Mid- and End-of-Year Evaluation Assistant Principal/Dean Mid- and... · End-of-year self-assessment comments End-of-year manager comments. 5. COMPETENCY RATINGS (The “How” of

Mid- and End-of-Year Evaluation

Assistant Principal/Dean

Staff Member Name:

Organization Name:

Staff Member Position:

Tenure at Position and at KIPP:

Period of Review:

Manager Name:

Manager Position:

Review Date:Position: KIPP:

Mid-year: End-of-year:

Rating and Comments Instructions: For the Performance Ratings, please use the following scale. For the mid-year evaluation, please reflect on milestones and deliverables to-date to determine if the individual is tracking to meet the goal, tracking to exceed the goal, etc.

For the Competency Ratings and Overall Rating, please use the following scale.

Far below goal Below goal Met Goal Exceeded Goal Far Exceeded Goal

21 3 4 5

Far below Expectations

21 3 4 5

BelowExpectations Met Expectations Exceeded

ExpectationsFar Exceeded Expectations

When writing comments, please provide specific evidence explaining your ratings. Please focus your comments in both the performance goals section and the competencies section upon accomplishments or behaviors that stand out to you. In the performance goals section, please provide commentary about goals that have been strongly achieved, achieved against odds, or not achieved as well as desired. In the competencies section, please provide commentary about key behaviors or competencies where you have seen particular growth, where you see notable strength, or areas for growth that you want the staff member to address.

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PERFORMANCE RATINGS (The “What” of the Job)PERFORMANCE GOALSPlease insert your performance goals below and check a rating for each goal.

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PERFORMANCE GOALS MID-YEAR END-OF-YEAR

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PERFORMANCE COMMENTS (The “What” of the Job)Mid-year self-assessment comments

Mid-year manager comments

End-of-year self-assessment comments

End-of-year manager comments

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COMPETENCY RATINGS (The “How” of the Job)PROVE THE POSSIBLE: Student Focus

• HIGH EXPECTATIONS. Actions and words demonstrate high expectations for all students, and a belief in their potential to complete college and succeed in life.

STUDENT BEST INTERESTS. Seeks to understand the needs and motivations of students, so that decisions are made with student’s best interests and needs in mind. Works directly with GLCs and other teachers to assure they do the same.

COMMITMENTS. Keeps commitments made to students and expects teachers to do the same. Willing to reverse decisions when doing so is necessary to keep commitments made to students.

RESPECT. Consistently communicates expectations that all students should be treated with respect.

RELATIONSHIPS. Establishes and maintains strong relationships with students and parents, and works closely with teachers to help them do the same.

Mid-year self-rating

Mid-year manager rating

End-of-year self rating

End-of-year manager rating

PROVE THE POSSIBLE COMPETENCY COMMENTS (Student Focus competency)

Mid-year self-assessment comments




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DRIVE RESULTS: Achievement OrientationSETTING CHALLENGING GOALS. Demonstrates high expectations in all settings by setting goals that challenge teachers, self and students to excel.INITIATIVE. Consistently goes above and beyond typical expectations to achieve results. When necessary, makes personal sacrifices and takes responsibility for making sure results are achieved.FOLLOW THROUGH. Follows through on commitments and promises with an appropriate sense of urgency.RESILIENCE. Demonstrates tenacity for extended periods, persevering through significant challenges to reach short-term goals. Supports the Principal in overcoming obstacles and problem solving.FLEXIBILITY. Demonstrates flexibility when plans or situations change unexpectedly. Effectively adjusts plans to achieve intended outcomes.FOCUS ON RESULTS. Focuses upon results and how they are achieved. Does not confuse effort with results.

DRIVE RESULTS: Continuous LearningLEARNING. Takes responsibility for behavior, mistakes, and results. Learns from successes and failures.RISK TAKING. Takes calculated risks to seize opportunities.DATA-BASED IMPROVEMENTS. Uses data from a wide range of credible sources to accurately assess areas for improvement in procedures, policies and teaching methods.RESEARCH. Uses current best practices research to inform instruction and policy decisions at the school.IMPROVEMENT. Constantly seeks opportunities for personal and organizational improvement. Willingly accepts assistance when offered INNOVATION. Values and actively encourages creative and innovative ideas from students, teachers, and parents for how to improve the learning environment and school culture.SHARING. Promotes and contributes to a culture of sharing effective practices within the school and across the KIPP network.

