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Principal and Assistant Principal

Evaluation Handbook

Hillsborough County Public Schools Principal and Assistant Principal Evaluation Handbook Page 2

TABLE OF CONTENTS

Principal Evaluation System: Vision 3

Principal Evaluation System Development 4

Purpose of Handbook 4

Principal and AP Evaluation – Overview 4

Evaluation Components 5

Student Learning Growth 5

School Operations 6

360° Survey 7

Human Resources 7

Principal Evaluation Worksheet 9

Assistant Principal Evaluation Worksheet 10

Principal Evaluation System Timeline 10

Assistant Principal Evaluation System Timeline 11

Principal and Assistant Principal Evaluation System-Evaluator Training 12

Appendix A: Principal Competency Rubric 13

Appendix B: Assistant Principal Competency Rubric 22

Appendix C: Human Resources Rubrics 33

Appendix D: School Leader Goal Setting and Professional Learning Plan 37


Principal Evaluation System: Vision “Research over the past 30 years clearly demonstrates that principals are important catalysts for

shaping school improvements, creating lasting foundations for student learning and accelerating teacher

effectiveness.” (NAESP and NASSP)

With that in mind, Hillsborough County Public Schools has developed a Principal and Assistant Principal

Evaluation System that reflects current school leader standards and proven practices and is useful for

improving performance. The competencies and key elements that describe school leader practice

include the following:

The HCPS system is based on the beliefs that evaluations are:

Part of a comprehensive system of support and professional development;

Relevant to the improvement of principals; dynamic work;

Based on accurate, valid, and reliable information, gathered through multiple measures;

Useful for informing principals’ learning and progress.


Principal Evaluation System Development The HCPS Principal and Assistant Principal Evaluation Systems were developed in conjunction with

current principals and assistant principals as well as district staff and other stakeholder groups. The

committee continues to function in the role of monitoring the evaluation system and recommending

and coordinating continuous improvement efforts.

Purpose of Handbook The purpose of this handbook is to outline the Hillsborough County Public Schools principal and assistant

principal evaluation system.

Principal and AP Evaluation – Overview


Evaluation Components The principal and assistant principal evaluation consists of four core areas:

Student Learning Growth

Although all components are part of the evaluation system, the highest weight is given to student

growth measures and principal / AP practice as defined by our competency rubric. 40% of the principal

and assistant principal annual evaluation is based on the learning gains of the students in his or her

school, as calculated with a value added measure process. A value-added measure is a predictive

statistical model that uses a variety of variables to predict the expected one-year (or other defined

period of time) learning growth of each student. The predicted growth is then compared to actual

growth as measured by course and relevant content assessments, such as FCAT and end-of-course

exams. In order to isolate and measure the impact of the school on student learning growth, the value

added measure model controls for pertinent conditions and variables that are generally outside of a

school’s control, but that affect student performance.

The value added measure component of the principal evaluation process consists of two parts:

1. All students, school-wide, and

2. Level 1 and 2 students, school-wide.

School-wide Value Added Measure (30%)

The school-wide value added measure component of the principal evaluation process comprises 30% of

the principal’s overall annual evaluation. This component is a measure of the school’s effectiveness in

producing the learning growth of every enrolled student. School-wide value added measure is calculated

using all applicable pre- and post- measure combinations in the school.


Level 1 and 2 Students’ Value Added Measure (10%)

This component signals the importance of improving the learning growth of our district’s lowest

performing students so that we may make progress closing the achievement gap. Our vision for this

component is for principals to allocate resources, make staffing decisions, and otherwise exercise

instructional leadership in such a manner that fosters improvement in the performance of struggling

students. This component, then, consists of the value added measure of the school for Level 1 and 2

students in reading (grades 3-10) and math (grades 3-8). The component will be measured with the

Level 1 and 2 students’ results on the Florida Comprehensive Assessment Test (FCAT) Reading and Math

tests.

