Colorado Department of Education User’s Guide€¦ · · 2013-01-30Colorado Department of Education User’s Guide: ... The Colorado Department of Education will support pilot

DRAFT – September 18, 2012

Colorado Department of Education

User’s Guide: Colorado Model Evaluation System for Principals

and Assistant Principals


Colorado Model Educator Evaluation System for Principals and Assistant Principals Page 2

User’s Guide: Colorado Model Evaluation System for

Principals and Assistant Principals

Contents

Page

Introduction

5

Requirements for the Model Evaluation System for Principals and Assistant Principals

7

Purpose(s) of the Evaluation

7

Key Priorities for Colorado’s Educator Evaluation System

7

Priority One: Data Should Inform Decisions, but Human Judgment Will Always Be

an Essential Component of Evaluations

7

Priority Two: The Implementation and Assessment of the Evaluation System Must

Embody Continuous Improvement

8

Priority Three: The Purpose of the System is to Provide Meaningful and Credible

Feedback That Improves Performance

8

Priority Four: The Development and Implementation of Educator Evaluation Systems

Must Continue To Involve All Stakeholders in a Collaborative Process

8

Priority Five: Educator Evaluations Must Take Place within a Larger System That Is

Aligned and Supportive

9

Evaluation System Components

9

The Statewide Definition of Principal Effectiveness

9

The Seven Colorado Principal Quality Standards and Their Related Elements and

Artifacts

10

Measurement Framework

16

Colorado’s Model Principal/Assistant Principal Evaluation System

18

Evaluation Process: Components and Forms 24

Evaluation Process Tracking Form 25

Rubric for Evaluating Colorado’s Principals and Assistant Principals 26

Scoring the Rubric 30

Goal-Setting Form for Colorado Principals and Assistant Principals 43

Principal Professional Performance Plan 47

Mid-Year Performance Discussion

Glossary 50



Appendices 56

A. Resources 57

B. Blank Forms

Evaluation Process Tracking Form

Rubric for Evaluating Colorado’s Principals and Assistant Principals

Principal/Assistant Principal Summary Evaluation Worksheet

Principal/Assistant Principal Summary Evaluation Sheet

Goal-Setting Form for Colorado Principals and Assistant Principals

Principal Professional Performance Plan


58



List of Exhibits

Page

1. Pilot Test Timeline

6

2. Framework for System to Evaluate Principals

17

3. Principal/Assistant Principal Evaluation Cycle

18

4. Explanation of Each Step in Evaluation Process

5. Suggested Annual Timeline for Evaluation Activities

19

20

6. Evaluator and Evaluatee Responsibilities Before, During, and After Each Step of

Evaluation Process

7. Evaluation Process Tracking Form

8. Components of the Rubric for Evaluating Colorado’s Principals

21

25

28

9. Focus of Rubric Rating Levels

29

10. Crosswalk Between Artifacts and Standards

30

11. The Rubric Scoring Process

32

12. Example of Rating All Elements for a Standard

33

13. Determining the Rating for a Standard

35

14. Determining the Overall Professional Practices Rating (all standards weighted equally)

36

15. Determining the Overall Professional Practices Rating (standards weighted by the district)

37

16. Principal/Assistant Principal Summary Evaluation Worksheet 39

17. Goal-Setting Form for Colorado Principals and Assistant Principals 43

18. Principal Professional Performance Plan 47

19. Mid-Year Performance Discussion 49



Introduction1

With the passage of S.B. 10-191, Colorado is embarking upon a sweeping revision of its approach to evaluating

the performance of teachers, principals, and other licensed education professionals. Implementation of this new

approach will take significant time and commitment on the part of both the state and its school districts. In

addition, the implementation must be planned thoughtfully and with a focus on key leverage activities and

efficiencies.

S.B. 10-191 was passed during the 2010 legislative session. Designed to make the licensed educator evaluation

process more comprehensive, professionally useful, and focused on student achievement, S. B. 10-191 anticipates

that Colorado school districts and the state will transform current evaluation processes that focus primarily on

compliance into more rigorous and supportive processes that provide for continuous professional learning and

improvement. Anticipating that the development of high quality, rigorous, fair and equitable evaluation systems

would not be possible for some school districts, the Colorado Department of Education (CDE) has chosen to

develop a model system that will be made available to all school districts in the state beginning with the 2013-14

school year. CDE believes that this service to the districts will not only result in better quality evaluations but

will also save districts valuable resources and enable them to focus on improving teaching and learning through

system implementation.

Many issues associated with implementing the requirements of S. B. 10-191 will be addressed during a pilot test

period that intentionally sets up experiments and uses their findings to inform the final implementation process.

The intense and tightly focused pilot period is consistent with the timeline for implementation set out in S. B. 10-

191. As Exhibit 1, adapted from the State Council for Educator Effectiveness Report and Recommendations,

illustrates, the pilot test period begins with the 2011-12 school year and continues through the 2014-15 school

year, when all districts in the state are expected to fully implement teacher and principal evaluation systems.

1 Introductory materials for this guide were adapted from the State Council for Educator Effectiveness Report and

Recommendations submitted to the Colorado State Board of Education on April 13, 2011.


Exhibit 1: Pilot Test Timeline

Year One 2011-12 Development

and Beta Testing

• CDE ACTIVITIES

• Develop State Model Systems for teachers and principals

• Beta-testing of rubrics and tools

• Develop technical guidelines on Prof Practices and Student Growth

• Provide differentiated support for districts

• Populate and launch online Resource Bank

• Develop state data collection and monitoring system

• Develop tools for district implementation of system

Year Two 2012-13 Pilot and Rollout

• CDE ACTIVITIES

• Usability study of rubrics

• Support pilot districts through resources, training, tools, etc.

• Convene pilot districts to share lessons learned

• Analyze pilot district data and make adjustments as needed

• Train ALL non-pilot districts that are using the state model

• Make Recommendations on other licensed personnel (OLP) to State Board of Education (SBE)

Year Three 2013-14 Pilot and

Rollout

• CDE ACTIVITIES

• Statewide assistance on rollout of evaluation systems

• Develop evaluation system for other licensed personnel

• Support all districts through resources, trainings, tools, etc.

• Convene pilot districts to share lessons learned

• Analyze state data and make adjustments to the system as needed

• Validate teacher and principal rubrics

• Dev. criteria for evaluation training courses for approval by CDE

Year Four 2014-15 Full Statewide

Implementation

• CDE ACTIVITIES

• Finalize statewide implementation of teacher/principal systems

• Pilot OLP rubrics

• Continue support to districts via resources and training

• Ensure there are evaluator training courses throughout the state

• Analyze data and make adjustments as needed

• Make recommendations to SBE this year and all following years for Continuous Improvement



Requirements for the Model Evaluation System for Principals and Assistant Principals

All evaluation systems in Colorado must adhere to the same quality standards to determine performance levels

and adhere to requirements that will ensure accurate measurement and analysis of data; at the same time, local

communities will make important decisions about the “how” of evaluation that can be tailored to fit local

objectives and needs. The Colorado Model Evaluation System for Principals and Assistant Principals is a high-

quality, implementation-ready system with associated tools and supports available to all of Colorado’s school

districts. The Colorado Department of Education will support pilot districts during the pilot test and rollout period

of implementation to ensure that the resulting state model system is workable in and credible to the field,

adaptable for use under the varying contexts represented by the collection of districts, and scientifically sound in

terms of its psychometric properties.

Districts may choose to develop their own systems if they ensure that all required elements are included and state

technical guidelines are met. Lessons learned from implementation of both the state model system and unique

district systems will be integrated and used to improve the state model system at the close of the 2011-15 pilot

and rollout period.

Purposes of the Evaluation

The expected outcomes of Colorado’s principal/assistant principal evaluation system are found in the Licensed

Personnel Performance Evaluation Act, as amended by S.B. 10-191 (CRS 22-9-101, et. Seq.) According to

statute, the purposes of the evaluation are to:

Serve as a basis for the improvement of instruction;

Enhance the implementation of programs of curriculum;

Serve as a measurement of the Professional Performance and development of licensed personnel; and

Provide a basis for making decisions in the areas of hiring, compensation, promotion, assignment,

professional development, earning and retaining non-probationary status, dismissal, and non-renewal of

contract.

Key Priorities for Colorado’s Educator Performance Evaluation System

Key priorities inform every aspect of the Principal/Assistant Principal Evaluation System. Successful

implementation of the system is dependent upon attending to the priorities, which should be treated as

assumptions or guiding principles for the evaluation system. They are stated here to emphasize their importance.

Priority One: Data Should Inform Decisions, but Human Judgment Will Always Be an Essential

Component of Evaluations

While the technical nature of this user’s guide may give the impression that evaluation is a scientific process that

relies solely on objective data, evaluations ultimately rely on the perception and judgment of individuals. Like

other decisions that rely on human judgment, evaluations are subject to error and even bias. The processes and

accompanying materials included in this guide are directed towards the improvement of individual judgment and

minimization of error and bias. For example, it is absolutely essential that evaluators have adequate training to

exercise judgment in a way that is fair. It is also essential that evaluators understand the various ways to measure

performance and the benefits and limitations of these methods, so they can make appropriate decisions about their

implications. The most technically impressive evaluation system will fail if the human aspects of the system are

neglected. The implementation of the recommended evaluation system is designed to provide as much learning as

possible about ways to inform human decision-making in order to make fair, reliable and credible judgments. In



addition, the state and its districts will need to actively use data to identify when evaluations are inappropriate,

inaccurate, or inconsistent.

Priority Two: The Implementation and Assessment of the Evaluation System Must Embody Continuous

Improvement

The model principal evaluation system will be implemented over a four-year period, with development and beta-

testing activities beginning in 2011 and full statewide implementation in place by May 2015. The design of this

pilot and rollout period is intended to capture what works and what doesn’t (and why), and provide multiple

opportunities to learn from failure and to spread success. In that spirit, the state will monitor and act on the

following:

How well the model evaluation system addresses the purposes as articulated in S.B. 10-191;

What school districts do that works or does not work;

What other states do that works;

Changes in assessment practice and tools expected over the next few years, especially with respect to

student growth; and

Partially Proficient research and best practice findings with respect to educator evaluations.

As more states and districts across the country experiment with improved performance evaluation systems for

their educators, more evidence will arise that should continue to inform Colorado’s system. The system described

in this guide represents the best possible approach for measuring professional performance against Colorado’s

Quality Standards for Principals, however it will be adjusted or adapted as new knowledge is made available

either from the pilot and field tests or from similar experiences reported by other states.

Priority Three: The Purpose of the System is to Provide Meaningful and Credible Feedback That Improves

Performance

The goal of Colorado’s performance evaluation system is to provide honest and fair assessments about educator

performance and meaningful opportunities to improve. If evaluators simply label and sort educators but fail to

provide teachers and leaders with actionable information and opportunities for improvement, the evaluation

system will have failed in its purpose. Students will be limited in their ability to perform at their best, and

educators will not receive the support they need.

The collection of information about educator effectiveness and feedback to educators will take place on an

ongoing basis, and not be restricted to the dates and processes set for formal evaluations. Teachers and principals

should discuss instructional improvement frequently both formally and informally throughout the year. The

performance evaluation system provides just one forum for such discussions.

Priority Four: The Development and Implementation of Educator Evaluation Systems Must Continue To

Involve All Stakeholders in a Collaborative Process

Change is always difficult, and communication is vital. Every stakeholder, from students and families, teachers,

related service providers, administrators, school board members, and others, needs to be operating with the same

information and with a clear picture of what the new system is, how it will be implemented, and how it will

impact them. The new evaluation system and its goals of continuous learning provide opportunities to engage the

parents and guardians of students and the students themselves in a collaborative process to assure that every

student has his or her best chance of graduating from high school and being prepared for academia or a career.



Priority Five: Educator Evaluations Must Take Place within a Larger System That Is Aligned and

Supportive

Improving the ways educators are evaluated will lead to improvement in their effectiveness and, in turn, to

improved outcomes for students. For this to occur, evaluators must be part of a larger system that is also effective.

Educator evaluation systems in which alignment occurs across all levels and components of the system, and

among all positions being evaluated are most likely to be supportive of educators and to lead to improvements in

performance. School districts that use the Colorado Model Educator Evaluation System are committed to the

process of ensuring that the education system operates in a way that is coherent and supportive of both educator

effectiveness and student outcomes.

Evaluation System Components

Principals have many areas of responsibility. They are the holders of the school’s vision for itself and facilitators

of the strategies needed to accomplish the school’s goals. They provide instructional leadership to their teachers,

manage interpersonal dynamics within the school and external relations outside the school, and oversee budget,

human resources, and other operational functions. Ultimately, the principal is held accountable for the success of

the school.

Principals in Colorado will be evaluated on student growth as well as their demonstrated leadership abilities,

including their ability to effectively support the teachers in their schools. The use of Professional Performance

Plans will guide their professional planning, goal-setting, professional development, and evaluation criteria. The

Model Educator Evaluation System for Colorado Principals includes the following components:

The Statewide Definition of Principal Effectiveness:

Effective principals in the state of Colorado are responsible for the collective success of their

schools, including the learning, growth and achievement of both students and staff. As the

school’s primary instructional leader, effective principals enable critical discourse and data-

driven reflection about curriculum, assessment, instruction, and student progress, and create

structures to facilitate improvement. Effective principals are adept at creating systems that

maximize the utilization of resources and human capital, foster collaboration, and facilitate

constructive change. By creating a common vision and articulating shared values, effective

principals lead and manage their schools in a manner that supports the school’s ability to promote

equity and to continually improve its positive impact on students and families.



The Seven Colorado Principal Quality Standards and Their Related Elements and Artifacts2

This section provides Colorado’s principal quality standards, their associated elements, and examples of evidence

that can be used to demonstrate performance on each.

Standard I: Principals demonstrate strategic leadership.

a. Vision, Mission and Strategic Goals: Principals

develop the vision, mission, values, beliefs and goals

of the school, collaboratively determining the

processes used to establish these attributes, and

facilitate their integration into the life of the school

community.3 Principals engage all stakeholders in

building a shared vision of student learning outcomes

for the school community that reflects the State of

Colorado’s definition of school readiness, and

Colorado’s definition of postsecondary and workforce

readiness, including student readiness for global

citizenship. They ensure that the school’s mission and

strategic goals all directly support this vision of student

success, in a way that is aligned with district priorities.

b. School Improvement Plan: Principals ensure that

the unified improvement plan provides the

structure for the vision, values, goals, and changes

necessary for improved achievement and

developmental outcomes for all students, and

provides for tracking of progress based on data.

Principals ensure that the school improvement plan is

an actionable, meaningful plan that includes the

implementation of strategies to identify and support

student engagement, healthy development, attendance

and successful completion of school for all students.

The plan should be reviewed frequently and revised to

adjust strategies based on progress toward goals. The

principal shall ensure that any school improvement

plans are aligned with and mutually supportive of each

other and existing district plans.

c. Leading Change: Principals collaboratively develop a vision and implementation strategies for

improvements and changes which result in improved achievement and developmental outcomes for

all students. Principals demonstrate the ability to effectively manage organizational change, developing

2 State Council for Educator Effectiveness: Report and Recommendations Executive Summary (April 2011).

http://www.cde.state.co.us/EducatorEffectiveness/downloads/Report%20&%20appendices/SCEE_Report_Appendix_8b-TAG_Principal_Standards_Work_Group.pdf. Downloaded September 11, 2011. 3 For all Principal Quality Standards, bolded text represents mandatory language that must be addressed in evaluating

principal performance. Un-bolded text contains descriptions intended to assist districts in developing or choosing

observation and measurement tools. Both bolded and un-bolded text were considered in the development of the rubric and

its accompanying materials for the Model Evaluation System for Principals and Assistant Principals.

Examples of Evidence that Can Be Used for Standard I

Unified Improvement Plan

Number and percent of Highly Effective, Effective, and Ineffective Teachers

Teacher, staff, supervisor, parent, student, and community feedback

Teacher turnover rates

High school graduation rates disaggregated by race/ethnicity, gender, socio-economic status, and other factors

Meeting agendas, minutes, and rosters

Quarterly reports to SAC

Teacher lesson plans

Emails and other correspondence to staff

Descriptions of processes and procedures

ICAP

Parent newsletters

School vision, mission, and goals

Business and/or community resource agreements

Student achievement data



and fostering a collaborative culture that inspires innovation, creativity, and continuous school

improvement. They model self-awareness, reflective practice, transparency and ethical behavior.

Principals analyze organizational practices and make changes as necessary based on a review of data.

They understand the implications of changes for the school community, and demonstrate flexibility and

adaptability. Principals can clearly define and communicate challenges to all stakeholders in their school

community and can implement problem-solving strategies to seek positive solutions to school challenges.

d. Distributive Leadership: Principals create and utilize processes to distribute leadership and

decision making throughout the school. Where appropriate, they involve staff, parent/guardians and

students in decisions about school governance, curriculum and instruction. Principals build internal

capacity by creating opportunities for staff to demonstrate leadership, by assuming decision-making roles

both inside and outside of the school.

Standard II: Principals demonstrate instructional leadership

a. Curriculum, Instruction, Learning, and

Assessment: Principals enable school-wide

conversations about standards for curriculum,

instruction, assessment, and data on student

learning based on research and best practices, and

ensure that the ideas developed are integrated into

the school’s curriculum and instructional

approaches. Principals demonstrate current knowledge

of research in teaching, learning and child

development, and ensure that their schools provide a

comprehensive education that promotes cognitive,

physical, mental, social emotional health and growth.

