeffectiveness .Thegoalofthisintenseinterven-tionistoprovideassistanceandopportunitiestothecen-tralservicesadministratorinordertomeetallstandards .Thecentralservicesadministratortakesresponsibilityforinvolvementindevelopingtheimprovementplanandmeetingstandards .

TheEvaluationSupportCycleincludesthefollowing:

• Consultant:Theconsultantprovidesdirectionandsup-porttothecentralservicesadministrator .He/shewillobserveandconferwiththecentralservicesadminis-tratorandsubmitquarterlyreportstotheimmediatesupervisorandthePARPanelonthesupportprovidedtothecentralservicesadministratorandthecentralservicesadministrator’sprogressontheimprovementplan .ByApril1oftheEvaluationSupportCycleyear,theconsultantwillcompleteasummaryreportonthecentralservicesadministrator’sprogressintheimprove-mentplan .

• Immediate Supervisor:Theimmediatesupervisorwillalsomonitorprogressontheimprovementplanthroughobservationsandmeetingswiththecentralservicesadministrator .Asoutlinedin“CollectionofEvaluationData”above,theimmediatesupervisorwillcompletetheevaluationusingmultiplesourcesofdatatodocumenteachstandard .Theimmediatesupervisorwillcompletetheevaluationbytheduedate .

• Peer Assistance Review (PAR) Panel: PARPanelcomprisesthreeexecutivestafforotherexcludedadministrators,butnotassignedtothatcentralservicesadministrator,andthreecentralservicesadministratorsrecommendedbyMCAAP .Thesuperintendentordes-igneewillapprovethemembershipforthepanel .Thispanelwillreceivequarterlyupdatesfromtheimmedi-atesupervisorandtheconsultantontheprogressofthecentralservicesadministratorontheimprovementplan .Panelmembersmayprovidesuggestionsforsupportinhelpingthecentralservicesadministratormeetthegoalsoftheimprovementplantomeetstan-dardattheendoftheyearoftheEvaluationSupportCycle .Thepanelmakesfinalrecommendationstothesuperintendent .

Decisions Regarding the Evaluation Support CycleIftheimmediatesupervisorandconsultantagreethatthecentralservicesadministratorhasmetstandard,thecen-tralservicesadministratorwillreturntotheprofessionalgrowthcycle .

Iftheimmediatesupervisorandtheconsultantagreethatthecentralservicesadministratordidnotmeetstandardortheycouldnotagreeifthecentralservicesadministra-tormetstandard,theywillpresenttheirfindingstothePARPanel .ThecentralservicesadministratorwillalsohaveanopportunitytopresentinformationtothePARPanel .Afterconsideringalloftheinformation,thePARPanelwillmakeoneofthefollowingrecommendationstothesuperintendentbyMay15:

• Thecentralservicesadministratorreturnstotheprofes-sionalgrowthcycle .

• Thecentralservicesadministratorisreassignedtoanotheradministrativeposition .

• Thecentralservicesadministratorisreassignedtoanon-administrativeposition .

• ThecentralservicesadministratorisdismissedfromMCPS .

• Ifthepanelcannotreachagreement,thesuperinten-dentorhisdesigneemakesthedecision .

Appeal Process Throughtheseprocedures,theA&SPGSestablishesthatthecentralservicesadministratorisanactiveparticipantthroughouttheevaluationprocess .Themeetingsheldatthebeginningandendofeachyear(andmidyearforadministratorsintheprobationaryyear),thepost-obser-vationconferences,andthedevelopmentofimprovementplansareexamplesoftheopportunitiesforcollaborationamongtheimmediatesupervisor,thecentralservicesadministrator,andothersinvolved .Theschoolsystemshallberesponsibleformaintainingtheconfidentialityofanindividual’sevaluationprocessandallrelateddocu-ments .Thefollowingappealprocesswillbeavailable:

• Thecentralservicesadministratormayrespondinwrit-ingtoanyobservationreportwithin10workingdaysofreceivingthereport .

• Thecentralservicesadministratormayappealinwrit-inga“doesnotmeetstandard”evaluationwithin10workingdaysofreceivingtheevaluation .Inthecaseofa“meetsstandard”evaluation,theemployeemayprovideadditionalinformation .

• Thecentralservicesadministratormayappeala“doesnotmeetstandard”evaluationtothesupervisor’ssuper-visor .Inthecaseofa“meetsstandard”evaluation,theemployeemayprovideadditionalinformation .

• Thecentralservicesadministratormaysubmitinforma-tionandrequestameetingwiththesuperintendentordesigneetoappealtherecommendationofthePARPanel .

GlossaryEvaluation Ratingisadecisionmadebytheimmedi-atesupervisor,basedonaholisticviewoftheevidenceregardinganindividual’sperformanceonallthestan-dards .Theratingwillstatethattheindividualeither“meetsstandard”or“doesnotmeetstandard .”A“doesnotmeetstandard”evaluationmustincludedatafromaqualifiedsecondobserver .

Peer Assistance Review (PAR) Panelconsistsofthreeexecutivestafforotherexcludedadministrators,butnotassignedtothatcentralservicesadministrator,andthreecentralservicesadministratorsrecommendedbyMCAAP .Thepanelreviewsthereportsandrecommendationsoftheimmediatesupervisorandtheconsultantandappealsfromclientsandsupervisors,thenpresentsrecommen-dationstothesuperintendentonpersonnelactionsforcentralservicesadministratorsintheEvaluationSupportCycle .

Portfolioprovidescentralservicesadministratorwiththeopportunitytocollectandpresentavarietyofdatasourcesdescribinghis/herperformance .Theportfoliocouldincludeinformationfromparents,staff,orstudents;resultsofmeetingsorsurveys;coursework;attendanceorpresentationsatprofessionalconferences;andexamplesofprofessionalactivitieswithinMCPSorothereduca-tionalgroups .Itisanoptionaltoolmaintainedbythebusinessandoperationsadministratortoaddressthesixstandards .

Qualified Observermaybethesuperintendent,theexec-utivestaff,oroneoftheirprofessionalassistants,includ-ingtheimmediatesupervisororindividualwithrelevantexpertisetotheadministrator’sposition .

Special Evaluationisanevaluationscheduledoutoftheregularsequence,asdescribedinAnnualReviewProcessinNon-evaluationYears .ThepurposeoftheSpecialEvaluationistoaddressseriousdeficienciesinthecentralservicesadministrator’sperformanceonthesix

standards .Observationsbyboththeimmediatesupervi-sorandanotherqualifiedobserverarerequired .ASpecialEvaluationcanresultinreferraltotheEvaluationSupportCycle,orareturntotheprofessionalgrowthcycle .

Role of ConsultantTheconsultant’sroleistoprovidesupportforthecentralservicesadministrator(client) .Inordertoaccomplishthis,theconsultantwillmeetinitiallywiththeimmediatesupervisortoobtaininformationabouttheneedsoftheclient .Assoonthereafteraspossible,theconsultantwillmeetwiththeclient .Thepriorityoftheroleistoprovidesufficienttimeforeffectiveinteractionswiththeclient .Theconsultantwillorganizeameetingwiththeclientandtheimmediatesupervisor,duringwhichtheconsultantwillfacilitatethedevelopmentofanimprovementplan .Thisplanwillbethebasisforidentifyingneeds,providingsupport,establishingatimeline,anddeterminingthemeasuresbywhichtheclientisexpectedtomeetstandard .