School Operations – (5% Principal, 4% Assistant Principal) In addition to the emphasis on instructional leadership, principals are also responsible for ensuring the

effective operation of the school, including managing budgets, accounting for resources, managing the

facility and logistics, accurate and timely reporting, and managing personnel effectively. This section

describes how a principal’s effectiveness in managing school operations is assessed through the

principal evaluation process.

Internal Accounts Audits

Each school receives an annual audit of internal accounts. The audit consists of a review and verification

that the principal has ensured that the school’s internal accounts have been managed in compliance

with legal and policy standards. This is a ‘lagging’ component in that the audits are conducted on

previous school year data. Therefore, new principals will not receive a score for internal audits.

Principals new to their schools who transferred from another school in the district will be evaluated

based on the audit results from their previous school. Internal Audits performance is rated according to

the following chart:

Principal Assistant Principal

Score Points Points

E (“Exemplary”) 2 1

S (“Satisfactory”) 1 .5

S/NI (“Satisfactory, but needs improvement”)

0 0

U (“Unsatisfactory”) -2 -1


Property Control

Property Control audits assess the effectiveness with which a principal maintains accountability of the

schools’ educational resources such as equipment. The property control component of the principal

evaluation system is scored as follows:

Score Points

E (“Exemplary”) 2

S (“Satisfactory”) 1

U (“Unsatisfactory”) -2

FTE

The FTE component is an assessment of the effectiveness with which the principal manages the annual

FTE reporting process. The number of points allocated is based on how well the principal ensures that

the school submits its fall and spring FTE reports error free by the final submission. This component is

scored as follows:

Score Points

No Errors (Fall or Spring) 1

Error in Fall or Spring 0

Errors in both Fall and Spring -1

360° Survey (45% Principal, 50% Assistant Principal)

A key feature in of our system is the observation and ongoing dialogue with principals and assistant

principals related to their practice. In order to accurately assess principals in our five competencies and

twenty-six key elements, principal supervisors and support staff are expected to be in schools to see

practice in action.

Another key feature of our system is the 360° model used to assess principal practice. Both principal

supervisors and teachers contribute to the principal practice score and teachers and principals

contribute to the AP practice score. A rubric that clearly defines a continuum of practice from

performance that requires action to exemplary performance is used as the assessment tool for the 360°

feedback. Principals and assistant principals, who are transferred to their school after the 100th day, will

not receive 360° feedback from teachers at their prior school. If a principal or assistant principal is

promoted into a new role after the 100th day, they will be evaluated in their prior role.

A final key feature is input provided from our Instructional Leadership Directors related to specific

competencies assessed in our rubric (Appendices A and B).


Human Resources Management – 10%

This component of the principal evaluation system is an assessment of the principal’s effectiveness in

managing the human capital at his or her school. This includes complying with the labor contract, and

following proper procedures for executing personnel actions, such as non-re-nominations, hires, and

transfers. Using the HR matrix (Appendix C), Human Resources will assign Human Resources

Management Points.

Principal Evaluation Worksheet/Form

Category Description Max Points Points Earned

Student Learning Growth Student Learning Growth – All Students

School-wide value added score based on the results of all applicable student assessments in the school

30

Student Learning Growth – Level 1 and 2 Students

School-wide value added score based on FCAT Reading and Math for all Level 1 and 2 Students

10

360° Principal Evaluation System ALD Survey Results Scantron Survey Results, based on Area

Director’s input 25

Instructional Staff Survey Results Scantron Survey Results, based on input from all participating instructional staff

20

School Operations Internal Accounts Audits Audits of school’s internal accounts

conducted by district audit staff 1

Property Control Audits of school’s property inventories, conducted by district property control staff

2

FTE Error-free submission of school FTE reports, as determined by district FTE lead.

2

Human Resources Management Contract/Policy Knowledge of contract language and policy. 2

Timeliness Timeliness in hiring, paperwork, units, transactional work, evaluation, contracts, supplements, etc.