They ensure that an age-appropriate curriculum

consistent with the Colorado Academic Standards is

taught and monitored through effective formative

assessment practices, and the use of summative

assessments. They engage staff in developing knowledge about student development, curriculum,

instruction, assessment, and analysis and use of data in order to establish and achieve high expectations

for students. Principals ensure high expectations for all students, including students identified as gifted,

students with disabilities, and students considered “at risk” of school failure.

b. Instructional Time: Principals create processes and schedules which maximize instructional,

collaborative, and preparation time. They ensure that teachers and other adults working with students

have time, structures, opportunities and the expectation of planning, working, reflecting and celebrating

together to improve instructional practice.

c. Implementing High-Quality Instruction: Principals support teachers through feedback and

appropriate professional development in order to ensure that rigorous, relevant, and appropriate

instruction and learning experiences, aligned across P-20, are delivered to and for all students. They

demonstrate current knowledge of best practices in PK-20 instruction and assessment, and are able to

monitor delivery of high-quality instruction. They encourage and support teachers in utilizing research-

based methods to develop and employ multiple instructional approaches; developing personalized

learning opportunities for diverse learners; planning lessons that allow students to apply and demonstrate

learning connections in creative and meaningful ways; integrating technology and formative assessment

Examples of Evidence that Can Be Used for Standard II





Documentation of progress monitoring

Master schedule




practices into instruction to increase student engagement and learning; and using multiple methods of

progress monitoring to track student learning and adjust instruction as needed. Principals ensure that the

school’s structures and daily schedules are supportive these instructional goals. They are good listeners

and coaches and are able to give and receive feedback.

d. High Expectations for All Students: Principals hold all staff accountable for setting and achieving

rigorous performance goals for all students, and empower staff to achieve these ambitious student

outcomes. Principals make available to the school community, as appropriate, data about student

performance. Principals actively engage the school community to interpret and respond to available data

on student achievement and other performance indicators. Principals collect and analyze available data

regularly to monitor progress and make appropriate adjustments designed to improve performance

outcomes. Principals ensure that data are turned into meaningful information that can be used by teachers,

students and parents/guardians to identify goals, implement evidence-based strategies, monitor and

evaluate the impact of instructional programs, and promote organizational learning.

Standard III: Principals Demonstrate School Cultural and Equity Leadership

a. Intentional and Collaborative School Culture:

Principals articulate and model a clear vision of

the school’s culture, and involve students, families,

and staff in creating a climate that supports it.

Principals articulate a strong and clear vision for the

school’s culture, and foster broad ownership among

the school community for that vision. Principals

deploy school structures in a manner the supports the

culture. They build relationships that create a trusting,

collaborative, innovative, respectful and supportive

school culture where teachers want to work, students

want to learn and all families feel welcomed and

empowered to help their students succeed.

b. Commitment to the Whole Child: Principals value

the cognitive, physical, mental, social, and

emotional health and growth of every student.

Principals build a school culture that supports

comprehensive education that promotes cognitive, physical, mental, social and emotional health and

growth of students. They engage school and community-based resources to support students and their

families.

c. Equity Pedagogy: Principals demonstrate a commitment to a diverse population of students by

creating an inclusive and celebratory school culture, and provide direction in meeting the needs of

diverse student talents, experiences, and challenges. Principals ensure that all adults in the school have

high expectations for all students, and believe that all students can reach those high expectations. They

support the use of a variety of teaching styles designed to meet the diverse needs of individual students.

Students’ individual backgrounds are valued as a resource, and principals advocate for approaches to

instruction and behavioral supports that build on student strengths.

d. Efficacy, Empowerment, and a Culture of Continuous Improvement: Principals and their

leadership team foster a school culture that encourages continual improvement through innovation,

risk-taking, and an honest assessment of outcomes. Principals foster a school culture which supports

Examples of Evidence that Can Be Used for Standard III





High school graduation rates disaggregated by race/ethnicity, gender, socio-economic status, and other factors




and celebrates ongoing efforts at improvement through innovation and risk-taking. They facilitate candid

discussions with the school community about student achievement and other performance indicators.

They recognize the achievements of individuals and the school as a whole while acknowledging areas

needing improvement by modeling self-awareness, transparency and ethical behavior.

Standard IV: Principals Demonstrate Human Resource Leadership

a. Professional Development/Learning

Communities: Principals ensure that the school is

a professional learning community that provides

opportunities for collaboration, fosters teacher

learning, and develops teacher leaders in a

manner that is consistent with local structures,

contracts, policies, and strategic plans. Principals

communicate regularly about the changing context

for teaching and learning, and create a collaborative

culture and overall structure for on-going learning

that fosters teacher learning and develops teacher

leaders.

b. Recruiting, Hiring, Placing, Mentoring, and

Dismissal of Staff: Principals establish and

effectively manage processes and systems that

ensure a high-quality, high-performing staff,

including an overall count and percentage of

effective teachers that reflects the school’s

improvement priorities. Principals include in their

professional development plan explicit reference to

the ways in which they intend to address the counts

and percentages of effective teachers in the building.

They recruit, retain and support high quality and effective teachers and staff, and implement a systemic

process for comprehensive, effective, and research-based professional development, coaching and

mentoring that is differentiated for adults to support student learning. As appropriate, principals create

school-wide structures that ensure that teacher candidates and other educator interns provide support for

students, and increase embedded professional learning opportunities for experienced educators in the

school. They demonstrate the ability to dismiss staff members who are ineffective or otherwise

unsatisfactory after plans for professional improvement and support have proven unsuccessful.

c. Teacher and Staff Evaluation: Principals evaluate staff performance using the district’s educator

evaluation system in order to ensure that teachers and other staff are evaluated in a fair and

equitable manner with a focus on improving performance and, thus, student achievement. They

implement a systemic process for evaluation of all staff members that leads to the continuous

improvement of performance. For teachers, this includes the provision of frequent and timely feedback

and supports. Principals recognize and celebrate quality teachers, and provide professional development

coaching for teachers needing support in order to improve instruction and student learning outcomes.

Examples of Evidence that Can Be Used for Standard IV





Personnel evaluation records


Professional development plan for the school

Agendas and rosters for professional development offerings

Agendas and rosters for professional learning community meetings

School budget




Standard V: Principals Demonstrate Managerial Leadership

a. School Resources and Budget: Principals establish

systems for marshaling all available school

resources to facilitate the work that needs to be

done to improve student learning, achievement,

and healthy development for all students. They

implement effective operational systems to use time,

personnel, technology and resources to support student

learning. Within the parameters of the district and

economic environment, principals ensure that all

school operation systems are managed according to

principles of business management, budgeting and

accounting practices.

b. Conflict Management and Resolution: Principals

effectively and efficiently manage the complexity of

human interactions and relationships, including

those among and between parents/guardians,

students, and staff. They demonstrate awareness of

potential problems and areas of conflict within the

school, and create processes to resolve areas of

conflict which allows diverse interests to be heard and

respected. Using a creative problem solving approach,

principals resolve conflicts to ensure the best interest

of students and the school.

c. Systematic Communication: Principals facilitate the design and utilization of various forms of

formal and informal communication with all school stakeholders. Principals communicate the

school’s distinctive learning environment and student learning results in an open and transparent manner,

in order to attract parent and community support.

d. School-wide Expectations for Students and Staff: Principals understand the importance of clear

expectations, structures, rules, and procedures for students and staff. They promote cultural

competence among teachers, staff and students, and foster respects for individual needs and differences

among students, staff and families. Principals design and implement a plan for proactive student

discipline that addresses discrimination, harassment and bullying, and safeguards the values of

democracy, equity, citizenship, patriotism, and diversity among students, staff and parents/guardians.

e. Supporting Policies and Agreements: Principals familiarize themselves with state and federal laws,

and district and board policies, including negotiated agreements, and establish processes to ensure

they are consistently met.

Examples of Evidence that Can Be Used for Standard V





School policies and procedures manual

Emails to staff, parents, students and the community

Minutes of parent and community meetings

Rosters of meeting attendees

Faculty meeting minutes

School Budges

Discipline referrals

Communication logs




Standard VI: Principals Demonstrate External Development Leadership

a. Family and Community Involvement and

Outreach: Principals design structures and

processes which result in family and community

engagement, support, and ownership of the

school. They create a culture of engagement and

communication with families and community to

build relationships that support students and families

to improve student learning, achievement and

healthy development, and school performance.

Principals engage parents/guardians in

understanding and taking part in activities to

improve their student’s learning, and partner with

school- and community-based resources to support

students and their families. They build and sustain

school-community partnerships with businesses and other civil and social organizations to ensure

multiple learning opportunities for students.

b. Professional Leadership Responsibilities: Principals strive to improve the profession by

collaborating with their colleagues, district leadership, and other stakeholders to drive the

development and successful implementation of initiatives that better serve students, teachers, and

schools at all levels of the education system. They ensure that these initiatives are consistent with state

and federal laws, district and board policies, and negotiated agreements where applicable. Principals act

as leaders in the field to influence local/district/state or national decisions that have an effect on student

learning. They are aware of state and federal laws, and district and board policies including negotiated

agreements, and ensure that the protocols and processes they adopt in their schools are consistent with

these requirements. As necessary they advocate for changes that better serve students, teachers and

schools. They establish and maintain systems to protect the confidentiality of student records and family

communications.

c. Advocacy for the School: Principals develop systems and relationships to leverage the district and

community resources available to them both within and outside of the school in order to maximize

the school’s ability to serve the best interests of students and families. Principals look for ways to

leverage and develop district and community resources at their disposal, and to advocate for what they

need to meet the needs of their schools. They understand and work collaboratively within the governance

structure of the school, including with district leadership and the local school board, where consistent

with local district practice, in order to improve governing relationships and develop clarity about each

body’s roles and responsibilities in educating students.

Examples of Evidence that Can Be Used for Standard VI








Standard VII: Principals Demonstrate Leadership around Student Growth

a. Student Academic Achievement and Growth:

Principals take responsibility for ensuring all

students are progressing toward post-secondary

and workforce readiness by high school graduation.

Principals prepare students for success by ensuring

mastery of Colorado Academic Standards, including

21st century skills.

b. Student Growth and Development: Principals take

responsibility for facilitating the preparation of

students with the skills, dispositions, and attitudes

necessary for success in postsecondary education,

work, and life, including democratic and civic

participation.

c. Use of Data: Principals use evidence to evaluate the performance and practices of their schools, in

order to continually improve attainment of student growth.

Measurement Framework

The measurement framework provides a body of evidence concerning principal performance, including:

Measures of leadership practice (Standards I-VI) that include teacher and staff perceptions and the

distribution of effectiveness ratings of teachers in the school, and that may include multiple other

measures

Multiple measures of student academic growth and achievement (Standard VII) that include

measures contained in the School Performance Framework and at least one other measure, and that

are consistent with student growth measures used to evaluate teachers in the school

Procedures for weighting measures of performance that ensure that measures of student growth and

achievement represent at least 50 percent of total performance measures

Procedures for conducting evaluations that ensure that data is regularly collected, associated

feedback and improvement opportunities are regularly provided, and principals receive a formal

evaluation and performance standard designation by the end of each academic year

The state scoring framework that assigns principals to performance standards based on their measured

effectiveness, developed by the State Council for Educator Effectiveness illustrates the relationships of the system

components and the weight the professional practice plays with respect to student growth. This document deals

wholly with professional practice and the determination of principal and assistant principal ratings on

Quality Standards I through VI. As Exhibit 2 illustrates, Standard VII will be included in the measure of

Student Growth.

Examples of Evidence that Can Be Used for Standard VII





Student achievement logs

Common assessment data



Exhibit 2: Framework for System to Evaluate Principals



Colorado’s Model Principal/Assistant Principal Evaluation System

Colorado’s Model Educator Evaluation System for Principals and Assistant Principals is built upon this definition

as well as on the standards discussed in the previous section. This manual describes the components, processes,

and materials needed to adequately implement the system and provides examples of completed evaluations for

principals at different levels of performance. As Exhibits 3 and 4 illustrate, the evaluation system consists of 9

steps, beginning with training and ending with the development of school goals and an individual professional

performance plan for the subsequent year. In addition, Exhibit 5 provides an annual timeline for completion of

each of these steps and Exhibit 6 explains the responsibilities for the evaluator and evaluator before, during, and

after each step in the evaluation process.

Exhibit 3: Principal/Assistant Principal Evaluation Cycle

2.

Annual Orientation

3.

Self-Assessment

4.

Review of Annual Goals

and Performance

Plan

5.

Mid-Year Review

6.

Evaluator Assessment

7.

End-of-Year Review

8.

Final Ratings

9.

Goal-Setting and

Performance Planning

1. Training



Exhibit 4: Explanation of Each Step in Evaluation Process

1. Training

•Every person involved in using the Colorado Model Evaluation System for Principals and Assistant Principals must be trained by persons approved by the Colorado Department of Education to conduct such training. This process helps to ensure reliability and validity and makes certain that everyone has the same foundational knowledge to apply to this high stakes decision making process.

2.

Orientation

•Each district should provide an orientation on the evaluation system at the beginning of each school year, preferably prior to the opening of school and at a minimum within the first week of school. This will ensure that principals who are new to the system will have the knowledge they need to actively participate in their own evaluations. It will also provide a forum for district staff to review the system and learn of any changes made since the previous year.

3.

Self - Assessment

•Each principal or assistant principal should complete a self-assessment using the Rubric for Evaluating Colorado’s Principals and Assistant Principals at the beginning of the school year. This step in the process provides the person being evaluated with an opportunity to reflect on personal performance over the course of the previous year and in the context of the students, teachers, and school for the current year.

4.

Review of Goals and

Performance Plan

•As soon as the principal’s/assistant principal’s self-assessment has been completed, the evaluator and person being evaluated should review the school’s annual goals as well as the performance plan for the person being evaluated. This step allows the principal/assistant principal to consider the unique context for that year with respect to the school’s culture, student body, community issues, and changes in district initiatives and to adjust professional and school goals.

5. Mid - Year Review

•The principal/assistant principal and evaluator should schedule time to review progress toward achieving school and personal goals. As a result of this review, every person being evaluated should have a clear understanding of their potential effectiveness rating based on evidence available to date.

6. Evaluator Assessment

•Evaluators should review the performance of principals and assistant principals throughout the year and record their ratings on the rubric as such information is collected. This is not an end of the year activity, but rather one that is conducted in a consistent and ongoing manner. The evaluator should complete the rubric prior to the end-of-year review.

7. End-of-Year Review

•The evaluator and principal/assistant principal being evaluated discuss the principal/assistant principal’s performance ratings, self-assessment ratings, artifacts, and any evidence needed to support either the self-assessment or evaluator ratings.

8. Final Ratings

•Should the evaluator and the principal/assistant principal being evaluated not agree on the final ratings during the end-of-year review, they should determine what additional evidence is needed in order to arrive at the correct rating. The suggested two-week period provides adequate time to collect and summarize the evidence and have a discussion to determine final ratings.

9.

Goal-Setting & Performance

Planning

•Using the element and standard ratings, comments, and artifacts discussed during the end-of-year review and the establishment of final ratings, the principal/assistant principal will develop a professional performance plan designed to address any areas in which growth and develop are needed, professional development or training required, and other resources needed to fully implement the professional performance plan.



Exhibit 5: Suggested Annual Timeline for Conducting Evaluation

1. Training

•2011-12: October 2011

•Subsequent Years: Prior to the opening of school

2.

Orientation

•2011-12: October 2011

•Subsequent Years: Within the first week of school

3.

Self - Assessment

•2011-12: October 2011

•Subsequent Years: Within the first two weeks of school

4.

Review of Goals and

Performance Plan

•2011-12: November 2011

•Subsequent Years: End of September

5. Mid - Year Review

•2011-12: Prior to beginning of second semester

•Subsequent Years: Prior to beginning of second semester

6. Evaluator Assessment

•2011-12: May 15

•Subsequent Years: May 15

7. End-of-Year Review

•2011-12: End of May

•Subsequent Years: End of May

8. Final Ratings

•2011-12: Mid-June

•Subsequent Years: Mid-June

9.

Goal-Setting &


•2011-12: End of June

•Subsequent Years: End of June



Exhibit 6: Evaluator and Evaluatee Responsibilities Before, During and After Each Step of

Evaluation Process

Evaluation

Process Step To

be

do

ne

by

:

To be done:

Before During After

Su

perin

ten

den

t Determine who will

evaluate each principal

and assistant principal

and notify all involved

of the assignments.

Evaluator Review and be

thoroughly familiar

with User’s Guide and

all other required

evaluation documents.

Actively participate in

all training activities to

assure that they have a

thorough understanding

of what’s expected and

when it’s expected to

be completed.

Discuss training and

jointly confirm

understanding of

expectations and how

they will be addressed

during the year. Evaluatee

Evaluator

Request information

about changes to

system since previous

year.

Discuss changes to

evaluation system since

previous year and agree

on how to address any

new requirements in

order to meet

expectations.

Prepare for completing

the year-long evaluation

process based on

current guidelines

discussed during

orientation. Evaluatee

Evaluator

Encourage evaluatee to

be thoughtful,

comprehensive and

honest in approach to

self-assessment.

Evaluatee Review rubric and other

evaluation materials.

Thoughtfully reflect on

past performance and

identification of

strengths and

weaknesses.

Review self-assessment

throughout the year to

make sure strengths are

maintained and

weaknesses addressed.

Evaluator

Hold beginning of year

conference with

evaluatee to determine

what sources of

evidence/artifacts will

be used to measure

performance against

professional practices.

Review Professional

Performance Plan,

Goal-Setting Form, and

prior years’ evaluations

to finalize goals and

performance plan.

Monitor progress

toward achieving goals

and addressing all items

in performance plan

throughout the year.

Evaluatee

Send Self-Assessment,

Professional

Performance Plan and

Goal-Setting Form to

evaluator so he/she has

time to review it.

Honestly and openly

discuss strengths and

weaknesses and what it

will require to maintain

strengths and improve

upon weaknesses.

Review Professional


Goal-Setting Form

periodically throughout

the year to ensure

adherence to both.

3. Self -

Assessment

4. Review of

Annual Goals and

Performance Plan

1. Training

2. Orientation



Evaluation

Process Step To

be

do

ne

by

:

To be done:

Before During After

Evaluator

Review Professional


Goal-Setting Form.