DRIVE RESULTS: Critical Thinking and Problem SolvingGATHERING INFORMATION. When problem-solving, gathers information from multiple relevant sources and stakeholders, such as teachers, parents, students, other AP’s/Deans, and the Principal.SORTING OUT COMPLEXITY. Identifies useful relationships among complex data from unrelated areas.ANTICIPATING PROBLEMS. Anticipates and identifies problems promptly so they can be addressed in a timely fashion.BREAKING DOWN INFORMATION. Solves complex problems by breaking information and problems into parts.ANALYSIS. Analyzes, reflects upon, synthesizes, and contextualizes information.WEIGHING OPTIONS. Weighs pros and cons of multiple options to solve complex problems.

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DRIVE RESULTS: Decision MakingPROCESSES. Supports Principal in communicating about school-wide decision-making processes, including who will have input on which topics and within what timeframes.CONSEQUENCES. Considers intended and unintended consequences of potential decisions.SENSE OF URGENCY. Makes timely decisions, using intuition as well as data in the face of ambiguity.COMMUNICATING. After a difficult decision is made, works with the Principal to convey the decision to relevant stakeholders and takes follow-up actions to support the decision. Effectively explains rationale and process for making decisions to parents, teachers and students.DIFFICULT CHOICES. Knows when tough choices need to be made and willingly makes and stands by controversial decisions that benefit the school. Supports the Principal in sharing with parents, students and teachers the rationale for decisions, particularly when consensus cannot be reached.

DRIVE RESULTS: Planning and ExecutionBACKWARD PLANNING. Methodically backward plans to achieve short and long-term goals for programs and policies that affect teachers & students.RESOURCES. Effectively responds to unanticipated requests for resources by students, parents, and teachers by conveying these requests to the school’s Principal and promptly replying to the request.PRIORITIZING. Manages time and resources effectively by prioritizing efforts according to school and personal goals.ACCOUNTABILITY. Establishes clear and realistic milestones to achieve outcomes. Regularly compares actual progress to planned milestones and adjusts plans accordingly. Holds self, teachers, and students accountable for achieving milestones and outcomes.CONTINGENCY PLANS. Actively communicates to all stakeholders the importance of the primary goal, but also proactively develops contingency plans in advance of potential or unforeseen circumstances.

DRIVE RESULTS COMPETENCY COMMENTS (Achievement Orientation, Continuous Learning, Critical Thinking & Problem Solving, Decision Making, Planning & Execution)



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BUILD RELATIONSHIPS: Stakeholder ManagementNETWORKING. Seeks opportunities to work with a wide range of individuals such as the Principal, support staff, peer groups, parents, teachers, students and other members of the Leadership Team to achieve common goals and better outcomes.

DEVELOPING RELATIONSHIPS. Develops mutually beneficial relationships and partnerships with teachers, parents, students and other administrators based upon trust, respect and achievement of common goals.

TRUST. Gains trust of key stakeholders by active listening and seeking to understand their views and needs.

RESPECT & APPRECIATION. Consistently demonstrates respect and appreciation for others by empathizing with their concerns and valuing their time and contributions.

BUILD RELATIONSHIPS: CommunicationLISTENING. Listens attentively. Seeks to understand the point of view of students, staff, teachers, the Principal, and parents. Consistently confirms understanding. When appropriate shares this understanding with the Principal to improve decisions.

SYSTEMS. Appropriately uses communication systems to regularly communicate with key stakeholders such as teachers, students, parents, the Leadership Team, and support staff.

WRITING. Writes clearly, concisely and persuasively. Uses correct grammar, vocabulary and a tone that is appropriate to the message and audience.

SPEAKING. Speaks in a clear and articulate manner, adapting communication content and style to different audiences and venues.