2

Support Provision Dealing with less than effective employees and decisions in offering non-probationary status.

2

Observation Process Use of observation process to provide ongoing feedback to staff.

2

Alignment with Other Observers Data alignment with other observer types for instructional personnel.

2

Totals 100

10

Assistant Principal Evaluation Worksheet/Form

Category Description Max Points Points Earned

Student Learning Growth Student Learning Growth – All Students

School-wide value added score based on the results of all applicable student assessments in the school

30

Student Learning Growth – Level 1 and 2 Students

School-wide value added score based on FCAT Reading and Math for all Level 1 and 2 Students

10

360° Principal Evaluation System Principal Survey Results Scantron Survey Results, based on Area

Director’s input 30

Instructional Staff Survey Results Scantron Survey Results, based on input from all participating instructional staff

20

School Operations Internal Accounts Audits Audits of school’s internal accounts

conducted by district audit staff 1

Property Control Audits of school’s property inventories, conducted by district property control staff

2

FTE Error-free submission of school FTE reports, as determined by district FTE lead.

1

Human Resources Management Observation Process Use of observation process to provide

ongoing feedback to staff. 2

Alignment with Other Observers Data alignment with other observer types for instructional personnel.

4

Totals 100

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Principal Evaluation System Timeline: ALDs conduct goal setting conferences with principals based on previous year evaluation data

June-August

ALDs observe principals in the field, review formative student data, and meet with principals for formative feedback reviews.

August-May

Teachers assess principals using competency-based rubric.

February

ALDs review data (TELL, SCIP, Discipline, Attendance, formative student data, observation data, work toward competency based goals, formative notes, etc.) ALDs also review input forms provided by ILDs.

April-May

ALDS assess principals using competency-based rubric

May

ALDs conduct goal setting conferences with principals based on previous year evaluation data

June-August

VAM Score received and final scores posted October

Assistant Principal Evaluation System Timeline: Principals conduct goal setting conferences with APs based on previous year evaluation data

June-August

Principals observe APs in the field and meet with principals for formative feedback reviews.

August-May

Teachers assess principals using competency-based rubric.

March

Principals review data (TELL, SCIP, Discipline, Attendance, formative student data, observation data, work toward competency goals, formative notes, etc.)

April-May

Principals assess APs using competency-based rubric

May

Principals conduct goal setting conferences with APs based on previous year evaluation data

June-August

VAM Score received and final scores posted October

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Principal and Assistant Principal Evaluation System – Evaluator Training

The following training supports are provided to Principals, Area Leadership Directors, Assistant Principals

and all other principal evaluation system stakeholders on how to effectively implement our system:

Goal setting planning for APs at Principal Summer Institute

Goal setting planning for ALDs at ALD Summer Institute

Rubric and assessment training at Principal and AP council meetings

Rubric use in all pipeline program training

ALD observation and assessment training using competency rubric and critical attributes

Competencies addressed in all HCPS leadership trainings

13

Appendix A: Principal Rubric

Principal Competency Rubric

Instructional Leadership

1. Achievement Focus and Results Orientation

Element Requires Action Progressing Accomplished Exemplary

a. Holds self and others accountable for high academic achievement of all students.

Sets low achievement expectations for

students or does not focus on

achievement for every student. May

make excuses or rationalize low

student performance.

Articulates personal accountability for high

academic achievement for most students, and

communicates the same standard to teachers

and staff. Focuses on attaining learning gains

for most students.

Demonstrates personal accountability for high

academic achievement for all students, and

holds teachers and staff to the same standard.

Takes deliberate action to attain learning gains

for every student.

ACCOMPLISHED PLUS…Focuses relentlessly on

student outcomes and successfully leads

teachers and staff to achieve dramatic

learning gains for every student.

b. Communicates a clear, compelling vision of high academic achievement and inspires others to fulfill the vision by gaining buy-in and commitment.