Discuss progress

toward achieving

annual school goals and

professional

performance goals.

Adjust Professional

Performance Plan if

necessary

Provide ongoing

feedback based on

multiple school visits,

data, targeted

development activities,

and other information.

Evaluatee

Provide Professional


Goal-Setting Form to

evaluator in time to

allow for review prior

to discussion.

Request discussions

with evaluator to share

progress and adjust

Professional

Performance Plan if

necessary.

Evaluator

Become familiar with

all materials collected

during the year for the

purpose of determining

levels of performance.

Assign rating level to

each standard and

element based on

performance associated

professional practices.

Provide a copy of the

rubric and other

materials used to

determine rating levels

to the principal/assistant

principal being

evaluated.

Evaluatee Provide all information

requested by evaluator.

Cooperate fully in the

assessment.

Objectively review

evaluator ratings and

prepare for End-of-Year

Review by collecting

additional artifacts/

evidence if necessary.

Evaluator

Schedule appointment

at the evaluatee’s

location to assure that


evidence will be

conveniently located

should it be necessary

to review them.

Reflect on the extent to

which Professional

Performance and

School Goals have

been met and determine

growth areas to target

during the coming year.

Provide written

comments to evaluatee

summarizing discussion

and noting any follow-

up necessary.

Evaluatee

Provide additional

artifacts/evidence to

support rating levels

under consideration.

Prepare additional

evidence if called for

during end-of-year

review.

5. Mid-Year Review

6. Evaluator

Assessment

7. End-of-Year

Review



Evaluator

Schedule appointment

to conduct final

performance discussion.

Assign a rating for each

element and standard to

determine professional

practices rating for the

year.

Process all necessary

paperwork and notify

Human Resources

Department of Final

Ratings for evaluate.

Evaluatee

Provide evaluator with


evidence prior to

appointment.

Openly and honestly

discuss year’s

performance and work

with evaluator to

determine final

professional practices

ratings for the year.

Sign off on Final

Ratings. If there is

disagreement between

evaluator and evaluatee

regarding rating level,

evaluatee should

complete all required

paperwork in order to

contest results.

Evaluator

Determine professional

development offerings

of the state and school

district for the coming

year and map them

against the evaluatee’s

materials.

Agree upon

professional

development and other

improvement necessary

during the coming year

as well as the resources

needed to complete the

work and how

accomplishment of

goals will be measured.

Offer suggestions for

revisions to Goal-

Setting Form and

Professional

Performance Plan as

appropriate and submit

all required paperwork.

Provide resources

necessary to implement

plans.

Evaluatee

Prepare Goal-Setting

Form and Professional

Performance Plan to be

used in discussion and

provide them to

evaluator in advance of

the discussion.

Revise Goal-Setting

Form and Professional

Performance plan in

alignment with

performance

discussions and final

ratings on professional

practices.

8. Final Ratings

9. Goal-Setting and




The Evaluation Process: Components and Forms

The Colorado Model Educator Evaluation System for Principals and Assistant Principals is a straightforward,

standards-based approach to determining school administrators’ performance with respect to state standards. This

section of the guide provides guidance on the forms that are used to complete the process. These sample forms

describe the performance of a principal or assistant principal who is currently performing at a level that meets

state standards. Blank forms are included in Appendix B.

Keeping Track of Progress

One of the key issues that principal, assistant principals, superintendents, and

others who will use this process have discussed is the need to quickly and easily

keep track of their progress in completing the evaluation process throughout the

year. Exhibit 7 provides a simple form that may be used for that purpose.

Throughout this section, the illustration at right will be used to help the reader

understand where in the process each form or process will be used. The tracking

form is used throughout the evaluation process and will help evaluators and

persons being evaluated have a clear picture of what they have completed and their

next steps for adhering to evaluation requirements. Therefore, all of the

components in the illustration at right are identical.


Exhibit 7: Evaluation Process Tracking Form

Name: Tim Johnson

Position/Title: Principal

School(s): Park Street Middle School

Grade Level(s): 6 through 8

Date Developed: October 10, 2011

Date Revised: May 21, 2012

Supervisor Approval: _______________________________________

Evaluator Approval (if different from supervisor):_______________

Activity Date

Completed

Principal/Assistant

Principal Signature

Evaluator/ Supervisor

Signature Comments

Training

Orientation

Self-Assessment

Review of Annual Goals and

Performance Plan

Mid-Year Review

Evaluator Assesment

End-of-Year Review

Final Ratings

Goal-Setting and Performance

Planning

DRAFT – December 5, 2011

Guide for Evaluating Colorado’s Principals and Assistant Principals Page 26


The centerpiece of Colorado’s Model Evaluation System for Principals is the rubric.

This standards-based instrument provides descriptions of professional practices for

each level of the performance continuum. Evaluators rate the principal/assistant

principal on each element of each standard and then use the ratings to determine the

overall rating on professional practices. This overall rating will account for up to 50%

of the principal effectiveness rating. Exhibit 8 illustrates the components of the rubric.

Explanations of the components are defined as follows:

Principal Quality Standards: To meet the requirements of S.B. 10-191, the State

Council for Educator Effectiveness recommended quality standards for principals to be

used by all districts in evaluating principals. These standards reflect the professional

practices and focus on student growth needed to achieve effectiveness as a principal.

Standards I-VI relate to professional knowledge and practices that contribute to

effective school leadership, while Standard VII establishes student growth as a

requirement for effectiveness as a principal. S.B. 10-191 requires that these standards

be used in all principal evaluation systems in Colorado.

Rating Levels describe the principal’s performance on professional practices with

respect to state performance standards. Exhibit 6 further illustrates the focus of each

of the following rating levels:

Not Evident: Principal/Assistant Principal does not meet state performance standard and does not demonstrate

progress toward meeting standard.

Partially Proficient: Principal/Assistant Principal does not meet state performance standard but is demonstrating


Proficient: Principal meets state performance standard.

Accomplished: Principal exceeds state standard.

Exemplary: Principal significantly exceeds state standard.

Elements of the Standard are the mandatory items that each Colorado district must address in its principal evaluation

system.

Professional Practices are the day-to-day activities conducted by principals as the go about their daily work.

Professional practices included in the rubric are those one would expect principals to demonstrate at each level of the

rating scale.

Examples of Artifacts: Artifacts are the documents, materials, processes, strategies, and other information that result

from the normal and customary day-to-day work of principals and assistant principals. To effectively address the

requirements of the evaluation system, it is not necessary for principals and assistant principals to collect all of the

artifacts listed as examples for each standard. In fact, they may choose not to use any artifacts so long as they and their

evaluators agree on their rating levels. Artifacts other than those included as examples may also be used. Artifacts are

used only if either the principal/assistant principal or the evaluator believes that additional evidence is required to

convince the other of the accuracy of the self-assessment as compared to the evaluator’s assessment of the



principal/assistant principal’s performance. As Exhibit 7 illustrates, artifacts may be used to provide evidence for

multiple standards.

Evidence Provided by Artifacts describes the unique information that each artifact used in the evaluation provides above

and beyond that provided by performance ratings. The evidence is used to support adjustments to ratings during the end-

of-year discussion between the principal/assistant principal and evaluator to determine final ratings for the

principal/assistant principal.

Comments may be provided by the principal/assistant principal and/or the evaluator. Both have the opportunity to

provide comments on the performance of the principal/assistant principal.

Summary of Ratings for the Standard: At the end of the rubric for each standard is a section for summarizing

individual element ratings for the standard. Summary rating are also included in the summary rating worksheet and the

one-page summary evaluation sheet, where the evaluator and the principal/assistant principal being evaluated will review

all standard and element ratings and determine the overall professional practices rating.



Exhibit 8: Components of the Rubric for Evaluating Colorado’s Principals

Standard I: Principals Demonstrate Strategic Leadership

Not Evident Partially Proficient Proficient Accomplished Exemplary

Element a: School Vision, Mission and Strategic Goals: Principals collaboratively develop the vision, mission, values,

expectations and goals of the school, collaboratively determine the processes used to establish these foundations, and facilitate

their integration into the life of the school community.

Vision, mission,

values, beliefs and

goals of school are:

Not evident or

familiar to staff

and other

stakeholders.

Developed by

school

administrators

working in

relative isolation.

Not integrated

into the life of the

school

community.

Vision, mission, values,

beliefs and strategic

goals of school are:

Developed through a

collaborative process

with staff and other

stakeholder groups.

Publicly available at

the school.

Part of routine school

communications with

staff and other

stakeholders.

Routinely updated.

. . . and

Establishes strategic goals

for students and staff that

are:

Focused on student

achievement.

Based on the analysis

of multiple sources of

information.

Aligned with district

priorities.

Measurable.

Rigorous.

Concrete.

. . . and

Staff incorporate

identified strategies

in their instructional

plans to assure that

students achieve

expected outcomes.

. . . and

Staff and other

stakeholders take

leadership roles

in updating the

school’s vision,

mission, and

strategic goals.

Staff assume

responsibility for

implementing the

school’s vision,

mission, and

strategic goals.

Examples of Artifacts That May Be Used to Support

Rating:

Evidence Provided by Artifact:

Unified Improvement Plan*

Number and Percent of Highly Effective,

Effective, and Ineffective Teachers*

Teacher Feedback*

Evaluator Comments: Ratings:* NE E P A Ex

a. School Vision, Mission, and

Strategic Goals

b. School Improvement Plan

c. Leading Change

d. Distributive Leadership

Overall Rating for Standard I

Response for Principal/Assistant Principal Being Evaluated:

Rating

Levels

Elements of the Standard

Professional

Practices

Evidence Provided by Artifacts

Summary of Ratings for the Standard

Principal Quality Standards

Examples of Artifacts

Evaluator Comments

Principal’s Response to Evaluation



Exhibit 9: Focus of Rubric Rating Levels



Element a: School Vision, Mission and Strategic Goals: Principals collaboratively develop the vision, mission, values, expectations

and goals of the school, collaboratively determine the processes used to establish these foundations, and facilitate their integration

into the life of the school community.


beliefs and goals of

school are:

Not evident or

familiar to staff and

other stakeholders.

Developed by

school

administrators

working in relative

isolation.

Not integrated into

the life of the

school community.


beliefs and strategic goals

of school are:

Developed through a



stakeholder groups.


the school.


communications with

staff and other

stakeholders.

Routinely updated.

. . . and

Establishes strategic goals

for students and staff that

are:

Focused on student

achievement.



information.


priorities.

Measurable.

Rigorous.

Concrete.

. . . and

Staff incorporate

identified strategies

in their instructional

plans to assure that

students achieve

expected outcomes.

. . . and

Staff and other

stakeholders take

leadership roles in

updating the

school’s vision,

mission, and

strategic goals.

Staff assume

responsibility for

implementing the

school’s vision,

mission, and

strategic goals.

Not Evident describes practices of a principal who does not meet state performance standards and is not making progress toward meeting them.

The focus of Accomplished and Exemplary

ratings shifts to the outcomes of the principal’s

practices, including expectations for staff, students,

parents and community members, as a result of

practices exhibited under rating levels 2 and 3.

The focus of Partially Proficient and Proficient

levels is what principals do on a day-to-day basis to

achieve state performance standards and assure that

students are achieving at expected levels.



Exhibit 10: Crosswalk Between Artifacts and Standards

Artifacts Standards

I II III IV V VI

Unified Improvement Plan* ♦ ♦ ♦ ♦ ♦ ♦

Number and Percent of Ineffective, Effective, and Highly Effective Teachers* ♦ ♦ ♦ ♦ ♦ ♦

Teacher and Staff Feedback* ♦ ♦ ♦ ♦ ♦ ♦

Student Feedback ♦ ♦ ♦ ♦ ♦ ♦ Supervisor Feedback ♦ ♦ ♦ ♦ ♦ ♦ Teacher Turnover Rates ♦ ♦ ♦ ♦ ♦ ♦ High School Graduation Rates Disaggregated by Race/Ethnicity, Gender, Socio-

economic Status, and Other Factors

♦ ♦ ♦ ♦ ♦ ♦

Meeting Agendas, Minutes, and Rosters ♦

Quarterly Reports to SAC ♦

Teacher Lesson Plans ♦

Minutes of Planning Sessions ♦

Emails and other Correspondence to Staff, Parents, Students, and the Community ♦ ♦

Descriptions of Processes and Procedures ♦ ♦

ICAP ♦

Parent Newsletters ♦

School Vision, Mission, and Goals ♦

Business and/or Community Resource Agreements ♦

Student Achievement Data ♦ ♦ ♦ ♦ ♦ ♦

Documentation of Progress Monitoring ♦

Master Schedule ♦

Professional Development Plan for the School ♦

Agendas and Rosters for Professional Learning Community Meetings ♦

School Budget ♦ ♦

School Handbook ♦

Rosters of Meeting Attendees ♦

Discipline Referrals ♦

*All principals are required to discuss these artifacts with their supervisors/evaluators.

Except for the three required artifacts, those listed in Exhibit 8 are examples of items that may be used to provide

evidence of proficiency on any given standard. The evaluator or principal/assistant principal being evaluated may use

additional artifacts to address specific issues that need to be addressed.

Scoring the Rubric

Determining the principal’s professional practices rating is a three-step process that involves determining the ratings for

individual elements and standards and using those ratings to determine the overall rating on professional practices. The

three-step process for determining ratings is outlined below.

1. Rating the Elements

The principal/assistant principal or evaluator should score each element within a standard to determine the level of

performance for that element. For example, Standard I, Principals demonstrate strategic leadership, has four elements:

Element a: School Vision, Mission and Strategic Goals: Principals collaboratively develop the vision, mission,

values, expectations and goals of the school, collaboratively determine the processes used to establish these

foundations, and facilitate their integration into the life of the school community.



Element b: School Plan: Principals ensure that a plan is in place that supports improved academic achievement

and developmental outcomes for all students, and provides for data-based progress monitoring.

Element c: Leading Change: Principals solicit input and collaborate with staff and their school community to

implement strategies for change and improvements that result in improved achievement and developmental

outcomes for all students.

Element d: Distributive Leadership: Principals create and utilize processes to distribute leadership and support

collaborative efforts.

The person completing the rubric should score each element separately. The collective individual element scores will

determine the overall score for the standard and the scores for the standards will determine the overall professional

practices rating. The discussion below illustrates this process in a step-by-step format.

The rater should begin with the left-hand column of the rubric and mark each professional practice that describes the

performance of the principal/assistant principal for the period for which he or she is being evaluated. (See Exhibit 9.) To

determine the rating for each element, the rater:

1. Examines rating level Not Evident to determine whether any of the professional practices describe the behaviors

of the principal/assistant principal. If only the professional practice(s) described under rating level Not Evident

and no professional practices under any of the other rating levels are marked, the rating level for the element

under consideration is Not Evident. If, however, any of the professional practices under Partially Proficient,

Proficient, Accomplished, or Distinguished are marked, then the lowest rating the principal will receive is

Partially Proficient.

2. If the professional practices under rating level Not Evident are not marked, the rater moves to rating levels

Partially Proficient through Exemplary. For Standards I through VI, all professional practices that describe the

principal/assistant principal’s performance should be marked.

3. The rating for each element is the highest rating for which all professional practices are marked and all

professional below that level are marked. As illustrated in Exhibit 10, the principal/assistant principal would be

rated as Partially Proficient on the School Vision, Mission and Strategic Goals element. Even though at least one

professional practice under each rating level was marked, the level Partially Proficient is the highest rating for

which all professional practices were marked and all professional practices below that rating were marked.

Likewise, the principal/assistant principal would be rated as Partially Proficient on School Improvement Plan,

Accomplished on Leading Change and Exemplary on Distributive Leadership.



Exhibit 11: The Rubric Scoring Process Standard I: Principals Demonstrate Strategic Leadership

Not Evident Partially Proficient Proficient

(Meets State Standard) Accomplished Exemplary

a. School Vision, Mission and Strategic Goals: Principals collaboratively develop the vision, mission, values, expectations and goals of

the school, collaboratively determine the processes used to establish these foundations, and facilitate their integration into the life of the

school community.

There is inadequate

evidence that the vision,

mission, values, beliefs

and goals of school are:

Familiar to staff and

other stakeholders.

Collaboratively

developed by

school

administrators.

Integrated into the

life of the school

community..

The Principal assures that

the school’s vision,

mission, and strategic

goals are:

Developed through a



stakeholder groups.


the school.


communications with

staff and other

stakeholders.

Routinely updated.

. . . and

The Principal

collaboratively establishes

strategic goals that are:

Focused on student

achievement.



information.


priorities.

Measurable.

Rigorous.

Concrete.

Utilizes stakeholder

groups to integrate the

vision, mission and

strategic goals into the

school.

. . . and

School staff members:

Incorporate strategies to

address strategic goals

into their instructional

plans.

. . . and

School staff and other

stakeholders:

Assume leadership

roles in updating the

school’s vision,

mission, and

strategic goals.

Assume

responsibility for

collaboratively

implementing the

school’s vision,

mission, and

strategic goals.



Exhibit 12: Example of Rating All Elements for a Standard




and goals of the school, collaboratively determine the processes used to establish these foundations, and facilitate their integration into

the life of the school community.

There is inadequate

evidence that the vision,

mission, values, beliefs

and goals of school are:

Familiar to staff and

other stakeholders.

Collaboratively

developed by

school

administrators.

Integrated into the

life of the school

community.

The Principal assures that



goals are:

Developed through a



stakeholder groups.

Publicly available at the

school.


communications with

staff and other

stakeholders.

Routinely updated.

. . . and

The Principal

collaboratively establishes

strategic goals that are:

Focused on student

achievement.



information.


priorities.

Measurable.

Rigorous.

Concrete.


groups to integrate the

vision, mission and

strategic goals into the

school.

. . . and


Incorporate

strategies to address

strategic goals into

their instructional

plans.

. . . and


stakeholders:

Assume leadership


school’s vision,

mission, and

strategic goals.