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BUILD RELATIONSHIPS: Impact and InfluenceADAPTING STYLE. Adapts personal leadership style/approach given the situation and the individuals involved.

MAKING A CASE. Appeals to reason and/or emotions of teachers, students, parents, and the Leadership Team, by presenting relevant data and/or concrete examples to make a compelling case for a position.

ANTICIPATING & PERSUADING. Anticipates reactions & addresses concerns of others to persuade them to move toward a goal or support an idea.

MOTIVATING ACTION. Motivates parents, teachers, staff and students to action by expressing enthusiasm, optimism, and passion for ideas and initiatives. Effectively motivates parents, teachers and staff even when no formal reporting relationship exists.

BUILDING COALITIONS. Builds coalitions to garner support for initiatives or programs by aligning proposals/ideas with the needs and priorities of others.

BUILD RELATIONSHIPS: Self-AwarenessINSIGHT. Understands his/her own strengths and weaknesses.

BALANCING STRENGTHS AND WEAKNESSES. Effectively balances personal strengths and weaknesses by focusing primarily on what he/she does best but does not ignore deficiencies.

SEEKING GROWTH. Actively seeks constructive feedback and other opportunities for self development. Integrates feedback by changing behavior/actions accordingly.

UNDERSTANDING PERCEPTIONS. Understands how others perceive his/her actions, comments, and tone.

BUILD RELATIONSHIPS: Cultural CompetenceRESPECTING COMMUNITY. Demonstrates knowledge of and respect for the diverse cultures of the community served by the school.

INCLUSIVENESS. Reinforces an inclusive environment that respects the culture and community of the students being served and models respect for all cultures.

ADJUSTING BEHAVIOR. Adjusts behavior according to cultural norms and cues.

WORKING CROSS-CULTURALLY. Communicates and works effectively with those from diverse backgrounds.

VALUING DIVERSITY. Creates an environment in which people from diverse backgrounds and perspectives can succeed.

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BUILD RELATIONSHIPS COMPETENCY COMMENTS (Stakeholder management, Communication, Impact & Influence, Self-awareness, Cultural Competence)





MANAGE PEOPLE: Direction SettingVISION, MISSION, VALUES AND GOALS. Effectively articulates the alignment between the school’s goals and its long term mission, vision, and values.INSPIRING OTHERS. Inspires and gains the commitment of others regarding the school’s goals as an extension of KIPP’s mission, vision, values.MODELING. Models school values and strong character at all times.BUILDING CULTURE. Supports the Principal’s efforts at creating a positive school culture through developing programs, rituals, and visual artifacts that represent school values.NEW OPPORTUNITIES. Anticipates and seizes new opportunities that are aligned with strategic goals.MANAGING CHANGE. Collaborates with and supports the Principal to manage change by seeking to understand its effects upon teachers, students, and parents. Guides others through change by helping them explore their resistance to that change and offering them concrete milestones for change.

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MANAGE PEOPLE: Team LeadershipCLARIFYING. Clarifies roles, accountabilities and decision-making among staff who report to him/her.DELEGATION. Delegates tasks to appropriate individuals or teams. Understands what is a reasonable workload to delegate.COLLABORATION. Promotes collaboration among teachers and staff. Encourages others to cooperate and coordinate efforts. Welcomes different opinions and ideas even if it leads to conflict.ENCOURAGING INITIATIVE. Proactively, makes him/herself available to teachers and staff to assist in brainstorming and problem solving.CONFLICT. Models appropriate responses to conflict and encourages others to manage conflict openly and productively.MEETINGS. Effectively leads team meetings, including clear agendas, appropriate time management and assuring that all voices are heard, notes are taken and next steps identified.CELEBRATING TEAM. Prioritizes team morale and productivity, celebrating team accomplishments.

MANAGE PEOPLE: Performance ManagementSETTING GOALS. Works collaboratively with GLCs, teaching and/or other staff to establish individual performance and development goals that are clear, realistic, measurable and achievable.

RESOURCES. Helps GLCS, teaching and other staff find resources needed to reach individual and team goals (resources may include human assets, time allocation, dollars, and tools).