Adopts a vision that lacks focus on

student achievement and makes

limited attempts to implement the

vision; makes decisions without

considering alignment to the vision.

Effectively communicates a vision of high

academic achievement to stakeholders and

provides a path for meeting the vision but may

be unsuccessful in garnering buy-in,

understanding, or commitment. May consider

the vision when making decisions.

Clearly and effectively communicates a vision of

high academic achievement for all students and

a path for reaching the vision to internal and

external stakeholders, resulting in stakeholder

understanding and buy-in.

ACCOMPLISHED PLUS…Clearly links actions,

decisions, roles and responsibilities to the

school vision, working with teachers and staff

to ensure that their work is similarly aligned.

c. Sets challenging goals. Demonstrates persistence and overcomes obstacles to achieve goals.

Does not support teachers and staff in

setting goals or teachers’ goals may be

vague, lack rigor, or not align with

challenges or needs. May give up in the

face of adversity.

Is sometimes successful at helping teachers and

staff set challenging student outcome goals.

Persists and overcomes anticipated obstacles,

but may have difficulty managing unexpected

adversity.

Helps teachers and staff set, monitor, and

achieve challenging goals based on student

outcomes. Anticipates, adapts, and persists in

the face of obstacles and responds in a positive,

solutions-oriented manner. Models for teachers

and staff how to overcome obstacles and be

resourceful and innovative to increase student

achievement.

ACCOMPLISHED PLUS…

Establishes a comprehensive system for

rigorous school goal-setting and

measurement that supports the attainment of

challenging goals. Models for teachers and

others to effectively anticipate and address

obstacles and develops their capacity to do

the same.

d. Exhibits a commitment to equity and creates a collective sense of urgency to close achievement gaps and prepare all students for college and career success.

May avoid conversations about student

achievement gaps in their school. Is

unable to generate a sense of urgency

in others to close achievement gaps.

Has some comfort engaging others in

conversations about equity gaps, but may not

initiate conversations or confront others’

preconceptions about race, culture, class, or

other differences among students.

Communicates the importance of closing

achievement gaps, with mixed results in

generating a sense of urgency among

stakeholders.

Effectively initiates, engages in, and models

courageous conversations about equity gaps and

implements strategies to eradicate inequities in

their school. Generates a shared sense of

urgency among teachers, staff and the

community to close achievement gaps and

prepare all students for college and careers.


Ensures that strategies implemented among

teachers, staff and community successfully

eradicate inequities in schools. Coaches

teachers and staff to initiate and engage in

courageous conversations about equity gaps,

effectively close achievement gaps, and

prepare all students for college and careers.

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2. Instructional Expertise


a. Conducts high-quality classroom observations, identifies effective teaching practices, and understands pedagogy that results in improved student learning.

Rarely conducts classroom observations

or observations are not strategically

focused. They are scheduled for

compliance purposes. Does not accurately

assess teacher performance.

Occasionally conducts strategically focused

classroom observations. Most observations

are scheduled based on timelines and

requirements although some walkthroughs

are completed throughout each week with

limited feedback given. Accurately assesses

teacher performance.

Regularly conducts strategically focused

classroom observations and walkthroughs

that are based on the needs of teachers.

Observation schedule allows for ongoing

feedback and growth for teachers.

Understands pedagogy and accurately

assesses teacher performance.


Spends a significant amount of time

conducting classroom observations and

walkthroughs that are strategically planned

to provide a system of support to every

teacher. Has an in-depth knowledge of

pedagogy and strategies for improving

instructional practices.

b. Uses data to differentiate and prioritize instructional supports and interventions and supports teachers in using data to differentiate instruction.

Rarely supports staff’s use of data to

guide grouping or re-teaching strategies.

Inconsistently holds teachers accountable

for analyzing student work and data and

rarely attempts to ensure that instruction

is differentiated based on student need or

that students receive appropriate

interventions.