Assume

responsibility for

collaboratively

implementing the

school’s vision,

mission, and

strategic goals.

Element b: School Plan: Principals ensure that a plan is in place that supports improved academic achievement and developmental

outcomes for all students, and provides for data-based progress monitoring.

There is inadequate

evidence that the

Principal:

Implements systems

and processes for

planning and

managing change.

Works

collaboratively

develop the school

plan.

Monitors the

school’s progress

toward achieving

strategic goals and

objectives.

The Principal

communicates effectively

to staff and other

stakeholders:

Personal commitment to

continuous school and

district improvement.

Components of school’s

plan.

Progress toward

meeting school goals

and outcomes.

. . . and

The Principal establishes

clear and consistent

processes and systems to:

Monitor progress toward

achieving school goals

and student outcomes.

Regularly revise school

goals and outcomes

based on progress

monitoring data.

. . . and


stakeholders:

Adhere to

established

processes and

procedures.

Fully and

conscientiously

implement the school

plan.

Address barriers to

achieving school’s

vision, mission, and

strategic goals.

. . . and

School staff members

accept responsibility for:

Tracking progress of

all students.

Collaboratively

developing short-term

and long-term plans

to address barriers to

positive change.





Element c: Leading Change: Principals solicit input and collaborate with staff and their school community to implement strategies

for change and improvements that result in improved achievement and developmental outcomes.

There is inadequate

evidence that the

Principal:

Acknowledges the

importance of

meaningful change.

Has processes in place

for:

Resource allocation.

Addressing barriers

to change.

The Principal:

Embraces opportunities

to bring about positive

changes.

Provides support for

change efforts within

the school.

Coaches others in

leading change.

. . . and


clear and effective

processes to:

Select the school’s

leadership team.

Provide opportunities for

all staff to engage in

school change efforts.

Drive planning,

monitoring, and resource

allocation processes.

Manage change.

. . . and


Lead school planning

efforts.

Anticipate, identify

and address barriers to

positive change.

Take action to address

barriers to achieving


mission and goals.

. . . and


accept responsibility

for:

Leading school

change efforts.

Using progress

monitoring data to

design plan

revisions.

Setting challenging

student learning

goals.

Element d: Distributive Leadership: Principals create and utilize processes to distribute leadership and support collaborative efforts

throughout the school among Teachers and Administrators.

There is inadequate

evidence that the

Principal:

Involves staff and

stakeholders in the

school’s decision

making processes.

Collects input from

staff and other

stakeholders.

Uses staff and

stakeholder input to

inform decisions.

The Principal:

Assumes responsibility

for decision making

process.

Includes parents,

families, and the larger

school community in

decision making

processes.

Makes decisions

unilaterally when

necessary.

. . . and

The Principal involves

school staff members in:

Selecting and

implementing effective

improvement strategies.

Monitoring progress

towards achieving the

school’s mission, vision

and goals.

Developing and

implementing the

school’s mission,

vision, and goals.

. . . and


take responsibility for:

Monitoring progress



strategic goals.

Leading planning and

monitoring efforts

. . . and

Staff and other

stakeholders:

Participate in

meaningful school

leadership activities.

Assume responsibility

for making decisions

related to

implementation of the

school plan.



2. Rating the Standards

The rating for each standard is determined by the total number of points accumulated on

individual element ratings for that standard. For example, a rating level of Not Evident

receives zero (0) points and a rating level of Exemplary receives four (4) points. As

Exhibit 11 illustrates, the points for each standard are added together and the rating for the

standard is determined based on the total number of points possible for that standard. In

this case, the ratings for individual elements add to six (6), which results in a rating of

Partially Proficient for the standard.

Exhibit 13: Determining the Rating for a Standard

Ratings: NE

(0)

PP

(1)

P

(2)

A

(3)

Ex

(4)

Total

Points Determining the Overall Standard

Rating:

0 to 2 points = Not Evident

3 to 6 points = Partially

Proficient

7 to 10 points = Proficient

11 to 14 points = Accomplished

15 to 16 points = Exemplary

Overall Rating for Standard I =

Partially Proficient

a. School Vision,

Mission, and

Strategic Goals

♦ 1

b. School Plan ♦ 1

c. Leading Change ♦ 3

d. Distributive

Leadership

♦ 1

Number of Points per

Rating at this Level 0 1 2 3 4

Total Points 3 3 6

3. Determining the Overall Professional Practices Rating

The overall rating for professional practices is determined by the individual ratings for the first six standards. The ratings

for Standard VII are used in the determination of performance on student growth. As Exhibits 12 and 13 below illustrate,

the rating for each standard is determined by the individual element ratings, and the standard ratings are used to determine

the overall rating on professional practices. Exhibit 12 provides an example of calculating the overall professional

practices rating when all standards are weighted equally, while Exhibit 13 demonstrates how to calculate the rating when

the district chooses to weight the standards differently.

Methodology for determining ratings on Standard VII will be developed during the 2011-12 school year. Standard VII is

included in all tables and forms but not ratings will be used during the beta test period. Standard VII and use of student

growth measures will be incorporated for the validity study beginning during the 2012-13 school year.



Exhibit 14: Determining the Overall Professional Practices Rating (all standards weighted equally)

Standard Element

Rating Not

Evident

Partially

Proficient Proficient Accomplished Exemplary

(0 pts.) (1 pt.) (2 pts.) (3 pts.) (4 pts.)

I.

Strategic Leadership

a. School Vision, Mission and Strategic Goals ♦

b. School Plan ♦

c. Leading Change ♦

d. Distributive Leadership ♦

Overall Rating for Standard I ♦

II.

Instructional

Leadership

a. Curriculum, Instruction, Learning and

Assessment ♦

b. Instructional Time ♦

c. Implementing High Quality Instruction ♦

d. High Expectations for All Students ♦

e. Instructional Practices ♦

Overall Rating for Standard II ♦

III.

School Culture and

Equity Leadership

a. Intentional and Collaborative School

Culture ♦

b. Commitment to the Whole Child ♦

c. Equity Pedagogy ♦

d. Efficacy, Empowerment and a Culture of

Continuous Improvement ♦

Overall Rating for Standard III ♦

IV.

Human Resource

Leadership


Communities ♦


Dismissal of Staff ♦

c. Teacher and Staff Evaluation ♦

Overall Rating for Standard IV ♦

V.

Managerial

Leadership

a. School Resources and Budget ♦

b. Conflict Management and Resolution ♦

c. Systematic Communication ♦

d. School-wide Expectations for Students and

Staff ♦

e. Supporting Practices and Agreements ♦

f. Ensuring an Orderly and Supportive

Environment ♦

Overall Rating for Standard V ♦

VI.

External Dev.

Leadership


Outreach ♦

b. Professional Leadership Responsibilities ♦

c. Advocacy for the School ♦

Overall Rating for Standard VI ♦

Overall Rating for Professional Practices

Rating Scale for Overall Professional Practices Rating Total Points Overall Rating on Professional Practices

Total Points for Overall Ratings on Standards:

10 points

Overall Rating on Professional Practices for All

Standards = Partially Proficient

0 to 5 Not Evident

6 to 10 Partially Proficient

11 to 15 Proficient

16 to 20 Accomplished

21 to 24 Exemplary



Exhibit 15: Determining the Overall Professional Practices Rating (standards weighted by district)

Standard Element

Rating Not

Evident

Partially


(0 pts.) (1 pt.) (2 pts.) (3 pts.) (4 pts.)

I.

Strategic Leadership

a. School Vision, Mission and Strategic Goals ♦

b. School Plan ♦

c. Leading Change ♦

d. Distributive Leadership ♦

Overall Rating for Standard I ♦

II.

Instructional

Leadership


Assessment ♦

b. Instructional Time ♦

c. Implementing High Quality Instruction ♦

d. High Expectations for All Students ♦

e. Instructional Practices ♦


III.

School Culture and

Equity Leadership

a. Intentional and Collaborative School Culture ♦

b. Commitment to the Whole Child ♦

c. Equity Pedagogy ♦


Continuous Improvement ♦


IV.

Human Resource

Leadership


Communities ♦


Dismissal of Staff ♦

c. Teacher and Staff Evaluation ♦

Overall Rating for Standard IV ♦

V.

Managerial

Leadership

a. School Resources and Budget ♦

b. Conflict Management and Resolution ♦

c. Systematic Communication ♦


Staff ♦

e. Supporting Practices and Agreements ♦


Environment ♦


VI.

External Dev.

Leadership


Outreach ♦

b. Professional Leadership Responsibilities ♦

c. Advocacy for the School ♦





Standard Rating

Number of

Points for this

Rating

Weight Assigned by

District (Total must

equal 100)

Weighted Points

for Standard

1 Partially

Proficient

1 10 10

2 Proficient 2 20 40



5 Partially

Proficient

1 15 15


Total 12 100 185

Rating Scale for Overall Rating (standards weighted by district)

Total Points Overall Rating on Professional Practices

Total Points: 185

Overall Professional Practices Rating:

Accomplished

0 to 30 Not Evident


91 to 150 Proficient


211 to 240 Exemplary

The following set of exhibits provides an example of how to complete the summary forms, Professional

Performance plan, goal-setting form and the mid-year review.



Exhibit 16: Principal/Assistant Principal Summary Evaluation Worksheet

This form should be completed by the evaluator prior to the final evaluation and goal-setting meeting held each spring.

The school administrator and evaluator should discuss the contents of this form, the accompanying Summary Evaluation

Sheet, and the goal-setting form and agree on the professional practices ratings as well as the recommended actions for

improvement, resources needed to accomplish those actions, and a determination of how the school administrator and

evaluator will know improvements have been made.


Elements NE PP P A Ex

Element a: School Vision, Mission and Strategic Goals: Principals collaboratively develop the vision,

mission, values, expectations and goals of the school, collaboratively determine the processes used to

establish these foundations, and facilitate their integration into the life of the school community. ♦

Element b: School Plan: Principals ensure that a plan is in place that supports improved academic

achievement and developmental outcomes for all students, and provides for data-based progress

monitoring. ♦

Element c: Leading Change: Principals solicit input and collaborate with staff and their school

community to implement strategies for change and improvements that result in improved achievement

and developmental outcomes for all students. ♦

Element d: Distributive Leadership: Principals create and utilize processes to distribute leadership and

support collaborative efforts throughout the school among Teachers and Administrators. ♦

Overall Rating for Standard I ♦ Comments:

Needs to improve planning processes within the school, particularly those related

to the development of the school’s strategic plan.

Wonderful work on change management and evaluating staff.

Recommended actions for improvement:

Mentoring and coaching by other principals who have well-established

strategic plans.

Training on how to do strategic and comprehensive planning.

Resources needed to complete these actions:

Registration fees and travel for training

Evidence or documentation to support ratings:


Number and percent of Ineffective, Effective, and

Highly Effective Teachers

Teacher and Staff Feedback


Quarterly Reports to SAC

Teacher Lesson Plans

Minutes of planning sessions

Teacher Turnover Rates

Supervisor feedback

Parent and community member feedback

Emails and memos to staff

Parent newsletters

Descriptions of processes and procedures ICAP





Standard II: Principals Demonstrate Instructional Leadership


Element a: Curriculum, Instruction, Learning and Assessment: Principals promote school-wide efforts

to establish, implement and refine appropriate expectations for curriculum, instructional practices,

assessment and use of data on student learning based on scientific research and evidence-based practices

that result in student academic achievement.

♦

Element b: Instructional Time: Principals create processes and schedules which maximize instructional,

collaborative and preparation time.

♦

Element c: Implementing High-quality Instruction: Principals support Teachers through ongoing,

actionable feedback and needs-based professional development to ensure that rigorous, relevant and

evidence-based instruction and authentic learning experiences meet the needs of all students and are

aligned across P-20.

♦

Element d: High Expectations for all Students: Principals hold all staff accountable for setting and

achieving rigorous performance goals for all students, and empower staff to achieve these goals across

content areas.

♦

Element e: Instructional Practices: Principals demonstrate a rich knowledge of effective instructional

practices, as identified by research on best practices, in order to support and guide Teachers in data-based

decision making regarding effective practices to maximize student success.

♦


Comments:

Overall, a good job on developing a strong instructional program in the school.


During the coming year, suggest that you lead the school into deeper discussions

of how to assure that all groups of students are exposed to a more rigorous

approach to learning.






Supervisor Feedback

Teacher Feedback

TELL Survey

360 Survey

Parent Survey

Student Survey

Percent and number of Highly Effective, Effective,

and Ineffective Teachers

Revised curriculum and instructional approaches

used in the school



Standard III: Principals Demonstrate School Culture and Equity Leadership


Element a: Intentional and Collaborative School Culture: Principals articulate, model and positively

reinforce a clear vision and values of the school’s culture, and involve students, families and staff in

creating an inclusive and welcoming climate that supports it.

♦

Element b: Commitment to the Whole Child: Principals promote the cognitive, physical, social and

emotional health, growth and skill development of every student. ♦

Element c: Equity Pedagogy: Principals demonstrate a commitment to a diverse population of students by

creating an inclusive and positive school culture, and provide instruction in meeting the needs of diverse

students, talents, experiences and challenges in support of student achievement.

♦

Element d: Efficacy, Empowerment and a Culture of Continuous Improvement: Principals and their

leadership team foster a school culture that encourages continual improvement through reliance on

research, innovation, prudent risk-taking, high expectations for all students and Teachers, and a valid

assessment of outcomes.

♦


Comments:

It appears that, while good progress is being made in this area, there is still work

to be done on outcomes assessment and continuous improvement. Great work on

equity. It shows up as an area of strength in all of the feedback received this

year.


Study groups or professional learning communities devoted to use of data for the

purpose of improving the level and quality of involvement of all facets of the

school community.






Supervisor Feedback

Teacher Feedback

TELL Survey

360 Survey

Parent Survey

a. Student Survey





Element a: Professional Development/Learning Communities: Principals ensure that the school is a

professional learning community that provides opportunities for collaboration, fosters Teacher learning and

develops Teacher leaders in a manner that is consistent with local structures, contracts, policies and

strategic plans.

♦

Element b: Recruiting, Hiring, Placing, Mentoring, and Dismissal of Staff: Principals establish and

effectively manage processes and systems that ensure a knowledgeable, high-quality, high-performing

staff.

♦

Element c: Teacher and Staff Evaluation: Principals evaluate staff performance using the District’s

Educator evaluation system in order to ensure that Teachers and staff are evaluated in a fair and equitable

manner with a focus on improving Teacher and staff performance and, thus, student achievement.

♦

Overall Rating for Standard IV ♦ Comments:

Overall, meeting standard here. Suggest that you use the suggestions from

Standard III above to also improve the work in this area. Nice job on the teacher

and staff evaluation in general. Keep up the good work and continue to take the

new system seriously.







Supervisor Feedback

Teacher Feedback

TELL Survey

360 Survey

Parent Survey

Student Survey







Element a: School Resources and Budget: Principals establish systems for marshaling all available

school resources to facilitate the work that needs to be done to improve student learning, academic

achievement and overall healthy development for all students.

♦

Element b: Conflict Management and Resolution: Principals proactively and efficiently manage the

complexity of human interactions and relationships, including those among and between parents/guardians,

students and staff.

♦

Element c: Systematic Communication: Principals facilitate the design and utilization of various forms

of formal and informal communication with all school stakeholders. ♦

Element d: School-wide Expectations for Students and Staff: Principals ensure that clear expectations,

structures, rules and procedures are established for students and staff. ♦

Element e: Supporting Policies and Agreements: Principals regularly update their knowledge of federal

and state laws, and School District and board policies, including negotiated agreements, if applicable, and

establish processes to ensure that these policies, laws and agreements are consistently met and

implemented.

♦

Element f: Ensuring an Orderly and Supportive Environment: Principals ensure that the school

provides an orderly and supportive environment that fosters a climate of safety, respect, and well-being. ♦


Comments:


1. Conduct a set of faculty meetings designed to develop and communicate

expectations for students, teachers and staff.

2. Develop a communications plan to assure that all students, parents and

community members understand the expectations and repercussions of not

meeting them.

3. Routinely monitor progress toward achieving expectations.




Number and percent of Highly Effective, Effective,


Supervisor Feedback

Teacher Feedback

TELL Survey

360 Survey

Parent Survey

Student Survey



Element a: Family and Community Involvement and Outreach: Principals design and/or utilize structures

and processes which result in family and community engagement, support and ownership for the school.

♦

Element b: Professional Leadership Responsibilities: Principals strive to improve the profession by

collaborating with their colleagues, School District leadership and other stakeholders to drive the

development and successful implementation of initiatives that better serve students, Teachers and schools

at all levels of the education system. They ensure that these initiatives are consistent with federal and state

laws, School District and board policies, and negotiated agreements where applicable.

♦

Element c: Advocacy for the School: Principals develop systems and relationships to leverage the School

District and community resources available to them both within and outside of the school in order to

maximize the school’s ability to serve the best interest of students and families.

♦


Comments:





Supervisor Feedback

Teacher Feedback

TELL Survey

360 Survey

Parent Survey

Student Survey





: Principa

lExhibit 17: Goal-Setting Form for Colorado Principals and Assistant Principals

Name: Tim Johnson Prior Year Evaluation Ratings by Standard:

Position/Title: Principal I. Strategic Leadership - Partially Proficient

School(s): Park Street Middle School II. Instructional Leadership - Proficient

Grade Level(s): 6 through 8 III. School Culture and Equity

Leadership -

Accomplished

Date Developed: May 14, 2011 IV. Human Resource Leadership - Partially Proficient

Date Revised: NA V. Managerial Leadership - Partially Proficient

Supervisor Approval: ___________________________ VI. External Development

Leadership –

Accomplished

Evaluator Approval (if different from

supervisor):______________

VII. Student Growth -

List at least three schools goals for the next school year that will help the school improve in terms of quality

teaching and improved student growth. Goals should be specific, measureable, and achievable within a two to

three year time frame. Action steps associated with each goal should be achievable within one year. These goals

should be aligned with the school improvement/unified improvement plan and address areas that need to be

improved according to the results of the ratings on professional practices. Please note that this process does not

require a goal for each standard, but rather that the principal/assistant principal prioritize the work that needs to be

done and address the standards most in need of improvement.