Theconsultantwillberesponsibleforcoachingandmen-toringtheclient .TheconsultantwillprovidedirectionandcoachingwithregardtothesupportsthatareavailablefromwithinMCPSandfromoutsidesources .Thecon-sultantwillprovideassistancetotheclientwithregardto

areasofneed,asidentifiedontheimprovementplan .Theconsultantwillhelptheclientsetprioritiesandmaintainafocusonimprovement .

Theconsultantwillberesponsibleforthefollowing:

• Facilitatingthedevelopmentofanimprovementplan

• Identifyingresourcesfortheclient

• Providingwrittenreportsontheformalobservationstotheclientandtheimmediatesupervisor

• Communicatingwiththeimmediatesupervisorregard-ingtheclient’sprogress

• PreparingreportstothePeerAssistanceReview(PAR)Panel

• Makingarecommendationregardingtheclient’sstatustothePeerAssistanceReview(PAR)Panelattheendoftheformalplan’stimeframe

May a CSA respond in writing to observation reports?

ACSAmayrespondinwritingtoanobservationreportwithin10workingdaysofreceivingthereport .

Nochange

May a CSA provide additional information to a “meets standard” evaluation?

ACSAmayprovideadditionalinformationtoa“meetsstandard”evaluation .

Nochange

What process applies when a CSA receives a “does not meet standard” evaluation?

AconsultingprincipalconductsareviewandmakesrecommendationtothePARPanelregardinginclusion .ThePARPanelrecommendsinclusionornon-inclusion .

Can a CSA appeal a “does not meet standard” evaluation?

ACSAmayappealhis/herevaluationtohis/hersupervisor’ssupervisor .

ACSAmayappealhis/herevaluationtothePARPanel .

Can a CSA appeal the PAR Panel’s tentative recommendation?

ACSAmayappealtothesuperintendent .

ACSAmayappealthePARPanel’stentativerecommendationtothePARPanelandthenmayappealtothesuperintendent .

Can a supervisor of a CSA appeal a PAR Panel’s tentative recommendation?

Notaddressed . AsupervisorofaCSAmayappealthePARPanel’stentativerecommenda-tiontothePARPanel .

Is a CSA evaluated the year following successful return to the Professional Growth Cycle from PAR?

TheCSAreturnstotheProfessionalGrowthCycleasdeterminedbytheFrequencySchedule .

TheCSAwillhaveaSpecialEvaluationtoensuremaintenanceofskills .

What process applies if a CSA receives a “does not meet standard” rating on the Special Evaluation a year following successful return to the Professional Growth Cycle from PAR?

TheEvaluationSupportCyclebegins . ThePARPanelmakesarecom-mendationregardingreturntotheProfessionalGrowthCycle,re-inclu-sion,reassignmenttoanotheradmin-istrativeonnon-administrativeposi-tion,ordismissalfromMCPS .

What process applies if a CSA receives a “does not meet standard” evaluation for a school year after the year following the successful return to the professional growth cycle from PAR?

TheEvaluationSupportCyclebegins . Aconsultingprincipalconductsareviewandmakesarecommenda-tiontothePARPanelregardingre-inclusion .ThePARPanelmakesarecommendationregardingreturntotheProfessionalGrowthCycle,re-inclusion,reassignmenttoanotheradministrativeornon-administrativeposition,ordismissalfromMCPS .

What process applies if concerns are identified regarding the CSA’s per-formance in relation to the six stan-dards during non-evaluation years?

Thesupervisorconductstwoformalobservationsandtrainingandsupportareprovidedbyaconsultingprincipalandthesupervisor .Theconsultingprincipalfacilitatesthedevelopmentofanimprovementplan .

Thesupervisorconductstwoformalobservationsandtrainingandsup-portareprovidedbythesupervisor .Thesupervisorfacilitatesthedevelop-mentofanimprovementplan .

When is a consulting principal assigned to provide training and support if concerns are identified regarding the CSA’s performance in relation to the six standards during non-evaluation years?

Theconsultingprincipalisassignedfollowingtheconductingoftwofor-malobservationsbythesupervisor .

AconsultingprincipalisassignedtoconductareviewafteraCSAreceivesa“doesnotmeetstandard”evaluation .

A&S PGS EVALUATION PROCESS FOR CENTRAL SERVICES ADMINISTRATORS: A DIAGRAM

A&S PGS Handbook 2011–2012 Evaluation Process for MCBOA —95

Evaluation Process for Montgomery County Business and Operations Administrators

PurposeThepurposeoftheevaluationcomponentoftheAdministrativeandSupervisoryProfessionalGrowthSystem(A&SPGS)istoensureanddocumentqualityperformanceofbusinessandoperationsadministrators(BOAs)forMCPSandtoprovidefeedbacktobusinessandoperationsadministratorsfortheirownprofessionalcon-tinuousimprovement .Theprocessclearlyoutlinesexpec-tationsandmeasuresthatarebasedonthesixstandardsofperformance .“TheevaluationsystemalsoprovidesMCPSwithinformationfromwhichprofessionaldevelopmentprogramscanbedeveloped,personnelselectionproce-durescanbeappraised,andtheadequacyofhumanandmaterialresourcescanbeassessed”(MCPS-MontgomeryCountyAssociationofAdministratorsandPrincipalsnegotiatedagreement) .

Thestructureoftheevaluationprocessrecognizesthecomplexitiesofthebusinessandoperationsadministra-tors’positionsandprovidesopportunitiesforcontinuousimprovement .Thebusinessandoperationsadministra-tors’strengthsarerecognizedandnurtured .Strengthsandareasofneedaredocumentedthroughmultiplesourcesofdata .Businessandoperationsadministratorsaregiventhenecessarysupportandresourcestoaddressidentifiedneedsandimproveperformance .Supportmayincludeprofessionaldevelopmentorsupportprovidedbyacon-sultant,amentor/coach,theimmediatesupervisor,theassociatesuperintendent,thedirector,andtheEvaluationSupportCycle,asoutlinedbelow .

Betweenformalevaluationyears,businessandopera-tionsadministratorsparticipateinprofessionalgrowthactivitiesaspartoftheprofessionalgrowthcycle,whichisdescribedintheProfessionalDevelopmentcomponentoftheA&SPGS .Thesegrowthactivitiesarebasedonindivid-ualizedProfessionalDevelopmentPlans(PDPs)foreachbusinessandoperationsadministrator .

Elements of the Evaluation ProcessEvaluatorsTheimmediatesupervisortowhomthebusinessandoperationsadministratorisassignedisresponsibleforcompletingtheformalevaluation .

• FirstandsecondyearasanMCPSadministrator

• Firstyearafterachangeinadministrativeposition(changeinpositionclassification)

• Ninthyear

Note:ASpecialEvaluationmaybeusedinanyyearusingtheprocessinAnnualReviewProcessinNon-EvaluationYearsbelow .