FEEDBACK. Consistently coaches teachers towards goals, recognizes accomplishments and provides timely, relevant, and constructive feedback.

ACCOUNTABILITY. Holds teachers accountable for achieving their goals, modeling school values and strong character.

EVALUATION. Provides constructive evaluations of teacher performance regularly, identifying learning needs.

MANAGE PEOPLE: Talent DevelopmentRECRUITMENT & SELECTION. Recruits and contributes meaningfully to selection of a highly effective staff.DEVELOPMENT OPPORTUNITIES. Creates developmental opportunities for teachers to be more effective in their roles and progress toward career goals.ON-THE-JOB DEVELOPMENT. Recommends placement opportunities to the Principal for roles and assignments that contribute to the personal and career development of teachers and staff.RETENTION. Contributes to the retention of talented and valued employees by listening to their needs and working with the Principal find ways to meet those needs.SUCCESSION. Builds his/her own skills to be prepared for filling several roles (including the Principal’s job) would the need arise.POOR PERFORMERS. Participates equitably in formal proceedings to manage out staff that do not meet expectations or fit KIPP culture.

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MANAGE PEOPLE COMPETENCY COMMENTS (Direction Setting, Team Leadership, Performance Management, Talent Development)

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ROLE-SPECIFIC COMPETENCY COMMENTS (Instructional Leadership)

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ACADEMIC VISION. Consistently reinforces the academic and character vision and/or goals through actions and words.CURRICULUM. Monitors GLCs, department chairs, and other teachers in the development and alignment of college preparatory curriculum.INSTRUCTIONAL IMPROVEMENT. Supports systems to improve instruction including regularly observing, coaching, modeling for and teaching staff how to improve their skills. Identifies teachers who need to improve their instruction and helps them address these needs.ASSESSMENT. Supports the administration of multiple forms of assessments school-wide, to measure and improve teaching and learning.USE OF DATA. Supports the teachers by helping them effectively use student and staff performance data to drive improved teaching and learning.CHARACTER. Actively participates in implementing and improving upon systems that reinforce positive character, behavior and organizational values for students.

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VALUES REFLECTION (Also the “How” of the Job)

How has your behavior and performance in the last six months aligned with each of our values? In what ways has there been strong alignment and in what ways has that alignment been weak? Please reflect upon your behavior relative to each of our values below.





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COMPETENCY RATING SUMMARY

Competency Category Competency Mid-year End-of-year

PROVE THE POSSIBLE Student Focus

DRIVE RESULTS Achievement Orientation

Continuous Learning

Critical Thinking and Problem Solving

Decision-Making

Planning and Execution

Self

Manager

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BUILD RELATIONSHIPS Stakeholder Management

Communication

Impact and Influence

Self-Awareness

Cultural Competence

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Competency Category Competency Mid-year End-of-year

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MANAGE PEOPLE Direction-Setting

Team Leadership

Performance Management

Talent Development

Instructional Leadership

ROLE-SPECIFIC COMPETENCIES

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Manager overall comments mid year:

Manager overall comments end-of-year:

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leadership competencies and values. Use the comments field to explain your rating and provide a summary of the staff member's most important achievements and strengths, opportunities for improvement and growth.

OVERALL RATING

Please rate the staff member’s performance overall, accounting for and appropriately weighting his/her achievement relative to performance goals, and behaviors relative to our

Manager overall rating mid-year 1 2 3 4 5

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Manager overall rating end-of-year NA

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I participated in discussion of this Evaluation

Staff Member: Manager: Manager’s manager:

with my manager on the date indicated. My signature indicates knowledge and understanding of the contents of this document and does not necessarily imply agreement or disagreement.

Signature:

Signature:

Date:

Date:

I participated in discussion of this Evaluation with the staff member above on the date indicated.

I have reviewed and sign-off on this evaluation.

Signature:

Signature:

Date:

Date:

Signature:

Signature:

Date:

Date:

Documents

Mid- and End-of-Year Evaluation Assistant Principal/Dean Mid- and... · End-of-year self-assessment comments End-of-year manager comments. 5. COMPETENCY RATINGS (The “How” of