Std. Ratings by Element and

Standard

Goal(s) for

Standard

Action Steps to

Address Goal

Anticipated

Outcome(s)

Evidence of

Achievement of

Outcome(s)

Timeline

I.

Str

ate

gic

Lea

der

ship

a.

Vision, Mission

and Goals

Partially

Proficient

Build upon

accomplishe

d change

leadership

skills to

develop a

strong

strategic

plan for the

school.

1. Initiate an

internal planning

team to support

planning efforts.

2. Solicit

community

support.

3. Assign staff to

leadership roles

in the plan

development.

4. Align with

Unified

Improvement

Plan and other

district, state

and national

initiatives.

1. A

thoughtfully

constructed

and viable

plan for the

school for

the next 5 to

10 years.

2. Staff

members

comfortable

in leadership

roles.

3. Aligned

focus on

what is

important for

the school.

1. District approved

school strategic

plan.

2. Broad based input

into the plan.

3. Leadership from

across the school

community, not just

the principal’s/

assistant principal’s

office.

May 31,

2012

b.

School Plan

Partially

Proficient

c.

Leading Change

Accomplishe

d

d.

Distributive

Leadership

Partially

Proficient

Overall

Standard I

Partially

Proficient



II.

Inst

ruct

ion

al

Lea

der

ship

a.

Curriculum,

Instruction,

Learning and

Assessment

Proficient

Establish

high but

reasonable

expectation

s for all

students

and put

supports in

place to

assure that

they are

able to

meet them.

1. Conduct a

thorough review

of student data to

determine what

students currently

know and are able

to do.

2. Align student

skills and

knowledge with

district, state, and

national

requirements.

Determine

knowledge and

skill gaps and

areas of strength

for each student.

3. Teachers, parents,

specialists, and

the students

themselves

establish short-

term and long-

term strategies for

addressing skill

gaps.

1. Closing the

achievement

gap through

implementatio

n of

individualized

learning

programs and

support from

parents.

2. Students will

achieve to

higher levels.

1. CSAP

2. End of grade and

end of year tests

3. Classroom

assessments

May 31,

2012

b.

Instructional

Time

Proficient

c.

Implementing

High Quality

Instruction

Accomplished

d.

High

Expectations for

All Students

Partially

Proficient

e.

Instructional

Practices

Proficient

Overall

Standard II Proficient

III.

Sch

oo

l C

ult

ure

an

d E

qu

ity

Lea

der

ship

a.

Intentional and

Collaborative

School Culture

Proficient

b.

Commitment to

the Whole Child

Proficient

c.

Equity Pedagogy Proficient

e.

Efficacy,

Empowerment

and a Culture of

Continuous

Improvement

Accomplished

Overall

Standard III Proficient

IV.

Hu

ma

n R

eso

urc

e L

ead

ersh

ip

a.

Professional

Development/

Learning

Communities

Proficient

b.

Recruiting,

Hiring, Placing,

Mentoring, and

Dismissal of Staff

Proficient

c.

Teacher and Staff

Evaluation

Proficient

Overall

Standard IV

Proficient



V.

Ma

na

ger

ial

Lea

der

ship

a.

School Resources

and Budget

Partially

Proficient

By June

2012,

establish a

communica

tion system

for internal

and

external

purposes

that will

enable all

interested

stakeholder

s to stay

informed

about the

work of the

school and

the

progress

students

and

teachers are

making

toward

achieving

the

school’s

goals.

1. Revamp the

school newsletter

to focus on

progress toward

meeting school

goals.

2. Create a student-

led newsletter to

share news of

importance to

students.

3. Develop email

listservs to

distribute just-in-

time information

to all school

groups.

Members of the

school

community will

be better

informed about

the school goals

and objectives

and more willing

to support efforts.

1. Copies of

newsletters and

samples of email

messages.

2. Documentation of

stakeholder

activities for and

with the school.

b.

Conflict

Management and

Resolution

Partially

Proficient

c.

Systematic

Communication

Not Evident

d.

School-wide

Expectations for

Students and

Staff

Partially

Proficient

e.

Supporting

Policies and

Agreements

Not Evident

f.

Ensuring an

Orderly and

Supportive

Environment

Proficient

Overall

Standard V Partially

Proficient



VI.

Ex

tern

al

Dev

elo

pm

ent

Lea

der

ship

a.

Family and

Community

Involvement and

Outreach

Accomplished

b.

Professional

Leadership

Responsibilities

Accomplished

c.

Advocacy for the

School

Accomplished

Overall Standard VI Accomplished



Exhibit 18: Principal Professional Performance Plan

Name: Tim Johnson Evaluation Ratings by Standard:

Position/Title: Principal I. Strategic Leadership - Partially Proficient

School(s): Park Street Middle School II. Instructional Leadership – Proficient

Grade Level(s): 6 through 8 III. School Culture and Equity

Leadership -

Proficient

Date Developed: May 17, 2012 IV. Human Resource

Leadership –

Proficient

Date Revised: _____________________________________________ V. Managerial Leadership – Partially Proficient

Supervisor Approval: ______________________________________ VI. External Development

Leadership -

Accomplished

Evaluator Approval (if different from supervisor):______________ VII. Student Growth -

Record three Professional Performance goals aligned with your evaluation results. Your goals should be specific and

measurable. While each of the goals is important, they should be listed in rank order with the most important listed

first. Also record the action steps required to address each growth goal. Please insert additional rows if additional

steps are needed.

Action Step

Who is

responsible for

support and/or

mentoring?

Role of Responsible

Person

Data to be collected

to demonstrate

progress

Dates data

will be

collected (at

least twice

during the

year)

Evidence of Progress

Toward Achieving Goal

Professional Performance Goal #1: Improve strategic leadership skills.

1. Distribute

leadership

tasks

throughout

the school.

Assoc. Supt. For

Curriculum and

Instruction

Monitor progress of

plan development,

coach Arne when he

needs it to keep

efforts moving

forward. Offer

suggestions about

who should be in

leadership roles.

Names of people

involved in

developing plan,

their roles and

responsibilities, and

how they perceive

their reception as

school leaders.

1. Prior to

team

selection.

2. Upon plan

completio

n

School staff and

stakeholders will report

that they have assumed

more responsible

leadership roles within

the school, and they will

be able to discuss what

this has meant to them

personally and to their

future efforts to improve

school culture and

instructional quality.

2. Include

maintenance

of high

quality

school

leadership in

strategic

plan.

Principals, Tim

Johnson

Routinely (at least

monthly) review the

status of planning

efforts with an eye

toward who is

working well and

who isn’t, who needs

support, and whether

the project is on time.

Qualitative data

related to staff

members’ perceived

abilities to complete

tasks and beliefs

about willingness to

continue working on

this effort during

subsequent years.

1. Prior to

first

meeting of

team.

2. Upon plan

completio

n.

Staff members will report

that they are more likely

to continue in school

leadership roles at the

close of the year than

they were at the

beginning of the year.

3. Provide for

routine

update of

strategic

plan, with

staff leading

revision

efforts.

Principal, Tim

Johnson

Build into the

strategic plan a

requirement that it be

reviewed and updated

at least annually, with

a major update when

goals have been met

or every five (5)

Copy of strategic

plan.

May 15, 2012 Some previously resistant

staff members will

volunteer to be planning

team leaders and to lead

the revision efforts on a

long-term basis.



Action Step

Who is

responsible for

support and/or

mentoring?

Role of Responsible

Person

Data to be collected

to demonstrate

progress

Dates data

will be

collected (at

least twice

during the

year)

Evidence of Progress

Toward Achieving Goal

years.

Professional Performance Goal #2: Improve personal communication skills.

1. Attend

CASE

workshop on

effective

communicati

on strategies.

Assistant

Superintendent for

Curriculum and

Instruction

CASE Facilitator

Help principal apply

skills learned during

workshop.

TELL survey results

on communication

within the school.

Beginning of

year (collected

by principal)

End of year

(collected

through TELL)

TELL survey will

indicated that school staff

believe they are better

informed about what is

going on in the school

and how they can help to

support improvement

strategies.

2. Ask

principal of

Elm Street

Elementary

School to

mentor my

communicati

on skills.

Principal of Elm

Street Elementary

School

Assistant

Superintendent for

Curriculum and

Instruction

Be available to

answer questions,

observe behaviors,

review materials, and

other activities

designed to improve

quality of

communication.

Samples of

communications

shared within school

community.

During first

month of

school.

During last

month of

school.

Improvements in the

quality, frequency, and

topics included in internal

communications.

3.

Professional Performance Goal #3:

1.

2.

3.



Exhibit 19: Mid-Year Performance Discussion

Name: __________________________________________________

Position/Title: ____________________________________________

School(s): ________________________________________________

Grade Level(s): ___________________________________________

Date: __________________________________________

Supervisor or Evaluator Approval:

______________________________________

School Goals and Action Steps Status of Action Steps

Barriers to

Successful

Completion by

Year End

Strategies to

Address Barriers Comments

Professional Performance

Goals and Action Steps Status of Action Steps

Barriers to

Successful

Completion by

Year End

Strategies to


1.

2.

3.



Glossary

NOTE: Items in this section marked with an “*” were taken directly from the “Rules for Administration of a Statewide

System to Evaluate the Effectiveness of Licensed Personnel Employed by School Districts and Boards of Cooperative

Services” approved by the Colorado Department of Education.

Administrator* means any person who administers, directs, or supervises the education instructional program, or a

portion thereof, in any school or School District in the state and who is not the chief executive officer or an assistant chief

executive officer of such school or a person who is otherwise defined as an Administrator by his or her employing School

District or BOCES.

Aggregation is the combining of multiple measures.

Analyzing student growth for “non-tested” subjects and grades: methods that should be used to analyze the evidence

and data elicited from the measurement tools for courses without at least two years of state summative assessment data.

Analyzing student growth for “tested” subjects and grades: methods that should be used to analyze the evidence and

data elicited from the measurement tools for courses without at least two years of state summative assessment data.

Artifacts are the documents, materials, processes, strategies, and other information that result from the normal and

customary day-to-day work of principals and assistant principals. To effectively address the requirements of the

evaluation system, it is not necessary for principals and assistant principals to collect all of the artifacts listed as examples

for each standard. In fact, they may choose not to use any artifacts so long as they and their evaluators agree on their

rating levels. Artifacts other than those included as examples may also be used. Artifacts are used only if either the

principal/assistant principal or the evaluator believes that additional evidence is required to convince the other of the

accuracy of the self-assessment as compared to the evaluator’s assessment of the principal/assistant principal’s

performance.

BOCES* or Board of Cooperative Services shall have the same meaning as provided in section 22-5-103 (2), C.R.S.

Classroom Observations: Used to measure observable classroom processes including specific teacher practices, aspects

of instruction, and interactions between teachers and students. Classroom observations can measure broad, overarching

aspects of teaching or subject-specific or context-specific aspects of practice.

Colorado Academic Standards* mean the standards adopted by the State Board pursuant to section 22-7-1005, C.R.S.,

that identify the knowledge and skills that a student should acquire as the student progresses from preschool through

elementary and secondary education, and include English language proficiency standards. Section 22-7-1013, C.R.S.,

requires each local education provider to ensure that its preschool through elementary and secondary education standards

meet or exceed the Colorado Academic Standards. When referenced in these rules, the Colorado Academic Standards may

be substituted with these locally adopted standards.

Colorado Model Evaluation System: The fair, equitable, and valid educator evaluation system provided by the Colorado

Department of Education to Colorado’s school districts to enable them to meet the requirements of S.B. 10-191.

Comments may be provided by the principal/assistant principal and/or the evaluator. Both have the opportunity to

provide comments on the performance of the principal/assistant principal.

Department* means the Colorado Department of Education created pursuant to section 24-1-115, C.R.S.



Educator* means a Principal, Administrator, or Teacher.

Element* means the detailed description of knowledge and skills that contribute to effective teaching and leading, and

which corresponds to a particular Principal Quality Standard or Teacher Quality Standard.

Equity Pedagogy* refers to a commitment to a diverse population of students, demonstrated by the creation of an

inclusive and positive school culture and strategies that meet the needs of diverse student talents, experiences and

challenges. Equity pedagogy values students’ individual backgrounds as a resource and utilizes approaches to instruction

and behavioral supports that build on student strengths.

Evaluatee: Person being evaluated.

Evidence Provided by Artifacts describes the unique information that each artifact used in the evaluation provides above

and beyond that provided by performance ratings. The evidence is used to support adjustments to ratings during the end-

of-year discussion between the principal/assistant principal and evaluator to determine final ratings for the

principal/assistant principal.

Expected Growth is a student’s expected/predicted performance on a current year test given his or her previous year’s

test score. This information is obtained by regressing the current year test score on the prior year test score. In other

words, estimating expected growth addresses the question, “Compared to students with the same prior test score, is the

current year test score higher or lower than would be expected?”

Formative Assessment is a process used by teachers and students during instruction that provides feedback to adjust

ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.

Gain Score Model: A gain score model measures year-to-year change by simply subtracting the prior year score from

the current year score.

Growth Models: Traditional definitions of growth models indicate they are models that measure student achievement

growth from one year to the next by tracking the same students. This model addresses the question, “How much, on

average, did students’ performance change from one grade to the next?” To permit meaningful interpretation of student

growth, the model implicitly assumes that the measurement scales across grades are vertically linked (i.e., that student

scores on different tests across grades are directly comparable and represent a developmental continuum of knowledge

and skill). An alternate understanding of growth models as put forth by Damian Betebenner is a model that examines

performance of students with identical prior achievement scores and computes a percentile for each student indicating the

probability of that outcome given the student’s starting point, which can be used to gauge whether or not the student’s

growth was atypically high or low (Growth, Standards and Accountability, The Center for Assessment, April 2009:

http://www.nciea.org/publications/growth and Standard_DB09.pdf).

Interim Assessments: A term generally used to refer to medium scale, medium-cycle assessments currently in wide use.

Interim assessments: 1) evaluate students’ knowledge and skills relative to a specific set of academic goals, typically

within a limited time frame, and, 2) are designed to inform decisions at both the classroom and beyond the classroom

level, such as the school or district level. Thus, they may be given at the classroom level to provide information for the

teacher, but unlike true formative assessments, the results of interim assessments can be meaningfully aggregated and

reported at a broader level.

Licensed Personnel* mean any persons employed to instruct students or to administer, direct, or supervise the

instructional program in a school in the state that hold a valid license or authorization pursuant to the provision of article

60.5 of title 22, Colorado Revised Statutes.

http://www.nciea.org/publications/growth%20and%20Standard_DB09.pdf



Measures of Student Academic Growth* mean the methods used by School Districts and BOCES for measuring

Student Academic Growth in order to evaluate Licensed Personnel.

Multiple Measures of Student Learning: The various types of assessments of student learning, including for example,

value-added or growth measures, curriculum-based tests, pre-/post- tests, capstone projects, oral presentations,

performances, or artistic or other projects.

Multiple Measures of Teacher/Principal/Assistant Principal Performance: The various types of assessments of

teachers’ performance, including, for example, classroom observations, student test score data, self-assessments, or

feedback from other staff members, parents, students, or community members.

Non-tested Grades and Subjects: The grades and subjects that are not required to be tested under the Federal

Elementary and Secondary Education Act.

Norm-referenced: A type of test or assessment that yields an estimate of the tested individual’s performance evaluation

relative to a predefined population, with respect to the trait being measured. This type of test determines whether the test

taker performed better or worse than other test takers, but not whether the test taker knows either more or less material

than is necessary for a given purpose.

Other Assessments: The development and/or adaptation of other measures of student growth for non-tested grades and

subjects used across schools or districts. These measures may include early reading measures; standardized end-of-course

assessments; formative assessments; benchmark, interim, or unit assessments; and standardized measures of English

language proficiency. Other assessments may be developed at either the state education agency or local education agency

level. Teacher-developed assessments of student learning or growth also may fall into this category when those

assessments meet expectations for rigor and comparability across classrooms in a district or across classrooms statewide.

Performance Evaluation Rating* means the summative evaluation rating assigned by a School District or BOCES to

licensed personnel and reported to the Department on an annual basis. It is the equivalent of a “performance standard,” as

defined in section 22-9-103 (2.5), C.R.S.

Performance Standards: Levels of effectiveness established by rule of the state board pursuant to section

22-9-105.5(10).

Pilot Period* means the time during which the Department will collaborate with School Districts and BOCES to develop,

define, and improve the State Model System. The Pilot Period will end on July 2013 or when the State Model System

based on the Principal and Teacher Quality Standards has been completed, and the commissioner has provided notice of

such implementation to the revisor of statutes, whichever is later.

Policy: The formal guidance needed to coordinate and execute activity throughout an institution. When effectively

deployed, policy statements help focus attention and resources on high priority issues – aligning and merging efforts to

achieve the institutional vision. Policy provides the operational framework within which the institution functions.

Principal* means a person who is employed as the chief executive officer or an assistant chief executive officer of a

school in the state and who administers, directs, or supervises the education program in the school.

Principal Evaluation System Framework* means the complete evaluation system that all School Districts and BOCES

shall use to evaluate Principals employed by them. The complete Principal Evaluation System Framework includes the

following component parts: (i) definition of Principal Effectiveness set forth in section 2.01 of these rules, (ii) the

Principal Quality Standards described in section 2.02 of these rules, (iii) required elements of a written evaluation system



described in section 5.01 of these rules, and (iv) the weighting and aggregation of evidence of performance that are used

to assign a Principal to one of four Performance Evaluation Ratings as described in section 2.03 of these rules.