Probationary Period for Business and Operations Administrators Who Are New to a PositionMontgomeryCountyPublicSchools(MCPS)andMCAAPhaveaninterestinensuringthatabusinessandoperationsadministratorwhoisnewtoapositioniscompetentinthepositionforwhichhe/sheishired .Theyalsohaveaninter-estinprovidingsupportandprofessionaldevelopmentthatwillenhanceanadministrator’scompetenceandsuc-cessinanewposition .Therefore,aprobationaryperiodofoneyearisestablishedtodeterminetheindividual’scompetenceinthenewposition .ForindividualsemployedinthepositionbeforeJanuary1followingthebeginningoftheschoolyear,thatindividualwillbeevaluatedattheendofthatschoolyear .ForindividualsemployedafterJanuary1,theindividualwillbeevaluatedbyDecember31ofthefollowingschoolyear .Allemployeeswillbeevaluatedusingthesixleadershipstandardsforbusinessandopera-tionsadministrators .

Atthebeginningoftheprobationaryperiod,theimmedi-atesupervisorwillmeetwiththebusinessandoperationsadministratortodiscussjobexpectationsandreviewthePGS .Thesupervisorandthebusinessandoperationsadministratorwillhavetwosupervisorymeetingstosetgoals,reviewgoals,andreviewperformanceinrelationtothesixstandards .Thefirstmeetingwilloccurduringthefirstsixmonthsofemployment .Thesecondmeetingwilloccurduringthesecondsixmonthsofemployment .Therewillbeadequatespacebetweenthemeetingsforthebusinessandoperationsadministratortorespondtothefeedback .

Duringtheprobationaryperiod,thesupervisorwillcon-sultwiththeemployeetoidentifyappropriateprofessionaldevelopmentopportunitiesnecessarytobesuccessfulinthenewpositionandtoprovideothersupportsasneeded .

Administrator New to MCPSIftheindividual’sperformance“meetsstandard,”theindi-vidualbecomesentitledtotheparametersoftheevalua-tionprocessforbusinessandoperationsadministratorsspecificallyidentifiedwithintheA&SPGS .

96 —Evaluation Process for MCBOA A&S PGS Handbook 2011–2012

Ifthesupervisorhasdocumentedconcernsaboutthebusinessandoperationsadministrator’sperformanceinrelationtothesixstandardsduringtheprobationaryperiod,thefollowingapplies .

Duringthefirstsixmonths,ifthesupervisoridentifiesanddocumentsconcernsregardingtheadministrator’sperformanceinrelationtothesixstandardsthroughtwoformalobservations(oneformalobservationbythesuper-visorandoneformalobservationbyaqualifiedsecondobserver),theadministratorwillbeprovidedwithtrainingandsupportbyaconsultantandthecasewillbereferredtothePARPanel .

Theconsultantwillorganizeameetingwiththeclientandtheimmediatesupervisor,duringwhichtheconsultantwillfacilitatethedevelopmentofanimprovementplan .Thisplanwillbethebasisforidentifyingneeds,providingsupport,establishingatimeline,anddeterminingthemea-suresbywhichtheclientisexpectedtomeetstandard .

Theconsultantwillcompleteanindependentsummaryreportontheadministrator’sprogressintheimprove-mentplanandthesupervisorwillcompleteanadditionalformalobservationbythebeginningoftheninthmonthfollowingthedateofhireforthatposition .

Theimmediatesupervisorwillreviewthedatapointsoftheimprovementplanandthesummaryreportfromtheconsultantandconductanindependentevaluationbythebeginningofthe10thmonthfollowingthedateofhireforthatposition .Theformalobservationsareaminimumrequirement .Itisexpectedthatthesupervisorwillhaveconductedinformalobservationsandreviewedotherdatasourcesonwhichtheemployeeisevaluated .

• Iftheimmediatesupervisorandconsultantagreethattheadministratorhasmetstandard,theadministratorwillbeevaluatedinhis/hersecondyearandcontinueintheprofessionalgrowthcycle .

• Iftheimmediatesupervisorandtheconsultantagreethattheadministratorhasnotmetstandard,ortheycouldnotagreeiftheadministratormetstandard,theywillpresenttheirfindingstothePARPanel .TheadministratorwillalsohaveanopportunitytopresentinformationtothePARPanel .Afterconsideringalloftheinformation,thePARPanelmakesoneofthefollow-ingrecommendationstothesuperintendentbythefirstdayofthe11thmonthfollowingthedateofhireforthisposition:

o Theadministratorreturnstotheevaluationcycle .

o Theadministratorisreassignedtoanotheradminis-trativepositionforwhichhe/sheisqualified .

o Theadministratorisreassignedtoanon-administra-tivepositionforwhichhe/sheisqualified .

o TheadministratorisdismissedfromMCPS .

Administrator is already an employee of MCPS prior to this positionIftheadministratorisalreadyanemployeeofMCPS,thesupervisorwillworkwiththeindividualthroughtheevaluationprocessforbusinessandoperationsadminis-trators,asoutlinedintheA&SPGSHandbook .

Annual Review Process in Non-Evaluation YearsDuringprofessionalgrowthyears,thebusinessandopera-tionsadministratorgathersdataforthetwoannualmeet-ingswiththesupervisor .Thesemeetingswilloccurnearthebeginningandtheendofthefiscalyeartoreviewdatasourcesinordertosetgoals,reviewgoals,andreviewper-formanceinrelationtothesixstandardsandtheschoolimprovementprocess .

Performance with no concerns:Iftheseannualreviewsindicatethatprogressiscontinuingandtherearenoconcerns,theBOAwillcontinueintheprofessionalgrowthcyclethatwillincludeapersonalProfessionalDevelopmentPlan,asdescribedintheProfessionalDevelopmentcomponentoftheA&SPGSHandbook,andtheschoolimprovementprocessplan .NoviceBOAs,BOAsnewtoMCPS,andBOAsnewtoanassignmentdonotwriteprofessionaldevelopmentplansintheirfirstyear .

Performance with concerns:During the first semester,ifthesupervisoridentifiesanddocumentsconcernsregard-ingtheBOA’sperformanceinrelationtothesixstandardsthroughtwoformalobservations,thebusinessandopera-tionsadministratorwillbeprovidedwithtrainingand/orsupportfromthesupervisor .Thesupervisorwillorganizeameetingwiththebusinessandoperationsadministratorandfacilitatethedevelopmentofanimprovementplan .Thisplanwillbethebasisforidentifyingneeds,provid-ingsupport,establishingatimeline,anddeterminingthemeasuresbywhichthebusinessandoperationsadminis-tratorisexpectedtomeetstandard .

• ThesupervisorwillreviewthedatapointsoftheimprovementplanbyApril1 .

• Ifthesupervisorfindsthatthebusinessandoperationsadministratorhasmetthegoalsoftheimprovementplan,thebusinessandoperationsadministratorwillcontinueintheprofessionalgrowthcycle .

• Ifthesupervisordocumentsthatthebusinessandoperationsadministratordidnotmeetthegoalsoftheimprovementplan,aqualifiedsecondobserverwillcom-pleteanobservationbeforethebusinessandoperationsadministratorreceivesaSpecialEvaluation .Thesupervi-sorwillcompletetheSpecialEvaluationbyMay1 .

• Ifthebusinessandoperationsadministrator’sperfor-manceisratedas“doesnotmeetstandard,”he/shewillbeplacedintheEvaluationSupportCycleforthenextschoolyear .

During the second semester,ifthesupervisoridentifiesanddocumentsconcernsregardingthebusinessandopera-tionsadministrator’sperformanceinrelationtothesixstandardsthroughtwoformalobservations,thebusinessandoperationsadministratorwillbeprovidedwithtrain-ingand/orsupportbythecommunitysuperintendent,asoutlinedabove .

• ThesupervisorwillreviewthedatapointsoftheimprovementplanbyDecember1 .

• Ifthesupervisorfindsthatthebusinessandoperationsadministratorhasmetthegoalsoftheimprovementplan,thebusinessandoperationsadministratorwillcontinueintheprofessionalgrowthcycle .

• Ifthesupervisordocumentsthatthebusinessandoperationsadministratordidnotmeetthegoalsoftheimprovementplan,aqualifiedsecondobserverwillcompleteanobservationbeforethebusinessandoperationsadministratorreceivesaSpecialEvaluation .ThesupervisorwillcompletetheSpecialEvaluationbyJanuary1 .

• Ifthebusinessandoperationsadministrator’sperfor-manceisratedas“doesnotmeetstandard,”he/shewillbeplacedintheEvaluationSupportCyclefortheremainderoftheschoolyearandthefirstsemesterofthenextschoolyear .

Collection of Evaluation DataTheimmediatesupervisor,consultant,and/orthesuper-intendent’sdesigneewillcollectandanalyzedatafromformalandinformalobservations,conferences,meetings,andotherrelateddatasources .Thisshouldbeanongoingandcumulativeprocessdocumentingprogressovertime .Wheresignificantperformanceissuesareidentified,aqualifiedsecondobserverwillbeassigned .

Meetings:Datasourceswillincludetwomeetings(probationary—threemeetings),oneatthebeginningofthefiscalyearandasecondonemonthbeforetheevalu-ationbetweenthebusinessandoperationsadministratorandtheimmediatesupervisortosetgoalsandreviewgoalsandprogressintheprofessionaldevelopmentplanandthestrategicplan .

Observations and Interactions:Inadditiontothetwomeetings,therewillbeformalobservationsandotherinteractionsasneededtodocumentperformanceinrela-tiontothesixstandards .Duringanevaluationyearatleasttwoformalobservationsarerequired,oneofwhichmustbescheduledinadvance .Theformalobservationsareaminimumrequirement .Itisexpectedthatthesupervisorwillhaveconductedinformalobservationsandreviewedotherdatasourcesuponwhichtheemployeeisevaluated .

Formal Observations:Formalobservationsrequirethatthepersonbeingobservedhasfullknowledgeoftheobser-vation,thatawrittenreportissharedwiththeperson,andthepersonhastherighttorespondtotheobservationreport .Dataforformalobservationreportsmayresultfrominformationgatheringthatmayoccurovertimebutshouldnotexceeda30-dayormutuallyagreed-uponperiod .Itisrecommendedthatformalobservationsofactivities,meet-ingsorpresentations,etc .,shouldbeaminimumof30minutes .Thepersonbeingevaluatedmustbeinformedofthestartandenddatesoftheobservation/data-gatheringperiod .

Examplesofformalobservationsandotherinteractionsmayincludethefollowing:

• Relevantstakeholdermeetings(e .g .students,parent/community,staff)

• Project/programleadership

• Workproductreports/updates

• Strategicplanningmeetings

• Leadershipmeetings

• Interactionswithcustomers

• Professionaldevelopmenttrainings/presentations

Data Sources:Theimmediatesupervisorwillcollectandanalyzeavarietyofdatasourcesasapartoftheevaluation .Theimmediatesupervisor,inconjunctionwiththebusi-nessandoperationsadministrator,willcollaborateonthemethodsandsourcesofplanneddatacollectionandwillreviewalldatainatimelymanner .

Datasourcesmayincludethefollowing:

• Informalobservationsandotherinteractions

• Strategicplan

• Summariesandreports

• Officeorprogramperformancemeasures

• Stateandlocalcompliancerequirements

• Surveys

• Businessandoperationsadministrator’sportfolio

• Thebusinessandoperationsadministrator’suseofsystem-widedatapertinenttotheofficeorprogram

• Datasubmittedbythebusinessandoperationsadministrator

Evaluation YearBusinessandoperationsadministratorsentertheevalu-ationyearinaccordancewiththefrequencyscheduleoftheevaluationprocess .Duringformalevaluationyears,theimmediatesupervisorwillcompleteobservations,gatherinformation,andreviewdatasourceswiththecentralservicesadministrator .Aminimumoftwoformalobservationsarerequired,withatleastoneeachsemester .Oneformalobservationmustbedonebytheimmediatesupervisor .Ifthebusinessandoperationsadministratorisbelowstandard,oneformalobservationmustbedonebyaqualifiedsecondobserverselectedbythesupervisor .TheevaluationisbasedonthedataoutlinedinCollectionofEvaluationData,inrelationtothesixstandards,perfor-mancecriteria,anddescriptiveexamples .Theimmedi-atesupervisorcompletestheevaluationbyMay1iftheadministrator“doesnotmeetstandard”andbyJune15iftheadministrator“meetsstandard .”

• Ifthebusinessandoperationsadministratormeetsstandard,thebusinessandoperationsadministratorwillcontinueintheprofessionalgrowthcycle .

• Iftheimmediatesupervisoridentifiesconcernsduringtheformalevaluationyear,aconsultantwillbeassignedforsupportandanimprovementplanwillbedevel-oped .Theimmediatesupervisorcompletestheevalua-tionbyMay1 .Thebusinessandoperationsadministra-torwillentertheEvaluationSupportCyclethrougha“doesnotmeetstandard”evaluation .

Special Evaluation/Evaluation Support CycleDuringtheSpecialEvaluation/EvaluationSupportCycle,thebusinessandoperationsadministratorwillreceiveclearexpectationsandsupportfromtheimmediatesuper-visor,aconsultant,andthePARPanel .Theconsultantwillorganizeameetingwiththeclientandtheimmedi-atesupervisor,duringwhichtheconsultantwillfacilitatethedevelopmentofanimprovementplan .Thisplanwillbethebasisforidentifyingneeds,providingsupport,establishingatimeline,anddeterminingthemeasuresbywhichtheclientisexpectedtomeetstandard .Thegoalofthisintenseinterventionistoprovideassistanceandopportunitiestothebusinessandoperationsadministra-torinordertomeetallstandards .Thebusinessandopera-tionsadministratortakesresponsibilityforinvolvementindevelopingtheimprovementplanandmeetingstandards .

The Evaluation Support Cycle includes the following:

• Consultant:Theconsultantprovidesdirectionandsupporttothebusinessandoperationsadministrator .He/shewillobserveandconferwiththebusinessandoperationsadministratorandfacilitatethedevelopmentofaprofessionalgrowthplan .He/shereportstothe

immediatesupervisorandthePARPanelonthesupportprovidedtothebusinessandoperationsadministra-torandthebusinessandoperationsadministrator’sprogressontheimprovementplan .ByApril1oftheEvaluationSupportCycleyear,theconsultantwillcom-pleteasummaryreportonthebusinessandoperationsadministrator’sprogressintheimprovementplan .

• Immediate Supervisor:Theimmediatesupervisorwillalsomonitorprogressontheimprovementplanthroughobservationsandmeetingswiththebusinessandoperationsadministrator .Asoutlinedin“CollectionofEvaluationData”above,theimmediatesupervisorwillcompletetheevaluationusingmultiplesourcesofdatatodocumenteachstandard .Theimmediatesuper-visorwillcompletetheevaluationbytheduedate .