Principal Professional Performance Plan* means the plan required by section 22-9-105.5 (3), C.R.S., and is a written

agreement developed by a Principal and School District administration or local school board that outlines the steps to be

taken to improve the Principal's effectiveness. The Principal Professional Performance Plan shall include professional

development opportunities.

Principal Quality Standard*” means the Professional Practice or focus on Student Academic Growth needed to achieve

effectiveness as a Principal.

Professional Practice* means the behaviors, skills, knowledge and dispositions that Educators should exhibit. Teacher

Quality Standards I-V and Principal Quality Standards I-VI address the Professional Practice standards for Educators in

Colorado.

Quality Standards for Professional Practice: The behaviors, skills, knowledge, and dispositions teachers should

exhibit. Within the Council’s proposed framework, these are the 6 (teachers) or 7 (principals) major categories that serve

as the basis of judging educators as effective or not.

Rating Scale: Describes the principal’s performance on professional practices with respect to state performance

standards.

Not Evident: Principal/Assistant Principal does not meet state performance standard and does not demonstrate


Partially Proficient: Principal/Assistant Principal does not meet state performance standard but is demonstrating


Proficient: Principal meets state performance standard.

Accomplished: Principal exceeds state standard.

Exemplary: Principal significantly exceeds state standard.

Reliability: The ability of an instrument to measure consistently across different raters and contexts.

Resource Bank: A collection of tools, materials, and other resources provide by the Colorado Department of Education to

enable Colorado’s school districts to implement the Colorado Model Evaluation System and meet the requirements of

S.B. 10-191.

School Administrator: See “Administrator.”

School District or District* means a School District organized and authorized by section 15 of Article IX of the state

constitution and organized pursuant to article 30 of title 22, Colorado Revised Statutes.

State Board* means the State Board of Education established pursuant to Section 1 of Article IX of the state constitution.

State Council* means the state council for Educator effectiveness established pursuant to article 9 of title 22.

School Improvement Plan: See Unified Improvement Plan.

Senate Bill 10-191: Known as the ENSURING QUALITY INSTRUCTION THROUGH EDUCATOR

EFFECTIVENESS (EQUITEE) bill, S.B. 10-191 is the guiding legislation for Colorado’s work on educator effectiveness

issues.



(http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/EF2EBB67D47342CF872576A80027B078?open&file=19

1_enr.pdf)

Shared Attribution or Measures of Collective Performance: The use of measures required by the current provisions of

the Elementary and Secondary Education Act and/or other standardized assessments used to measure the performance of

groups of teachers. Measures of collective performance may assess the performance of the school, grade level,

instructional department, teams or other groups of teachers. These measures can take a variety of forms including

schoolwide student growth measures, team-based collaborative achievement projects, and shared value-added scores for

co-teaching situations.

Stakeholders: Teachers, parents, students, community members, business persons, and others who have an interest in the

well-being of the school.

State Model System* means the personnel evaluation system and supporting resources developed by the Department,

which meets all of the requirements for local personnel evaluation systems that are outlined in statute and rule.

State Scoring Framework: This framework outlines how data collected around the professional practice of teachers,

principals, and assistant principals and the student growth outcomes for students in the school should be combined in

order to make a singular judgment about the person being evaluated.

State Scoring Framework Matrix: A matrix that will be adopted by all districts statewide to assign teachers and

principals to appropriate performance standard ratings based on locally-calculated professional practice and student

growth scores. The process of assigning cut scores and determining where performance ratings go within the matrix will

be undertaken by CDE after examining the data gathered during the pilot and rollout phases.

Statewide Summative Assessments* mean the assessments administered pursuant to the Colorado student assessment

program created in section 22-7-409, C.R.S., or as part of the system of assessments adopted by the State Board pursuant

to section 22-7-1006, C.R.S.

Student Academic Growth means the change in student achievement against Colorado Academic Standards for an

individual student between two or more points in time, which shall be determined using multiple measures, one of which

shall be the results of Statewide Summative Assessments, and which may include other standards-based measures that are

rigorous and comparable across classrooms of similar content areas and levels. Student Academic Growth also may

include gains in progress towards postsecondary and workforce readiness, which, for Principals, may include performance

outcomes for successive student cohorts. Student Academic Growth may include progress toward academic and functional

goals included in an individualized education program and/or progress made towards Student Academic Growth

Objectives.

Student Academic Growth Objectives* mean a participatory method of setting measurable goals, or objectives for a

specific assignment or class, in a manner aligned with the subject matter taught, and in a manner that allows for the

evaluation of the baseline performance of students and the measureable gain in student performance during the course of

instruction.

Summary of Ratings for the Standard: At the end of the rubric for each standard is a section for summarizing

individual element ratings for the standard. Summary rating are also included in the summary rating worksheet, where the

evaluator and the principal/assistant principal being evaluated will review all standard and element ratings and determine

the overall professional practices rating.

http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/EF2EBB67D47342CF872576A80027B078?open&file=191_enr.pdf

http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/EF2EBB67D47342CF872576A80027B078?open&file=191_enr.pdf



Teacher* means a person who holds an alternative, initial, or professional Teacher license issued pursuant to the

provisions of article 60.5 of title 22 and who is employed by a School District, BOCES or a charter school in the state to

instruct, direct, or supervise an education program.

Teacher Evaluation System Framework* means the complete evaluation system that all School Districts and BOCES

shall use to evaluate Teachers employed by them. A diagram of the complete Teacher Evaluation System Framework

includes the following component parts: (i) definition of Teacher Effectiveness set forth in section 3.01 of these rules, (ii)

the Teacher Quality Standards described in section 3.02 of these rules, (iii) required elements of a written evaluation

system described in section 5.01 of these rules, (iv) the weighting and aggregation of evidence of performance to assign a

Teacher to one of four Performance Evaluation Ratings as described in section 3.03 of these rules, and (iv) the opportunity

to appeal an ineffective rating as contemplated in section 22-9-105.5(3)(e)(VII), C.R.S.

Teacher Feedback: SB. 10-191 requires that all educator evaluation systems include opportunities for teachers to

provide feedback on the performance of their principals. The Colorado Model Educator Evaluation System provides this

opportunity through the use of required artifacts described for each standard. There are a number of possibilities for

artifacts that may be used to satisfy this requirement. The CDE provides the TELL survey at no charge to schools and

districts. In addition, a number of districts are already using the ValEd principal feedback system and the Balanced

Leadership Profile as feedback measures. Should districts choose, they may also develop their own measures or adopt

other measures to satisfy this requirement.

Teacher Quality Standard* means the Professional Practices or focus on Student Academic Growth needed to achieve

effectiveness as a Teacher.

Teacher Turnover Rate: The rate at which teachers leave a school prior to retirement. This is calculated by dividing the

number of teachers who resign from or transfer out of a school by the total number of teachers who work at the school.

TELL Survey: The Teaching Empowering Leading and Learning Survey is a statewide survey of school based educators

to assess teaching conditions at the school, district and state level. (http://www.tellcolorado.org/)

Unified Improvement Plan* means the school plan required pursuant to section 22-11-210, C.R.S.

Unique Identifier: Numbers that are assigned to each student and teacher.

Validity: The ability of an instrument to measure the attribute it intends to measure.

Value-Added Models (VAMs): Complex statistical models that attempt to determine how specific teachers and schools

affect student achievement growth over time. This model generally uses at least two years of students’ test scores and

may take into account other student- and school-level variables, such as family background, poverty, and other contextual

factors. VAMs attempt to determine the extent to which changes in student performance can be attributed to a specific

school and/or teacher compared with that of the average school or teacher.

Weighting: How much a particular measurement tool, student growth measure or quality standard determines overall

performance when multiple measures are combined into a single rating.



Appendices

A. Resources

B. Blank Forms a. Evaluation Process Tracking Form

b. Rubric for Evaluating Colorado’s Principals and Assistant Principals

c. Summary Evaluation Worksheet

d. Summary Evaluation Sheet

e. Goal-Setting Form for Colorado Principals and Assistant Principals

f. Principal Professional Performance Plan

g. Mid-Year Performance Discussion



Appendix A: Resources

Resource Bank

Senate Bill 10-191 requires that the Colorado Department of Education make available to schools and school districts

tools and materials that they can use to support their educator evaluation efforts. These materials will be collected in a

resource bank that is available to anyone who is interested in using it. The Resource Bank is intended to provide

meaningful support and resources to realize Colorado's vision for Educator Effectiveness which is: Effective educators

for every student, effective leaders for every school. Users may access the resource bank at the following address:

http://www.cde.state.co.us/EducatorEffectiveness/ResourceBank.asp.

http://www.cde.state.co.us/EducatorEffectiveness/ResourceBank.asp



Appendix B: Blank Forms

Evaluation Process Tracking Form p. 58

Rubric for Evaluating Colorado’s Principals and Assistant Principals p. 59

Summary Evaluation Worksheet p. 80

Summary Evaluation Sheet p. 84

Goal-Setting Form for Colorado Principals and Assistant Principals p. 86

Principal Professional Performance Plan p. 88

Mid-Year Performance Discussion p. 89



Evaluation Process Tracking Form

Name: ____________________________________________________

Position/Title: ______________________________________________

School(s): __________________________________________________

Grade Level(s): _____________________________________________

Date Developed: ____________________________________________

Date Revised: ______________________________________________

Supervisor Approval: _______________________________________

Evaluator Approval (if different from supervisor):_______________

Activity Date

Completed

Principal/Assistant

Principal Signature

Evaluator/ Supervisor

Signature Comments

Training

Orientation

Self-Assessment

Review of Annual Goals and

Performance Plan

Mid-Year Review

Evaluator Assessment

End-of-Year Review

Final Ratings

Goal-Setting and Performance

Planning








and goals of the school, collaboratively determine the processes used to establish these foundations, and facilitate their integration into

the life of the school community.

There is inadequate

evidence that the

vision, mission, values,

beliefs and goals of

school are:

Familiar to staff

and other

stakeholders.

Collaboratively

developed by

school

administrators.

Integrated into the

life of the school

community.

The Principal assures

that the school’s vision,


goals are:

Developed through a



stakeholder groups.


the school.


communications with

staff and other

stakeholders.

Routinely updated.

. . . and

The Principal

collaboratively

establishes strategic goals

that are:

Focused on student

achievement.



information.


priorities.

Measurable.

Rigorous.

Concrete.


groups to integrate

the vision, mission

and strategic goals

into the school.

. . . and


Incorporate

strategies to address

strategic goals into

their instructional

plans.

. . . and


stakeholders: Assume leadership


school’s vision,

mission, and

strategic goals.

Assume

responsibility for

collaboratively

implementing the

school’s vision,

mission, and

strategic goals.

Element b: School Plan: Principals ensure that a plan is in place that supports improved academic achievement and developmental

outcomes for all students, and provides for data-based progress monitoring.

There is inadequate

evidence that the

Principal: Implements systems

and processes for

planning and

managing change.

Works

collaboratively

develop the school

plan.

Monitors the

school’s progress

toward achieving

strategic goals and

objectives.

The Principal

communicates

effectively to staff and

other stakeholders:

Personal commitment

to continuous school

and district

improvement.

Components of

school’s plan.

Progress toward

meeting school goals

and outcomes.

. . . and


clear and consistent

processes and systems to:

Monitor progress

toward achieving

school goals and

student outcomes.

Regularly revise

school goals and

outcomes based on

progress monitoring

data.

. . . and


stakeholders:

Adhere to

established

processes and

procedures.

Fully and

conscientiously

implement the

school plan.

Address barriers to

achieving school’s


strategic goals.

. . . and

School staff members accept responsibility

for:

Tracking progress

of all students.

Collaboratively

developing short-

term and long-term

plans to address

barriers to positive

change.






Element c: Leading Change: Principals solicit input and collaborate with staff and their school community to implement strategies

for change and improvements that result in improved achievement and developmental outcomes.

There is inadequate

evidence that the

Principal:

Acknowledges the

importance of

meaningful change.

Has processes in place

for:

Resource

allocation.

Addressing barriers

to change.

The Principal:

Embraces

opportunities to bring

about positive

changes.


change efforts within

the school.

Coaches others in

leading change.

. . . and


clear and effective

processes to:

Select the school’s

leadership team.

Provide opportunities

for all staff to engage

in school change

efforts.

Drive planning,

monitoring, and

resource allocation

processes.

Manage change.

. . . and


Lead school

planning efforts.

Anticipate, identify

and address barriers

to positive change.

Take action to

address barriers to

achieving the

school’s vision,

mission and goals.

. . . and

School staff members accept responsibility

for:

Leading school

change efforts.

Using progress

monitoring data to

design plan

revisions.

Setting challenging

student learning

goals.

Element d: Distributive Leadership: Principals create and utilize processes to distribute leadership and support collaborative efforts

throughout the school among Teachers and Administrators.

There is inadequate

evidence that the

Principal:

Involves staff and

stakeholders in the

school’s decision

making processes.

Collects input from

staff and other

stakeholders.

Uses staff and

stakeholder input to

inform decisions.

The Principal:

Assumes

responsibility for

decision making

process.

Includes parents,

families, and the

larger school

community in

decision making

processes.

Makes decisions

unilaterally when

necessary.

. . . and

The Principal involves

school staff members in:

Selecting and

implementing

effective improvement

strategies.

Monitoring progress


school’s mission,

vision and goals.

Developing and

implementing the

school’s mission,

vision, and goals.

. . . and


take responsibility for:

Monitoring progress

towards achieving

the vision, mission,

and strategic goals.

Leading planning

and monitoring

efforts

. . . and

Staff and other

stakeholders:

Participate in

meaningful school

leadership

activities.

Assume

responsibility for

making decisions

related to

implementation of

the school plan.



Examples of Artifacts That May Be Used to

Support Rating: Evidence Provided by Artifact:


Teacher Feedback*

Parent Feedback

Student Feedback

Supervisor Feedback




Minutes of Planning Sessions



Descriptions of processes and procedures

ICAP

Parent newsletters


Business and/or community resource

agreements

Ratings:

(# points per rating at this level)

NE

(0)

PP

(1)

P

(2)

A

(3)

Ex

(4)

Total

Points 0 to 2 points = Not Evident

3 to5 points = Partially Proficient




Overall Rating for Standard I =

_________________

a. School Vision, Mission, and Strategic Goals

b. School Improvement Plan

c. Leading Change


Total Points

Evaluator Comments:

Response of Principal/Assistant Principal Being Evaluated:

*Artifact is required for all principals and assistant principals.



Standard II: Principals Demonstrate Instructional Leadership Not Evident Partially Proficient Proficient

(Meets State Standard)

Accomplished Exemplary

Element a: Curriculum, Instruction, Learning and Assessment: Principals promote school-wide efforts to establish, implement

and refine appropriate expectations for curriculum, instructional practices, assessment and use of data on student learning based on

scientific research and evidence-based practices that result in student academic achievement.

There is inadequate

evidence that the

Principal provides

coaching and

development to assist

instructional staff in:

Differentiating

instruction.

Analyzing student

work.

Monitoring student

progress.

Applying research

based strategies.

Aligning

instructional

strategies with

student

performance

standards.

The Principal

reinforces instructional

initiatives through:

School wide

activities.

The school’s

curriculum.

Communication

with staff.

Consistent and

ongoing use of

data for decision

making.

Supports coaching

and development

efforts to assist

instructional staff.

. . . and

The Principal

implements an

instructional approach

that is:

Reflective of input

from staff with

expertise in content

areas.

Focused on

improving student

performance.

Aligned with student

performance

standards.

Supported by

research.

Enhanced by the use

of appropriate

technologies.

Regularly evaluates

the effectiveness of

curriculum,

instruction, and

assessment

strategies used with

students.

. . . and


Develop and

implement ideas for

improving student

learning.

Use evidence-based

practices.

Collaborate on school

improvement issues.

Use ideas generated

during collaborative

discussions to inform

school planning

efforts

Refine curriculum,

instruction, and

assessment approaches

based on data, school

wide discussions and

idea generation.

. . . and

School staff and

stakeholders:

Initiate classroom

based changes based

on discussions with

colleagues and results

of data analysis.

Reflect on their

performance and its

impact on student

progress.

Make corrections to

their instructional

approaches based on

personal reflection.

Use evidence-based

strategies appropriate

for addressing school

and student needs.

Element b: Instructional Time: Principals create processes and schedules which maximize instructional, collaborative and

preparation time.

There is inadequate

evidence that the

Principal: Limits interruptions

to instruction

throughout the day.

The Principal: Manages time so

teaching and

learning are the

school’s top

priority.

Implements a

master schedule

providing planning

and collaboration

time for all

teachers.

. . . and

The Principal: Quickly and

efficiently resolves

issues that could

potentially disrupt

the school day.

Implements

procedures

prohibiting

unnecessary

interruptions to the

school day.

. . . and


protect instructional time

by:

Assuring that students

stay on task.

Limiting transitions

that can influence

time available.

. . . and


Advocate to

administrators for

uninterrupted

instructional time.

Monitor students’

time on task.

Adjust instructional

strategies to

maximize time on

task.



Standard II: Principals Demonstrate Instructional Leadership Not Evident Partially Proficient Proficient



Element c: Implementing High-quality Instruction: Principals support Teachers through ongoing, actionable feedback and needs-

based professional development to ensure that rigorous, relevant and evidence-based instruction and authentic learning experiences

meet the needs of all students and are aligned across P-20.

There is inadequate

evidence that the

Principal: Provides job

embedded or

standards based

professional

development.

Coaching of staff

address immediate

issues with respect

to long-term goals.

The Principal:

Aligns professional

development

offerings with the

school’s most

critical needs.

Actively engages in

professional

development

activities along with

staff.

Provides feedback to

teachers regarding their

performance that is:

Actionable.

Timely.

. . . and

The Principal targets

professional

development toward

improvement of:

Relevance of

learning experiences.

Quality of classroom

instruction.

Ability of teachers to

meet the needs of all

students.

Alignment with P-

20.