• Peer Assistance Review (PAR) Panel:ThePARPanelcomprisesfourexecutivestafforotherexcludedadmin-istrators,butnotassignedtothatbusinessandopera-tionsadministrator,andfourbusinessandoperationsservicesadministratorsrecommendedbyMCAAP .Thesuperintendentordesigneewillapprovethemember-shipforthepanel .Thispanelwillreceivequarterlyupdatesfromtheimmediatesupervisorandthecon-sultantontheprogressofthebusinessandoperationsadministratorontheimprovementplan .Panelmem-bersmayprovidesuggestionsforsupportinhelpingthebusinessandoperationsadministratormeetthegoalsoftheimprovementplantomeetstandardattheendoftheyearoftheEvaluationSupportCycle .Thepanelmakesfinalrecommendationstothesuperintendent .

Decisions Regarding the Evaluation Support CycleIftheimmediatesupervisorandconsultantagreethatthebusinessandoperationsadministratorhasmetstandard,thebusinessandoperationsadministratorwillreturntotheprofessionalgrowthcycle .

Iftheimmediatesupervisorandtheconsultantagreethatthebusinessandoperationsadministratordidnotmeetstandardortheycouldnotagreeifthebusinessandoper-ationsadministratormetstandard,theywillpresenttheirfindingstothePARPanel .ThebusinessandoperationsadministratorwillalsohaveanopportunitytopresentinformationtothePARPanel .Afterconsideringalloftheinformation,thePARPanelandmakeoneofthefollowingrecommendationstothesuperintendentbyMay15:

• Thebusinessandoperationsadministratorreturnstotheprofessionalgrowthcycle .

• Thebusinessandoperationsadministratorisreassignedtoanotheradministrativeposition .

• Thebusinessandoperationsadministratorisreassignedtoanon-administrativeposition .

• ThebusinessandoperationsadministratorisdismissedfromMCPS .

Appeal ProcessesThroughtheseprocedures,theA&SPGSestablishesthatthebusinessandoperationsadministratorbusinessandoperationsadministratorisanactiveparticipantthrough-outtheevaluationprocess .Themeetingsheldatthebegin-ningandendofeachyear,thepost-observationconfer-ences,andthedevelopmentofanyimprovementplansareexamplesoftheopportunitiesforcollaborationamongtheprincipal/director,thebusinessandoperationsadmin-istrator,andothersinvolved .Theschoolsystemshallberesponsibleformaintainingtheconfidentialityofanindi-vidual’sevaluationprocessandallrelateddocuments .Thefollowingprocesseswillbeavailable:

• The Process for Responding to an Observation ReportThebusinessandoperationsadministrator(BOA)mayrespondinwritingtoanyobservationreportwithin10workingdaysofreceivingthereport .

• The Process for Providing Additional Information to a “Meets Standard” Evaluation Thebusinessandoperationsadministratormayprovideadditionalinformationtoa“meetsstandard”evaluation .

• The Review Process and Appeal Process of a “Does Not Meet Standard” EvaluationWhenabusinessandoperationsadministratorwhoisnotcurrentlyinthePARprogramisgivena“doesnotmeetstandard”ratingontheformalevaluationreport,OHRDwillnotifythePARPanelcochairs .ACPisassignedtocompleteareviewofthatBOA’sskillsontheLeadershipStandards .Thereviewconsistsofthefollowing:

The Consulting Principal (CP)—• meetsseparatelywiththesupervisorandthebusiness

andoperationsadministrator,

• completesaminimumoftwoformalobservations(oneannouncedandoneunannounced),and

The PAR Panel— • hearsthereportfromtheCP,

• decidesoninclusionornoninclusionintheprogram,and

IftheCPconcursthattheneedsofthebusinessandopera-tionsadministratorwarrantthesupportoftheprogram,thebusinessandoperationsadministratormayasktomakeapresentationtothePARPanelinordertopro-videadditionalinformation .Thispresentationprovidesforameaningfulappealofthebusinessandoperationsadministrator’s“doesnotmeetstandard”evaluation .ThePARPanelconsiderstheCPreviewtobeinformationthatcanbeusedintheappealprocess .Ifthebusinessandoperationsadministratorrequeststomakeapresenta-tion,thePARPanelalsowillprovideanopportunityfortheprincipal/supervisortopresentinformationanddocumentation .Inaddition,theCPwillbequestionedtoclarifyinformationinhis/herreportsandinregardtohis/herrecommendation .Informationfromallthreesourceswillbeconsideredbeforeadecisionisrendered .Afterthepresentation,thePARPanelwillaffirmornegatethe“doesnotmeetstandard”evaluation,andwillrecommendinclu-sionornoninclusioninPAR .IfthePARPanelrecommendsinclusioninthePARprogram,aCPisassignedtoprovideayearofsupport .InclusioninthePARprogramisnotvoluntaryandcannotbeappealedbytheBOA .IfthePARPanelrecommendsnoninclusion,andtheBOA,therefore,isdeterminedtomeetstandard,thePARPanelwillnotifythesupervisor,whowillworkwithstafffromtheCenterforSkillfulTeaching,andthecochairsofthePARPanel,toensurethattheformalevaluationisrevisedtoconformwitha“meetsstandard”rating .

IftheCPdoesnotconcurthattheneedsoftheBOAareseriousenoughtowarrantthesupportoftheprogram,thesupervisormayasktomakeapresentationtothePARPanelinordertoprovideadditionaldata .Whenconsider-ingapresentationbyasupervisor,thePARPanelalwayswillexamineallrelevantwrittendocumentation,includ-ingthemostcurrentformalevaluationreportandpost-observationconferencereports .Ifthesupervisorrequeststomakeapresentation,thePARPanelalsowillprovideanopportunityfortheBOAtopresentinformationanddocumentation .Inaddition,theCPwillbequestionedtoclarifyinformationinhis/herreportsandinregardtohis/herrecommendation .Informationfromallthreesourceswillbeconsideredbeforeadecisionisrendered .Afterreviewingalloftheinformation,thePARPanelwillrecom-mendeitherinclusioninthePARprogramorreturntotheProfessionalGrowthCycle,withsupportbytheprincipal/supervisor .IfthePARPanelrecommendsnoninclusionandtheBOA,therefore,isdeterminedtomeetstandard,thePARPanelwillnotifythesupervisor,whowillworkwithstafffromtheCenterforSkillfulTeachingandthecochairsofthePARPaneltoensurethattheformalevaluationisrevisedtoconformwitha“meetsstandard”rating .

The Appeal Process of a PAR Panel RecommendationInanyinstanceinwhichthebusinessandoperationsadministrator(BOA)orsupervisorwishestoappealthetentativerecommendationofthePARPanel,theBOAandsupervisorinvolvedwilleachbeinvitedtomakeapresen-tationbeforethePanel .

Supervisor Appeal PresentationsThesupervisormayappealthetentativerecommendationataPARPanelmeeting .Thepresentationwillbescheduledfor40minutes .Thefirsthalfoftheallottedtimeisusedforapresentationofevidencetosupportthesupervisor’sevaluation .Thesecondhalfoftheallottedtimeisusedforquestionsfromthepanel .Thesupervisormaybringwrit-tendocumentationbasedonthestandardstosupporthisorherpointofviewandwillgivecopiestoeachPARPanelmember .AlldocumentationpresentedtothePARPanelmusthavebeensharedwiththeBOAinadvanceofthismeeting .Thesupervisorisexpectedtopresentinthesecases .Thesupervisormaybeaccompaniedbyanotherqualifiedobserverofthesupervisor’schoosingtoassistinthepresentation .