Monitors teachers’

use of instructional

strategies and

approaches learned

through professional

development.

. . . and

Staff members:

Collaboratively plan

for effective

instruction.

Participate in

professional

development activities

designed to develop

and sustain their

leadership capacity.

Expands professional

development

opportunities by

creating job

embedded training

activities.

. . . and

Staff members:

Identify their

professional

development needs.

Plan short- and

long-term

professional

development

activities to address

identified needs.

Monitor their

performance

following

professional

development to

ensure they apply

lessons learned.

Element d: High Expectations for all Students: Principals hold all staff accountable for setting and achieving rigorous performance

goals for all students, and empower staff to achieve these goals across content areas.

There is inadequate

evidence that the

Principal leads the

development of student

outcomes and educator

goals that are:

Rigorous.

Consistently

addressed.

Aligned with

district priorities.

Based on multiple

sources of

information.

The Principal:

Communicates a

belief in high

measurable goals

outcomes for

students and staff.

Sets high,

measurable goals

for student learning.

. . . and

The Principal:

Holds staff

accountable for

achieving student

achievement goals.

Personifies high

expectations for

staff and other

stakeholders by

conscientiously

pursuing stated

goals.

. . . and

School staff members: Set rigorous but

achievable individual

learning/growth

goals for students.

Participate in the

development of

rigorous but

achievable school

goals.

. . . and

School staff members: Take responsibility

for ensuring that all

students achieve the

rigorous outcomes

established for them.






Element e: Instructional Practices: Principals demonstrate a rich knowledge of effective instructional practices, as identified by

research on best practices, in order to support and guide Teachers in data-based decision making regarding effective practices to

maximize student success.

There is inadequate

evidence that the

Principal:

Provides

instructional

coaching for

teachers.

Stays abreast of

evidence based

practices associated

with improved

student learning.

The Principal:

Participates in

professional

development and

adult learning

activities to

understand evidence

based student

learning research.

Provides data-based

feedback on

instructional practices

to teachers.

. . . and

The Principal:

Evaluates

professional

development

activities to assure

that they result in

improved

instructional and

assessment

practices.

Supports Teacher

efforts to conduct

action research.

. . . and


Use data to guide

and support

instructional

changes.

Collects, analyzes,

and shares data

related to changes to

instructional

practices.

. . . and


Shares knowledge of

school successes

with staff,

colleagues, and

others interested in

making positive

school changes.






Teacher Feedback*

Supervisor Feedback

Parent Feedback

Student Feedback

Documentation of Progress Monitoring

Master Schedule

Student Achievement Data


Ratings:


NE

(0)

PP

(1)

P

(2)

A

(3)

Ex

(4)

Total

Points 0 to 3 points = Not Evident

4 to 7 points = Partially Proficient




Overall Rating for Standard II = _

________________


Assessment

b. Instructional Time

c. Implementing High-Quality Instruction

d. High Expectations for all Students

e. Instructional Practices

Total Points

Evaluator Comments:

Response from Principal/Assistant Principal Being Evaluated:







Element a: Intentional and Collaborative School Culture: Principals articulate, model and positively reinforce a clear

vision and values of the school’s culture, and involve students, families and staff in creating an inclusive and welcoming

climate that supports it.

There is inadequate

evidence that the

Principal:

Establishes a school

culture that is

welcoming to

visitors.

Communicates with

families and the

community:

Frequently.

Focusing on

including them in

the school’s

activities.

In an inclusive

manner.

The Principal: Communicates to

families and the

community the

importance of their

involvement.

Invites families and

community members

into the school to

participate in:

Decision making

processes.

Parent conferences.

Activities to learn

about how to help

students.

. . . and

The Principal: Establishes an

inclusive school

culture based on

collaboration

among and

between students,

parents, staff, and

the community.

Consistently

monitors school

culture to ensure

that it is conducive

to student learning.

Engages staff,

parents, students,

and others in

meaningful

discussions to

address issues

before they

become

challenging.

. . . and

Parents, families,

and community

members participate

in:

A wide variety of

meaningful

activities.

Decision making

processes related

to their children’s

education.

. . . and

Parents and school

staff members:

Seek

opportunities to

collaborate on

student learning

initiatives.

Parents have a sense

of ownership

regarding:

Their children’s

education;

Increasing the

consistency and

intensity of their

involvement.

Inviting other

parents to join

them in school

activities.



Element b: Commitment to the Whole Child: Principals promote the cognitive, physical, social and emotional health,

growth and skill development of every student.

There is inadequate

evidence that the

Principal:

Understands the

interconnectedness

of students’

physical, cognitive,

social, and

emotional health.

The Principal: Conveys an

understanding of

the importance of

the

interconnectedness

of students’

cognitive, physical,

social and

emotional health.

. . . and

The Principal: Implements an

approach to

learning that

integrates research

based practices to

address students’

cognitive,

physical, social

and emotional

health and welfare.

Monitors school

activities and

initiatives to

assure that all of

the students’ needs

are addressed.

. . . and

School staff

members: Are well versed in

identifying and

addressing the

needs of the

whole child.

Seek advice of

experts who can

help address

student needs

when necessary.

. . . and

School staff

members

Implement an

approach to

teaching that

addresses student

needs in a holistic,

integrated, and

comprehensive

manner.






Element c: Equity Pedagogy: Principals demonstrate a commitment to a diverse population of students by creating an

inclusive and positive school culture, and provide instruction in meeting the needs of diverse students, talents, experiences

and challenges in support of student achievement.

There is

inadequate

evidence that the

principal:

Sets

expectations that

are the same for

students with

and

understanding of

their unique

backgrounds,

needs, or skills.

The Principal: Understands the

diversity of the

school community.

Articulates the

need for

developing cultural

understanding.

Recognizes that

diversity is an asset

to the school.

Provides all

students

opportunities to

showcase their

skills and talents.

. . . and

The Principal sets the

expectation that all

students will:

Achieve one year

of growth for one

year of instruction.

Graduate from high

school.

Be college or career

ready at time of

high school

graduation.

Demonstrates an

appreciation for

and sensitivity to

diversity in the

school community.

Implements

activities and

services to assist

students and

families from

diverse cultures.

. . . and

School staff

members:

Implement

culturally

responsive

instructional

approaches.

Ensure that all

students are

treated with

respect and

dignity.

Recognize

students for their

unique talents

and skills.

. . . and


and the community: Initiate actions that

encourage an

inclusive climate of

respect for student

diversity.

Students:

Accept and respect

students who are

different from them.

Expect their peers to

value diversity.



Element d: Efficacy, Empowerment and a Culture of Continuous Improvement: Principals and their leadership team foster a

school culture that encourages continual improvement through reliance on research, innovation, prudent risk-taking, high

expectations for all students and Teachers, and a valid assessment of outcomes.

There is inadequate

evidence that the

Principal:

Routinely uses

data and

assessments to

monitor

progress.

Encourages staff

and other

stakeholders to

use data to

identify needed

improvements to

teaching and

learning

activities.

The Principal: Communicates the

need for using

data for decision

making.

Develops the

capacity of staff

and other

stakeholders to

use data for

decision making.

. . . and

The Principal: Models appropriate

and consistent use

of data to monitor

performance and

inform decision

making.

Creates a culture of risk

taking and learning

within the school by:

Developing new

initiatives and

monitoring their

impact on student

learning.

Eliminating

ineffective activities

and initiatives.

Fostering the use of

data to continually

learn about the

impact of school

initiatives.

. . . and


participate in the

evaluation of:

Instructional

approaches.

Progress toward

achieving goals

and outcomes.

. . . and

School staff members. Monitor and

evaluate progress

toward achieving

school goals and

student outcomes.

Recommend:

Activities and

initiatives for

elimination or scale

back.

Evidence based

programs, practices,

and instructional

programs for

implementation.




Teacher Feedback*

Supervisor Feedback

Parent Feedback

Student Feedback


High School Graduation Rates

Disaggregated by Race/Ethnicity, Gender,

SES, and other factors

Ratings:


NE

(0)

PP

(1)

P

(2)

A

(3)

Ex

(4)

Total

Points






Overall Rating for Standard III =

__________________

a. Intentional and Collaborative School

Culture

b. Commitment to the Whole Child

c. Equity Pedagogy


Continuous Improvement

Total Points



Evaluator Comments:








a. Element a: Professional Development/Learning Communities: Principals ensure that the school is a professional learning

community that provides opportunities for collaboration, fosters Teacher learning and develops Teacher leaders in a manner that

is consistent with local structures, contracts, policies and strategic plans.

There is inadequate

evidence that the

Principal provides

professional

development that is:

Of high quality.

Tailored to meet

staff needs.

Focused on

student learning.

Research based.

Job embedded.

The Principal provides

professional

development that is:

Designed to meet

student learning

needs.

Aligned with the

school improvement

plan.

. . . and

The Principal: Demonstrates a

commitment to

professional

development by

participating in

professional

development that is

aligned with the

needs of the school

and staff.

Coaches staff to

assume leadership

roles within the

school.

Provides

opportunities for

staff to use

leadership skills.

. . . and

School staff members: Participate in

professional

development

offerings to

enhance their

performance.

Reflect on personal

performance.

Identify

professional

development needs

based on personnel

and program

evaluation results.

Select most

appropriate

methods for

obtaining such

training.

. . . and

School staff members take

responsibility for their own

learning by:

Participating in

professional learning

communities.

Assuming leadership

roles within


communities.

Collaborating with

colleagues to identify

solutions to difficult

problems.

Identifying and

communicating their

professional

development needs.






b. Element b: Recruiting, Hiring, Placing, Mentoring, and Dismissal of Staff: Principals establish and effectively manage

processes and systems that ensure a knowledgeable, high-quality, high-performing staff.

There is inadequate

evidence that the

Principal:

Considers school and

district strategic goals

and student outcomes

when making

personnel decisions

such as:

Recruiting staff.

Hiring staff.

Assigning staff.

Evaluating staff.

Dismissing staff.

The Principal: Adheres to district and

state policies and

procedures related to

personnel activities.

Makes personnel

assignments within

the parameters of

district policy.


new teachers and staff

members to help

ensure their success.

. . . and

The Principal: Fosters positive

professional

relationships with

staff.

Takes steps to

address low

performing teachers

in ways that will

improve their

performance.

Places personnel in

positions to ensure

that all students have

equal access to

highly effective

teachers.

Dismisses or does

not rehire teachers

when necessary.

. . . and


Readily accept

school placements

where they are

needed most in order

to address student

learning needs.

Accept responsibility

for maintaining their

qualifications to

address needs of

students.

. . . and

School staff members: Use the advice of

coaches, mentors,

and/or experts in

various fields in

order to improve

their practice.






Element c: Teacher and Staff Evaluation: Principals evaluate staff performance using the District’s Educator evaluation system in

order to ensure that Teachers and staff are evaluated in a fair and equitable manner with a focus on improving Teacher and staff

performance and, thus, student achievement.

There is

inadequate

evidence that the

Principal:

Understands the

importance of

consistent and

rigorous

evaluations of

school staff

members.

The Principal:

Conducts staff evaluation

activities:

In line with district

policies.

On time.

Using multiple

measures.

Uses evaluation

results to identify

professional

development and

growth needs of

teachers and staff.

. . . and

The Principal:

Provides on-going

coaching for staff

whose performance

needs improvement.

. . .and


Reflect on their

practice for the

purpose of

improving

performance.

Hold themselves

accountable for

meeting or

exceeding student

outcomes and

school goals.

. . . and


hold themselves

accountable for:

Following the

district’s evaluation

process.

Reflecting on

personnel evaluation

results.

Improving

performance over

time.




Number and Percent of Ineffective,

Effective, and Highly Effective Teachers*

Teacher Feedback*

Supervisor Feedback

Parent Feedback

Student Feedback

Personnel Evaluation Records


Professional Development Plan for the School

Agendas and Rosters for Professional

Development Offerings

Agendas and Rosters for Professional Learning

Community Meetings

Ratings:


NE

(0)

PP

(1)

P

(2)

A

(3)

Ex

(4)

Total

Points






Overall Rating for Standard IV =

___________________


Communities


Dismissal of Staff

c. Teacher and staff evaluation

Total Points



Evaluator Comments:





Standard V: Principals Demonstrate Managerial Leadership Not Evident Partially Proficient Proficient



Element a: School Resources and Budget: Principals establish systems for marshaling all available school resources to

facilitate the work that needs to be done to improve student learning, academic achievement and overall healthy

development for all students. There is inadequate

evidence that the

Principal:

Follows standard

accounting

procedures in

managing the

school’s budget.

Manages school’s

budget with respect

to district guidelines.

Uses discretionary

funds only for

activities that support

for teaching and

learning.

Aligns management

structures with

student and staff

needs.

The Principal:

Focuses school

resources on

teaching and

learning.

Allocates resources

according to

priority needs.

Allocates resources

in ways that support

the attainment of

strategic goals and

student outcomes.

Commits time and

fiscal resources to:

Continuous school

improvement.

Professional

development.

. . . and

The Principal:

Manages and

monitors fiscal,

physical, and

personnel resources

efficiently and

effectively.

Creates management

structures to support

the alignment of

resource use with

school goals and

student outcomes.

Fully funds instructional

initiatives necessary to

achieve school goals and

student outcomes by:

Leveraging resources

Eliminating

ineffective programs.

Prioritizing school

budget.

. . . and


Support the

development of

external

partnerships that

support teaching

and learning.

. . . and


accept responsibility for:

Using school

resources for the

benefit of students.

Fully supporting the

alignment of

resources with school

goals and student

outcomes.

Participating in the

budgeting and

prioritization process

as requested.

Element b: Conflict Management and Resolution: Principals proactively and efficiently manage the complexity of human

interactions and relationships, including those among and between parents/guardians, students and staff.

There is inadequate

evidence that the

Principal:

Builds relationships

between and among

staff members in

order to manage

conflict and defuse

tense or problematic

situations as they

arise.

The Principal:

Interacts with

students, staff and

other stakeholders

as needed in order to

defuse potentially

stressful situations.

. . . and

The Principal:

Resolves issues as

they arise to prevent

long-term problems.

Models fairness and

consistency when

dealing with

students and staff.

. . . and


Manage conflicts or

tense situations in

order to build

positive relationships

with each other.

Accept responsibility

for building positive

relationships with

students, colleagues,

and members of the

community.

Establish counseling

interventions as

needed.

. . . and


and students accept

responsibility for their

own relationships by:

Anticipating

problems and

adjusting behaviors to

avoid negative

situations.

Adhering to

operational norms in


communities.






Element c: Systematic Communication: Principals facilitate the design and utilization of various forms of formal and informal

communication with all school stakeholders.

There is inadequate

evidence that the

Principal:

Communicates with

students, parents and

the community on a

regular basis.

Responds to contact

from parents and

community members

in a timely and

meaningful manner.

The Principal:

Communicates with

students, staff, and

the community to

address immediate

activities or potential

problems.

Responds to contact

from parents and

community members

to address specific

needs or issues.

Prioritizes

communication as a

high need area for

the school.

Invites parents and

the community to

share ideas and

concerns.

. . . and

The Principal:

Invites parents and

the community to

lead communication

activities.

Communicates with

students, staff,

parents and other

stakeholders on a

regular basis.

Responds

meaningfully and

promptly to contact

from families and

community

members.

Offers a variety of

venues for

communication.

. . . and


promote frequent and

meaningful:

Opportunities for

discussions with

parents and

community

members.

Use of existing

communication

structures such as

newsletters and blogs

to expand and

enhance

communication

between the

classroom and the

school community.

. . . and

School staff

members:

Develop effective

strategies to sustain

positive

meaningful

communications

with parents,

students, and the

community.

Element d: School-wide Expectations for Students and Staff: Principals ensure that clear expectations, structures, rules and

procedures are established for students and staff.

There is inadequate

evidence that the

Principal:

Has established

school rules and

procedures.

Sets clear

expectations for

students and staff.

The Principal:

Adheres to rules and

procedures required

by district

administration.

Enforces rules and

procedures among

all members of the

school community

Routinely reviews

and revises rules and

procedures to assure

their continued

relevance.

. . . and

The Principal: Establishes and

clearly articulates

high expectations

for all students and

staff.

Demonstrates values,

beliefs and attitudes

that inspire students

and staff to higher

levels of

performance.

. . . and

School staff members: Engage in developing

high expectations for

learning and improved

performance.

Encourage students to

reach high levels of

performance.

Monitor student

progress toward

achieving

expectations.

. . . and

School staff

members:

Monitor their

performance.

Strive to achieve

high school-wide

expectations.

Students:

Monitor their

performance.

Strive to achieve

expectations set by

their teachers,

parents and

themselves.






Element e: Supporting Policies and Agreements: Principals regularly update their knowledge of federal and state laws, and School

District and board policies, including negotiated agreements, if applicable, and establish processes to ensure that these policies, laws

and agreements are consistently met and implemented.

There is inadequate

evidence that the

Principal:

Complies with

district policies and

negotiated

agreements.

Is familiar with state

and federal laws and

district and state

policies.

The Principal:

Understands and

complies with district

and board policies

and state and federal

laws.

Inquires about

policies/laws prior to

making decisions.

Establishes

procedures to protect

the confidentiality of

staff and student

information.

. . . and

The Principal:

Efficiently and

effectively

manages school

or district

contractual

arrangements.

Conscientiously

and routinely

studies changes to

laws and policies

to maintain the

school’s

compliance.

Provides

meaningful and

timely input into

the development

of district and

board policy.

. . . and


accept responsibility

for:

Adhering to all

school and district

policies and

procedures.

. . . and

School staff members: Provide school and/or

district administrators

input about the

effectiveness of

policies and

procedures.

Suggest new or revised

policies and

procedures to help

assure student success.

Element f: Ensuring an Orderly and Supportive Environment: Principals ensure that the school provides an orderly and

supportive environment that fosters a climate of safety, respect, and well-being.

There is inadequate

evidence that the

Principal:

Understands the

importance of

establishing a safe,

positive, and

supportive school

culture.

The Principal:

Establishes rules and

procedures to

maintain a safe and

positive school

culture.

. . . and

The Principal:

Expects students

and teachers to

respect diverse

interests and

attitudes.

Creates

mechanisms to

ensure all

stakeholder

voices are heard

and respected.

Addresses safety

issues

immediately and

efficiently.

. . . and

School staff members: Demonstrate

respectful behavior

toward students,

parents,

stakeholders, and

colleagues.

Freely and openly

express their

opinions and

recommendations.

Consistently and

conscientiously

monitor the school

environment to

sustain a positive

learning

environment.

. . . and


initiate activities designed

to

Improve school safety.

Encourage respect

between and among

students and

colleagues.

Inform administrators

about potential

problems before they

escalate.






Teacher Feedback*

# and % of Highly Effective, Effective,


Parent Feedback

Student Feedback

School Handbook

School Policies and Procedures Manual

Emails to staff, parents, students, and the

community

Minutes of Parent and Community

Meetings

Rosters of Meeting Attendees

Faculty Meeting Minutes

School Budget

Discipline Referrals

Communication logs

Teacher Turnover Rate

Ratings:


NE

(0)

PP

(1)

P

(2)

A

(3)

Ex

(4)

Total

Points






Overall Rating for Standard V =

_____________________

a. School Resources and Budget

b. Conflict Management and Resolution

c. Systematic Communication


Staff

e. Supporting Policies and Agreements


Environment

Total Points

Evaluator Comments:








Element a: Family and Community Involvement and Outreach: Principals design and/or utilize structures and processes which

result in family and community engagement, support and ownership for the school.

There is inadequate

evidence that the

Principal:

Understands the

importance of

and/or how to reach

out to the

community to

become involved in

school activities.

Establishes a

welcoming and

inviting approach

to parents and

community

members as visitors

to the school or

individual

classrooms.

The Principal:

Conducts some

community outreach

activities.

Invites families to

participate in

parent/teacher

conferences and

other activities

specifically focused

on their children.

. . . and

The Principal

encourages families and

community members to

become engaged in:

Student learning

initiatives.

School decision

making processes.

Invites parents and

community members

to serve on decision

making committees.

Maximizes the use of

community resources

and agencies to

provide health,

social, and other

services to students

and families.

. . . and

School staff members: Support family and

community

involvement for the

benefit of student

learning.

Use resources

provided by the

community and

outside agencies to

support learning in

the classroom.

. . . and


Encourage families

and community

members to hold

responsible and

meaningful positions

on school committees

and task forces.

Sustain meaningful

parent and

community

involvement

throughout the school

year.

Element b: Professional Leadership Responsibilities: Principals strive to improve the profession by collaborating with their

colleagues, School District leadership and other stakeholders to drive the development and successful implementation of initiatives

that better serve students, Teachers and schools at all levels of the education system. They ensure that these initiatives are consistent

with federal and state laws, School District and board policies, and negotiated agreements where applicable.

There is inadequate

evidence that the

Principal:

Understands the need

for strong

community and

organizational

relationships.

The Principal:

Interacts with

community

agencies and key

stakeholders.

Understands the

network of agencies

that provide health,

social, and other

services to families.

. . . and

The Principal:

Establishes and

maintains strong

positive relationships

with key community

stakeholders and

external agencies.

Assures that all

school activities

meet all applicable

rules, regulations,

policies and laws.

Maximizes the

impact of

community, district,

state and national

relationships to

benefit the school.

. . . and


Accept

responsibility for:

Adhering to all

applicable rules,

regulations,

policies, and laws.

Utilizing available

external resources

for the benefit of

students.

. . . and


and parents:

Provide

support/feedback to

enhance the

opportunities for all

students to be

successful and

workforce ready.






Element c: Advocacy for the School: Principals develop systems and relationships to leverage the School District and community

resources available to them both within and outside of the school in order to maximize the school’s ability to serve the best interest of

students and families.

There is inadequate

evidence that the

Principal:

Engages community

members and key

stakeholders in the

school’s activities.

Understands the

community and the

issues it is facing.

Recognizes that

diversity is an asset

to the school

community.

The Principal:

Solicits community

input and uses the

input to inform

decisions.

Involves

community

stakeholders in the

school’s activities.

Understands

community values,

interests, and

needs.

Identifies and

engages key

community

stakeholders.

. . . and

The Principal:

Advocates

throughout the school

community for

activities and

initiatives that

support teaching and

learning.

Expands personal

reach and sphere of

influence throughout

the district and

beyond in order to

maximize support for

school activities and

initiatives and

activities.

. . . and


Engage health,

social, and other

services to help

meet the needs of

students and

families.

Maintain strong

relationships with

key community

stakeholders.

. . . and


Support initiatives to

bring the community

into the school

facility to better

understand its

initiatives, culture,

and needs.




Number and Percent of Highly Effective,

Effective, and Ineffective Teachers

Teacher Feedback

Supervisor Feedback

Parent Feedback

Student Feedback

Community Feedback

Teacher Turnover Rate

Ratings:


NE

(0)

PP

(1)

P

(2)

A

(3)

Ex

(4)

Total

Points






Overall Rating for Standard VI =

___________________


Outreach

b. Professional Leadership Responsibilities

c. Advocacy for the School

Total Points



Evaluator Comments:





Principal/Assistant Principal Summary Evaluation Worksheet

This form should be completed by the evaluator prior to the final evaluation and goal-setting meeting held each spring.

The school administrator and evaluator should discuss the contents of this form, the accompanying Summary Evaluation

Sheet, and the goal-setting form and agree on the professional practices ratings as well as the recommended actions for

improvement, resources needed to accomplish those actions, and a determination of how the school administrator and

evaluator will know improvements have been made.



Element a: School Vision, Mission and Strategic Goals: Principals collaboratively develop the vision,

mission, values, expectations and goals of the school, collaboratively determine the processes used to

establish these foundations, and facilitate their integration into the life of the school community.

Element b: School Plan: Principals ensure that a plan is in place that supports improved academic

achievement and developmental outcomes for all students, and provides for data-based progress

monitoring.

Element c: Leading Change: Principals solicit input and collaborate with staff and their school

community to implement strategies for change and improvements that result in improved achievement

and developmental outcomes for all students.

Element d: Distributive Leadership: Principals create and utilize processes to distribute leadership and

support collaborative efforts throughout the school among Teachers and Administrators.

Overall Rating for Standard I Comments:







Teacher and Staff Feedback




Minutes of planning sessions


Supervisor feedback

Parent and community member feedback


Parent newsletters

Descriptions of processes and procedures ICAP







Element a: Curriculum, Instruction, Learning and Assessment: Principals promote school-wide efforts

to establish, implement and refine appropriate expectations for curriculum, instructional practices,

assessment and use of data on student learning based on scientific research and evidence-based practices

that result in student academic achievement.

Element b: Instructional Time: Principals create processes and schedules which maximize instructional,

collaborative and preparation time.

Element c: Implementing High-quality Instruction: Principals support Teachers through ongoing,

actionable feedback and needs-based professional development to ensure that rigorous, relevant and

evidence-based instruction and authentic learning experiences meet the needs of all students and are

aligned across P-20.

Element d: High Expectations for all Students: Principals hold all staff accountable for setting and

achieving rigorous performance goals for all students, and empower staff to achieve these goals across

content areas.

Element e: Instructional Practices: Principals demonstrate a rich knowledge of effective instructional

practices, as identified by research on best practices, in order to support and guide Teachers in data-based

decision making regarding effective practices to maximize student success.

Overall Rating for Standard II

Comments:







Supervisor Feedback

Teacher Feedback

TELL Survey

360 Survey

Parent Survey

Student Survey







Element a: Intentional and Collaborative School Culture: Principals articulate, model and positively

reinforce a clear vision and values of the school’s culture, and involve students, families and staff in

creating an inclusive and welcoming climate that supports it.

Element b: Commitment to the Whole Child: Principals promote the cognitive, physical, social and

emotional health, growth and skill development of every student.

Element c: Equity Pedagogy: Principals demonstrate a commitment to a diverse population of students by

creating an inclusive and positive school culture, and provide instruction in meeting the needs of diverse

students, talents, experiences and challenges in support of student achievement.

Element d: Efficacy, Empowerment and a Culture of Continuous Improvement: Principals and their

leadership team foster a school culture that encourages continual improvement through reliance on

research, innovation, prudent risk-taking, high expectations for all students and Teachers, and a valid

assessment of outcomes.

Overall Rating for Standard III

Comments:







Supervisor Feedback

Teacher Feedback

TELL Survey

360 Survey

Parent Survey

Student Survey





Element a: Professional Development/Learning Communities: Principals ensure that the school is a

professional learning community that provides opportunities for collaboration, fosters Teacher learning and

develops Teacher leaders in a manner that is consistent with local structures, contracts, policies and

strategic plans.

Element b: Recruiting, Hiring, Placing, Mentoring, and Dismissal of Staff: Principals establish and

effectively manage processes and systems that ensure a knowledgeable, high-quality, high-performing

staff.

Element c: Teacher and Staff Evaluation: Principals evaluate staff performance using the District’s

Educator evaluation system in order to ensure that Teachers and staff are evaluated in a fair and equitable

manner with a focus on improving Teacher and staff performance and, thus, student achievement.

Overall Rating for Standard IV Comments:







Supervisor Feedback

Teacher Feedback

TELL Survey

360 Survey

Parent Survey

Student Survey







Element a: School Resources and Budget: Principals establish systems for marshaling all available

school resources to facilitate the work that needs to be done to improve student learning, academic

achievement and overall healthy development for all students.

Element b: Conflict Management and Resolution: Principals proactively and efficiently manage the

complexity of human interactions and relationships, including those among and between parents/guardians,

students and staff.

Element c: Systematic Communication: Principals facilitate the design and utilization of various forms

of formal and informal communication with all school stakeholders.

Element d: School-wide Expectations for Students and Staff: Principals ensure that clear expectations,

structures, rules and procedures are established for students and staff.

Element e: Supporting Policies and Agreements: Principals regularly update their knowledge of federal

and state laws, and School District and board policies, including negotiated agreements, if applicable, and

establish processes to ensure that these policies, laws and agreements are consistently met and

implemented.

Element f: Ensuring an Orderly and Supportive Environment: Principals ensure that the school

provides an orderly and supportive environment that fosters a climate of safety, respect, and well-being.

Overall Rating for Standard V

Comments:





Number and percent of Highly Effective, Effective,


Supervisor Feedback

Teacher Feedback

TELL Survey

360 Survey

Parent Survey

Student Survey





Element a: Family and Community Involvement and Outreach: Principals design and/or utilize structures

and processes which result in family and community engagement, support and ownership for the school.

Element b: Professional Leadership Responsibilities: Principals strive to improve the profession by

collaborating with their colleagues, School District leadership and other stakeholders to drive the

development and successful implementation of initiatives that better serve students, Teachers and schools

at all levels of the education system. They ensure that these initiatives are consistent with federal and state

laws, School District and board policies, and negotiated agreements where applicable.

Element c: Advocacy for the School: Principals develop systems and relationships to leverage the School

District and community resources available to them both within and outside of the school in order to

maximize the school’s ability to serve the best interest of students and families.

Overall Rating for Standard VI

Comments:





Supervisor Feedback

Teacher Feedback

TELL Survey

360 Survey

Parent Survey

Student Survey





Principal/Assistant Principal Summary Evaluation Sheet D

This form provides a summary of the school administrator’s ratings on all elements and standards and should be used to

guide discussions regarding strengths and areas needing improvement. It may also be used to guide the development of

the principal’s growth plan and development of personal and school goals for the subsequent year.

Standard Element

Rating Not

Evident

Partially


(0 pts.) (1 pt.) (2 pts.) (3 pts.) (4 pts.)

I.

Strategic

Leadership

a. School Vision, Mission and Strategic Goals

b. School Plan

c. Leading Change


Overall Rating for Standard I

II.

Instructional

Leadership

a. Curriculum, Instruction, Learning and Assessment


c. Implementing High Quality Instruction

d. High Expectations for All Students


Overall Rating for Standard II

III.

School Culture

and Equity

Leadership

a. Intentional and Collaborative School Culture

b. Commitment to the Whole Child

c. Equity Pedagogy



Overall Rating for Standard III

IV.

Human

Resource

Leadership

a. Professional Development/Learning Communities


Dismissal of Staff

c. Teacher and Staff Evaluation

Overall Rating for Standard IV

V.

Managerial

Leadership

a. School Resources and Budget

b. Conflict Management and Resolution

c. Systematic Communication

d. School-wide Expectations for Students and Staff

e. Supporting Practices and Agreements

f. Ensuring an Orderly and Supportive Environment

Overall Rating for Standard V

VI.

External Dev.

Leadership

a. Family and Community Involvement and Outreach

b. Professional Leadership Responsibilities


Overall Rating for Standard VI




Rating Scale for Overall Professional Practices Rating

Record Scores on This Evaluation

Standard

Overall Rating for Each Standard

Not Evident

Partially Proficient

Proficient

Accomplished

Exemplary

Number of Points for Each Standard

Not Evident = 0

Partially Proficient = 1

Proficient = 2

Accomplished = 3

Exemplary = 4

I.

II.

III.

IV.

V.

VI.

Total Points

Determine the Overall Rating Based on Total Points for Standards

Total Points

for all Six

Standards

Overall Rating on

Professional

Practices

Total Points for Overall Ratings on

Standards:

_______ points

Overall Rating on Professional Practices

for All Standards = __________________

0 to 5 Not Evident


11 to 15 Proficient


21 to 24 Exemplary



Goal-Setting Form for Colorado Principals and Assistant Principals

Name: ________________________________________ Prior Year Evaluation Ratings by Standard:

Position/Title: __________________________________ Strategic Leadership

School(s): ______________________________________ Instructional Leadership

Grade Level(s): _________________________________ School Culture and Equity Leadership

Date Developed: _________________________________ Human Resource Leadership

Date Revised: _________________________________ Managerial Leadership

Supervisor Approval: ___________________________ External Development Leadership

Evaluator Approval (if different from supervisor):______________ Student Growth

List at least three schools goals for the next school year that will help the school improve in terms of quality teaching and

improved student growth. Goals should be specific, measureable, and achievable within a two to three year time frame.

Action steps associated with each goal should be achievable within one year. These goals should be aligned with the

school improvement/unified improvement plan and address areas that need to be improved according to the results of the

ratings on professional practices. Please note that this process does not require a goal for each standard, but rather that the

principal/assistant principal prioritize the work that needs to be done and address the standards most in need of

improvement.

Std

. Ratings by Element and

Standard

Goal(s) for

Standard

Action Steps to

Address Goal

Anticipated

Outcome(s)

Evidence of

Achievement of

Outcome(s)

Timeline

I.

Str

ate

gic

Lea

der

ship

a. Vision, Mission and

Goals

b. School Plan

c. Leading Change


Overall Standard I

II.

Inst

ruct

ion

al

Lea

der

ship

a. Curriculum,

Instruction, Learning

and Assessment


c. Implementing High

Quality Instruction

d. High Expectations for

All Students


Overall Standard II



III.

Sch

oo

l C

ult

ure

an

d

Eq

uit

y L

ead

ersh

ip

a. Intentional and

Collaborative School

Culture

b. Commitment to the

Whole Child

c. Equity Pedagogy

d. Efficacy, Empowerment

and a Culture of


Overall Standard III

IV.

Hu

ma

n R

eso

urc

e

Lea

der

ship

a. Professional

Development/ Learning

Communities

b. Recruiting, Hiring,

Placing, Mentoring, and

Dismissal of Staff

c. Teacher and Staff

Evaluation

Overall Standard IV

V.

Ma

na

ger

ial

Lea

der

ship

a. School Resources and

Budget

b. Conflict Management

and Resolution

c. Systematic

Communication

d. School-wide

Expectations for Students

and Staff

e. Supporting Policies and

Agreements

f. Ensuring an Orderly and

Supportive Environment

Overall Standard V

VI.

Ex

tern

al

Dev

elo

pm

ent

Lea

der

ship

a. Family and Community

Involvement and

Outreach

b. Professional Leadership

Responsibilities


Overall Standard VI



Principal Professional Performance Plan

Name: __________________________________________________ Evaluation Ratings by Standard:

Position/Title: ____________________________________________ I. Strategic Leadership -

School(s): ________________________________________________ II. Instructional Leadership -

Grade Level(s): ___________________________________________ III. School Culture and Equity

Leadership -

Date Developed: __________________________________________ IV. Human Resource Leadership -

Date Revised: _____________________________________________ V. Managerial Leadership -

Supervisor Approval: ______________________________________ VI. External Development

Leadership -

Evaluator Approval (if different from supervisor):______________ VII. Student Growth -

Record three Professional Performance goals aligned with your evaluation results. Your goals should be specific and

measurable. While each of the goals is important, they should be listed in rank order with the most important listed

first. Also record the action steps required to address each growth goal. Please insert additional rows if additional

steps are needed.

Action Step

Who is

responsible

for support

and/or

mentoring?

Role of Responsible

Person

Data to be

collected to

demonstrate

progress

Dates data

will be

collected (at

least twice

during the

year)

Evidence of Progress Toward

Achieving Goal

Professional Performance Goal #1: 1. 2. 3.






Name: __________________________________________________

Position/Title: ____________________________________________

School(s): ________________________________________________

Grade Level(s): ___________________________________________

Date: __________________________________________

Supervisor or Evaluator Approval: ________________________________

School Goals and Action Steps Status of Action Steps

Barriers to

Successful

Completion by

Year End

Strategies to


Professional Performance

Goals and Action Steps Status of Action Steps

Barriers to

Successful

Completion by

Year End

Strategies to


1.

2.

3.

Documents

Colorado Department of Education User’s Guide€¦ · · 2013-01-30Colorado Department of Education User’s Guide: ... The Colorado Department of Education will support pilot