Business and Operations Appeal PresentationsTheBOAmayappealatentativerecommendationofreassignmentordismissalataPARPanelmeeting .Thepresentationisscheduledfor40minutes .ThefirsthalfoftheallottedtimeisapresentationofevidencetosupporttheBOA’sviewofhis/herperformance .ThesecondhalfoftheallottedtimeisusedforquestionsfromthePanel .TheBOAmaybringwrittendocumentationbasedonthestandardstosupporthis/herpointofviewandwillgivecopiestoeachPARPanelmember .TheBOAmaycontactanMCAAPrepresentativeforassistance .TheBOAmaybeaccompaniedbyaguestwhomaybeaMCAAPrepresen-tative,anattorney,orotherguest,butwhomaynotspeakduringtheproceedings .

Final recommendationsThePaneldiscussesthecasefollowingappealpresen-tationsandreconsidersitstentativerecommendationwithoutthepresenceofeitherthebusinessandopera-tionsadministrator(BOA)orthesupervisor .ThecochairsnotifytheBOA,theprincipal,andtheconsultingprinci-pal,inwriting,ofthePanel’sfinalrecommendationtothesuperintendent .

IfneithertheBOAnorthesupervisorappealthePARPanel’stentativerecommendation,thatrecommendationwillbecomethefinalrecommendation .

TheBOAmayappealthePARPanel’sfinalrecommenda-tiontothesuperintendentthroughtheprocessoutlinedinMCPSandMSDEemploymentprocedures .

Follow-up to Successful Return to the Professional Growth Cycle from the PAR ProgramIntheyearfollowingsuccessfulreturntotheprofessionalgrowthcyclefromPAR,thebusinessandoperationsadministrator(BOA)willhaveaSpecialEvaluationtoensuremaintenanceofskills .IftheBOA’sskillsareratedas“doesnotmeetstandard”inthenextschoolyear,thePARPanelwillreconsiderthecase .ThesupervisorandBOAwillbeaskedtobringdocumentationandevidencetothePARPanelmeetinginMay .Atthattime,basedontheevidenceprovided,thePARPanelcouldrecommendareturntotheprofessionalgrowthcycle,reassignmenttoanotheradministrativeposition,reassignmenttoanon-administrativeposition(BOAswhoaretenuredteachersinMCPSarestilltenuredforteachingpositionswhendis-missedfromA&Spositions),ordismissalfromMCPS .

IfaBOAwhohassuccessfullyreturnedtotheprofes-sionalgrowthcyclefromPARreceivesa“doesnotmeetstandard”evaluationforaschoolyearaftertheyearimmediatelyfollowingthesuccessfulreturntotheprofes-sionalgrowthcycle,aconsultingprincipal(CP)willbeassignedtoconductareviewinwhichtheCPmeetswiththesupervisorandtheBOAandcompletesaminimaloftwoformalobservations(oneannouncedandoneunan-nounced) .TheCPwillreporttheinformationandmakearecommendationtothePARPanelastoreinclusionoftheBOAinthePARprogram .IfthePARPanelrecommendsinclusioninthePARprogram,aCPwillbeassignedtoprovideayearofsupport .InclusioninthePARprogramisnotvoluntaryandcannotbeappealedbytheBOA .ThePARPanelwillnotifytheBOAandprincipal/supervisorofthedecision .

IftheCPrecommendsreinclusion,thesupervisorwillbegiventheoptionofagreeingwiththatrecommendation .Ifthesupervisoragrees,reinclusioninthePARprogramisnotvoluntaryandcannotbeappealedbytheBOA .IfthesupervisordoesnotagreeandrequestsconsiderationofdismissalfromMCPSemployment,theCP,supervisor,andBOAwilleachbeinvitedtomakeapresentationattheJunemeetingofthePARPanel .Whenconsideringapresentation,thePARPanelalwayswillexamineallrel-evantwrittendocumentation,includingthemostcurrentformalevaluationreportandpost-observationconferencereports .ThePanelcouldrecommendareturntothepro-fessionalgrowthcycle,reassignmenttoanotheradmin-istrativeposition,reassignmenttoanon-administrativeposition(BOAswhoaretenuredteachersinMCPSarestilltenuredforteachingpositionswhendismissedfromA&Spositions),ordismissalfromMCPS .

IftheCPdoesnotrecommendreinclusion,thesuper-visorwillbegiventheoptionofagreeingwiththat

recommendation .Ifthesupervisoragreeswiththerecom-mendation,theBOAwillreturntotheprofessionalgrowthcycle .Inthiscircumstance,thesupervisorwillrewritetheevaluationtodemonstratethattheBOAismeetingstandard .Ifthesupervisordisagrees,theCP,supervisor,andBOAeachwillbeinvitedtomakeapresentationattheJunemeetingofthePARPanel .Whenconsideringapresentation,thePARPanelalwayswillexamineallrel-evantwrittendocumentation,includingthemostcurrentformalevaluationreportandpost-observationconferencereports .ThePanelcouldrecommendareturntothepro-fessionalgrowthcycle,reassignmenttoanotheradmin-istrativeposition,reassignmenttoanon-administrativeposition(BOAswhoaretenuredteachersinMCPSarestilltenuredforteachingpositionswhendismissedfromA&Spositions),ordismissalfromMCPS .

GlossaryEvaluation Ratingisadecisionmadebytheimmedi-atesupervisor,basedonaholisticviewoftheevidenceregardinganindividual’sperformanceonallthestan-dards .Theratingwillstatethattheindividualeither“meetsstandard”or“doesnotmeetstandard .”A“doesnotmeetstandard”evaluationmustincludedatafromaqualifiedsecondobserver .

Peer Assistance Review (PAR) Panelconsistsofthreeexecutivestafforotherexcludedadministrators,butnotassignedtothatbusinessandoperationsadministrator(BOA),andthreebusinessandoperationsadministratorsrecommendedbyMCAAP .Thepanelreviewsthereportsandrecommendationsoftheimmediatesupervisorandtheconsultant,andappealsfromclientsandsupervisors,thenpresentsrecommendationstothesuperintendentonpersonnelactionsforbusinessandoperationsadministra-torsintheEvaluationSupportCycle .

Performance with No Concernsindicatesthattheimme-diatesupervisorhasidentifiedanddocumentedthatthe

administratorismeetingandmakingcontinuedprogressinrelationtoallsixstandards .

Portfolioprovidesthebusinessandoperationsadminis-tratorwiththeopportunitytocollectandpresentavari-etyofdatasourcesdescribinghis/herperformance .Theportfoliocouldincludeinformationfromparents,staff,orstudents;resultsofmeetingsorsurveys;coursework;attendanceorpresentationsatprofessionalconferences;andexamplesofprofessionalactivitieswithinMCPSorothereducationalgroups .Itisanoptionaltoolmaintainedbythebusinessandoperationsadministratortoaddressthesixstandards .

Qualified Observermaybethesuperintendent,theexec-utivestaff,oroneoftheirprofessionalassistants,includ-ingtheimmediatesupervisororindividualwithrelevantexpertisetotheadministrator’sposition .

Special Evaluationisanevaluationscheduledoutoftheregularsequence,asdescribedinAnnualReviewProcessinNon-evaluationYears .ThepurposeoftheSpecialEvaluationistoaddressseriousdeficienciesinthebusi-nessandoperationsadministrator’sperformanceonthesixstandards .Observationsbyboththeimmediatesupervi-sorandanotherqualifiedobserverarerequired .ASpecialEvaluationcanresultinreferraltotheEvaluationSupportCycle,orareturntotheprofessionalgrowthcycle .

Role of ConsultantThetheconsultant’sroleistoprovidesupportforthebusinessandoperationsadministrator(client) .Inordertoaccomplishthis,theconsultantwillmeetinitiallywiththeimmediatesupervisortoobtaininformationabouttheneedsoftheclient .Assoonthereafteraspossible,theconsultantwillmeetwiththeclient .Thepriorityoftheroleistoprovidesufficienttimeforeffectiveinteractionswiththeclient .Theconsultantwillorganizeameetingwiththeclientandtheimmediatesupervisor,duringwhichtheconsultantwillfacilitatethedevelopmentofanimprovementplan .Thisplanwillbethebasisforidentify-ingneeds,providingsupport,establishingatimeline,anddeterminingthemeasuresbywhichtheclientisexpectedtomeetstandard .

Theconsultantwillberesponsibleforcoachingandmen-toringtheclient .TheconsultantwillprovidedirectionandcoachingwithregardtothesupportsthatareavailablefromwithinMCPSandfromoutsidesources .Thecon-sultantwillprovideassistancetotheclientwithregardtoareasofneedasidentifiedontheimprovementplan .Theconsultantwillhelptheclientsetprioritiesandmaintainafocusonimprovement .

Theconsultantwillberesponsibleforthefollowing:

• Facilitatingthedevelopmentofanimprovementplan

• Identifyingresourcesfortheclient

• Providingwrittenreportsontheformalobservationstotheclientandtheimmediatesupervisor

• Communicatingwiththeimmediatesupervisorregard-ingtheclient’sprogress

• PreparingreportstothePeerAssistanceReview(PAR)panel

• Makingarecommendationregardingtheclient’sstatustothePARPanelattheendoftheformalplan’stimeframe

Noinformationfromtheconsultant’sreportsmaybeusedintheimmediatesupervisor’sevaluation .

May a BOA respond in writing to observation reports?

ABOAmayrespondinwritingtoanobservationreportwithin10workingdaysofreceivingthereport .

Nochange

May a BOA provide additional information to a “meets standard” evaluation?

ABOAmayprovideadditionalinformationtoa“meetsstandard”evaluation .

Nochange

What process applies when a BOA receives a “does not meet standard” evaluation?

AconsultingprincipalconductsareviewandmakesrecommendationtothePARPanelregardinginclusion .ThePARPanelrecommendsinclusionornoninclusion .

Can a BOA appeal a “does not meet standard” evaluation?

ABOAmayappealhis/herevaluationtohis/hersupervisor’ssupervisor

ABOAmayappealhis/herevaluationtothePARPanel .

Can a BOA appeal the PAR Panel’s tentative recommendation?

ABOAmayappealtothesuperintendent .

ABOAmayappealthePARPanel’stentativerecommendationtothePARPanelandthenmayappealtothesuperintendent .

Can a supervisor of a BOA appeal a PAR Panel’s tentative recommendation?

Notaddressed . AsupervisorofaBOAmayappealthePARPanel’stentativerecommenda-tiontothePARPanel .

Is a BOA evaluated the year following successful return to the Professional Growth Cycle from PAR?

TheBOAreturnstotheProfessionalGrowthCycleasdeterminedbythefrequencyschedule .

TheBOAwillhaveaSpecialEvaluationtoensuremaintenanceofskills .

What process applies if a BOA receives a “does not meet standard” rating on the Special Evaluation a year following successful return to the Professional Growth Cycle from PAR?

TheEvaluationSupportCyclebegins . ThePARPanelmakesarecom-mendationregardingreturntotheProfessionalGrowthCycle,re-inclu-sion,reassignmenttoanotheradmin-istrativeornon-administrativeposi-tion,ordismissalfromMCPS .

What process applies if a BOA receives a “does not meet standard” evaluation for a school year after the year following the successful return to the professional growth cycle from PAR?

TheEvaluationSupportCyclebegins . Aconsultingprincipalconductsareviewandmakesarecommenda-tiontothePARPanelregardingre-inclusion .ThePARPanelmakesarecommendationregardingreturntotheprofessionalgrowthcycle,re-inclusion,reassignmenttoanotheradministrativeornon-administrativeposition,ordismissalfromMCPS .

What process applies if concerns are identified regarding the BOA’s per-formance in relation to the six stan-dards during non-evaluation years?

Thesupervisorconductstwoformalobservationsandtrainingandsupportareprovidedbyaconsultingprincipalandthesupervisor .Theconsultingprincipalfacilitatesthedevelopmentofanimprovementplan .

Thesupervisorconductstwoformalobservationsandtrainingandsup-portareprovidedbythesupervisor .Thesupervisorfacilitatesthedevelop-mentofanimprovementplan .

When is a consulting principal assigned to provide training and support if concerns are identified regarding the BOA’s performance in relation to the six standards during non-evaluation years?

Theconsultingprincipalisassignedfollowingtheconductingoftwofor-malobservationsbythesupervisor .

AconsultingprincipalisassignedtoconductareviewafteraBOAreceivesa“doesnotmeetstandard”evaluation .

A&S PGS EVALUATION PROCESS FOR BUSINESS AND OPERATIONS ADMINISTRATORS: A DIAGRAM

A&S PGS Handbook 2011–2012 Appendix A —105

Appendix A

Administrator Frequency Schedule for Evaluation• AdministratorsnewtoMCPSornewtoadministration

areevaluatedintheirfirsttwoyearsofadministration .

• Whenadministratorschangeassignment(changeinpositionclassification),theyareevaluated“outofcycle”foroneyearandthenreturntotheregularcycle .

• Whenadministratorsbecomeassistantprincipalsandinterns,theygointothetrainingprogramandareevalu-atedduringtheiryearsinthetrainingprogram .

• Whenadministratorsbecomeprincipals,theyareevalu-ated“out-of-cycle”fortheirfirsttwoyearsasprincipalsandthenreturntotheregularcycle .

• Whenprincipalschangelevel,theyareevaluated“out-of-cycle”foroneyearandthenreturntotheregularcycle .

• Whenadministratorschangeinadministrativepositionfromschool-basedtocentralservices,theyareevalu-atedforoneyear .

• Whenadministratorschangeinadministrativepositionfromoneleveltoanotherlevel,theyareevaluatedforoneyear .

• Whenadministratorschangeinadministrativepositionfromonecentralservicespositiontoanothercentralservicesposition,theyareevaluatedforoneyear .

• WhenanAP2hasreceiveda“meetsstandard”evalu-ationasanAP1andAP2,he/shewillnotreceiveanevaluationinthefirstyearoftheassistantprincipalassignment,unlesschanginglevels .

• Whenaprincipalinternbecomesanassistantprincipal,he/shewillnotreceiveanevaluationinthefirstyearoftheassistantprincipalassignment,unlesschanginglevels .

Note:ThisFrequencyScheduleapplieswhenanadminis-tratorreceivesa“meetsstandard”evaluation .ASpecialEvaluationmaybeusedinanyyearusingtheprocessinAnnualReviewProcessinNon-evaluationYears .

Summary Table

ADMINISTRATORS FREQUENCY SCHEDULE FOR EVALUATION

NewtoMCPSornewtoadministration Evaluatedfirsttwoyearsofadministration

Changeinassignment(changeinpositionclassification)

Evaluated“outofcycle”foroneyearandthenreturntotheregularcycle

BecomingAPsorinterns Evaluatedduringtheiryearsinthetrainingprogram

NewlyapprovedAPorprincipalinterns Evaluated“out-of-cycle”fortheirfirsttwoyearsasprincipalsandthenreturntotheregularcycle

Newtotheprincipalship Evaluated“out-of-cycle”foroneyearandthenreturntotheregularcycle .

Changefromschool-basedtocentralservices Evaluatedforoneyear

Changefromoneleveltoanotherlevel Evaluatedforoneyear

Changefromonecentralservicespositiontoanothercentralservicesposition

Evaluatedoneyear

AP2whometstandardasanAP1andAP2andbecomesanassistantprincipal

Noevaluationinthefirstyear,unlesschanginglevels

Principalinternbecomesanassistantprincipal Noevaluationinthefirstyear,unlesschanginglevels

2-YearCycle 3-YearCycle 4-YearCycle 5-YearCycle

1 2 3 4 5 6 7 8 9 10 11 12 13 14

E E P P E P P P E P P P P E

5-YearCycle 5-YearCycle 5-YearCycle

15 16 17 18 19 20 21 22 23 24 25 26 27 28 29

P P P P E P P P P E P P P P E

106 —Appendix B A&S PGS Handbook 2011–2012

Appendix B

Final Evaluation Report: Principals

Administrative and Supervisory Professional Growth SystemOffice of Human Resources and Development

MONTGOMERY COUNTY PUBLIC SCHOOLSRockville, Maryland

MCPS Form 430-69March 2011

Principal ______________________________________________________ Employee Number ____________________________________

Years of MCPS Administrative Experience _________________________ School _______________________________________________

Community/Associate Superintendent ___________________________________________________________________________________

Type of Evaluation

□ First-year Principal □ Second-year Principal

□ New to MCPS □ Veteran

□ Special Evaluation □ Change in Level

Directions: Evaluators complete a narrative description of the principal’s performance based on the leadership standards listed below. The narrative includes a context paragraph, background information, and data that is listed and gathered as stated in the evaluation process for principals.

Leadership Standards: A principal is an educational leader who promotes the success of all students as he/she:

1. Facilitates the development, articulation, implementation and stewardship of a vision of teaching and learning shared and supported by the school community;

2. Nurtures and sustains a school culture of professional growth, high expectations and an instructional program conducive to student learning and staff professional growth;

3. Ensures the management of the organization, operations, and resources for a safe, efficient, and effective learning environment;

4. Collaborates with the school staff and other stakeholder groups including students, families, and community members;

5. Models professionalism and professional growth in a culture of continuous improvement; and

6. Understands, responds to, and influences the larger political, social, economic, legal, and cultural contexts.

Dates of Observations

Dates of Conferences

______________________

Final Rating □ Meets Standard □ Does Not Meet Standard

Evaluator’s Signature _________________________________________________________________________ Date __________________

Principal’s Signature __________________________________________________________________________ Date __________________

A&S PGS Handbook 2011–2012 Appendix B —107

Appendix B continued

Name ________________________________________________________ Employee Number ____________________________________

Years of MCPS Administrative Experience _________________________ School _______________________________________________

Principal _____________________________________________________________________________________________________________

Type of Evaluation

□ First Year □ Second Year

□ Special Evaluation □ Change in Assignment

Directions: Evaluators complete a narrative description of the administrator’s performance based on the leadership standards listed below. The narrative includes a context paragraph, background information, and data that is listed and gathered as stated in the evaluation process for assistant principals, assistant school administrator, and coordinators of school-based programs.

Leadership Standards: Each assistant principal, assistant school administrator, and coordinator of a school-based program is an educational leader who promotes the success of all students as he/she:

1. Assists in facilitating the development, articulation, implementation, and stewardship of a vision of teaching and learning shared and supported by the school community;

2. Nurtures and sustains a school culture of high expectations, professional growth, and an instructional program conducive to student learning;

3. Shares the responsibility for the management of the organization, operations, and resources for a safe, efficient, and effective learning environment;

4. Collaborates with school staff and other stakeholder groups including students, families, and community members;

5. Models professionalism and professional growth in a culture of continuous improvement; and

6. Understands, responds to, and influences the larger political, social, economic, legal, and cultural contexts.

______________________

AP/ASA/Coordinator’s Signature _______________________________________________________________ Date __________________

Final Evaluation Report: Assistant Principals, Assistant School Administrators,

and Coordinators of School-Based ProgramsAdministrative and Supervisory Professional Growth System

Office of Human Resources and DevelopmentMONTGOMERY COUNTY PUBLIC SCHOOLS

Rockville, Maryland

MCPS Form 430-80April 2011

108 —Appendix B A&S PGS Handbook 2011–2012

Final Evaluation Report: Central Services Administrators

Years of MCPS Administrative Experience _________________________ Office _______________________________________________

Immediate Supervisor’s Name __________________________________________________________________________________________

Type of Evaluation

□ Special Evaluation □ Change in Assignment

Evaluators complete a narrative description of the administrator’s performance based on the leadership standards listed below. The narrative includes a context paragraph, background information, and data that is listed and gathered as stated in the evaluation process for central services administrators.

Leadership Standards: The central services administrator is an educational leader who promotes the success of all students as he/she:

1. Facilitates and supports the development, articulation, and implementation of the school system’s strategic plan;

2. Creates and sustains a culture of professional growth and high expectations to support the school system’s strategic plan;

3. Ensures the effective and efficient management of his/her office or program;

4. Collaborates with stakeholder groups including students, staff, families, community members, business partners, and community agencies;

5. Models professionalism and professional growth to create a positive work environment; and

6. Understands, responds to, and influences the political, social, economic, legal, and cultural contexts of the school system.

______________________

Administrator’s Signature _____________________________________________________________________ Date __________________

A&S PGS Handbook 2011–2012 Appendix B —109

Years of MCPS Administrative Experience _________________________ Office _______________________________________________

Immediate Supervisor’s Name __________________________________________________________________________________________

Type of Evaluation

□ Special Evaluation □ Change in Assignment (change in position classification)

Directions: Evaluators complete a narrative description of the administrator’s performance based on the leadership standards listed below. The narrative includes a context paragraph, background information, and data that is listed and gathered as stated in the Evaluation Process for Business and Operations Administrators.

Leadership Standards: Each business and operations administrator is a leader who promotes the success of all students as he/she:

1. Facilitates and supports the development, articulation, and implementation of the school system’s strategic plan;

2. Creates and sustains a culture of professional growth and high expectations to support the school system’s strategic plan;

3. Ensures the effective and efficient management of his/her office or program;

4. Collaborates with stakeholder groups including students, staff, families, community members, business partners, and community agencies;

5. Models professionalism and professional growth to create a positive work environment; and

6. Understands, responds to, and influences the political, social, economic, legal, and cultural contexts of the school system.

______________________

Business and Operations Administrator’s Signature _______________________________________________ Date __________________

Final Evaluation Report: Business and Operations Administrators

Published by the Department of Materials Management for the Office of Human Resources and Development

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