Attempts to develop staff ability to analyze

data to identify content that students did not

learn and guide grouping and re-teaching

strategies. Inconsistently holds teachers

accountable for analyzing student work and

data. Provides limited differentiation in

instruction and implements academic

interventions for high need students.

Supports and develops staff ability to

analyze quantitative and qualitative data to

identify content that students did not learn

and guide grouping and re-teaching

strategies. Holds teachers accountable for

analyzing student work and data to

determine appropriate differentiations and

interventions; uses data to make updates to

the intervention plan for students or sub

groups not making progress.


Builds the capacity of staff to effectively and

consistently use multiple sources of data to

identify content that students did not learn

and guide grouping and re-teaching. Holds

teachers accountable for analyzing student

work and learning data and engages all staff

in analyzing disaggregated student data to

determine appropriate differentiations and

interventions based on individual students’

learning needs. Works with staff to make

frequent updates to the intervention plan

for students or sub groups not making

progress.

c. Ensures students master standards by aligning curriculum, instructional strategies, and assessments.

Allows staff use of a curriculum that is not

aligned to college readiness standards

and supports staff use of misaligned

lesson and units that are disconnected

from year-end goals.

Develops and supports the implementation of

standards-based curriculum. Attempts to

align to Florida Standards to meet student

learning needs and encourages teachers to

analyze standards, curricula. And aligned

assessments to develop and implement their

own lesson and unit plans.

Engages the leadership team and other key

staff in developing, adapting and

implementing curriculum aligned to Florida

Standards. Leads analysis of standards,

curricula, and aligned assessments to

develop and implement standards-based

lesson and unit plans linked to year-end

goals.


Builds the capacity of staff to effectively

develop, adapt, and implement rigorous

curriculum aligned to the Florida Standards

to effectively address all students learning

needs. Analyzes standards, curricula and

aligned assessments to develop and

implement standards-based lesson and unit

plans linked to year-end goals.

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Human Capital Management

3. Managing and Developing People Element Requires Action Progressing Accomplished Exemplary

a. Provides clear expectations for staff performance and communicates success and needed improvements regularly.

Does not identify or clearly communicate

performance expectations to teachers

and staff.

Establishes basic performance expectations

for teachers and staff, but does not

consistently link expectations to student

outcomes. Communicates expectations to

teachers and staff and applies rules

inconsistently. Does some monitoring to track

progress.

Establishes and clearly explains performance

expectations linked directly to student

outcomes and include interim measures so

that each individual understands whether

s/he is on track to meet goals.


Helps teachers and staff internalize

performance expectations, including the

rationale behind them. Works with

individuals to set specific development goals

linked to each person’s strengths and growth

areas and ensures that they are on track to

meet them.

b. Uses multiple methods to evaluate teacher and staff effectiveness and provides timely, targeted, and actionable feedback.

Uses minimal evidence or relies on

perception to assess teacher and staff

effectiveness. Feedback to teachers and

staff may not be timely, frequent, or

actionable.

Uses limited data sources or evidence to

assess teacher and staff effectiveness.

Provides specific and timely feedback to

teachers and staff, but feedback may not

include action steps or may not result in

improved practice.

Uses multiple data sources and evidence to

assess teacher and staff effectiveness.

Regularly incorporates specific data and

examples to provide timely, targeted, and

actionable feedback, resulting in improved

practice.


Engages in regular dialogue with teachers

and staff about their development.

Consistently provides manageable feedback

that supports learning and results in

improved practice.

c. Uses student and observation data and disaggregates school data to plan and target job-embedded professional development and support for teachers.

Rarely differentiates professional

development or supports for teachers

based on teacher-specific data trends,

strengths or growth areas. May be

disengaged from new teacher induction

efforts.

Considers teacher-specific data trends,

strengths, or growth areas in determining

professional development. Supports for

teachers but may not effectively differentiate

coaching and supports. Informs new teacher

induction.

Regularly disaggregates data to identify

teacher-specific trends, strengths, and

growth areas. Uses data to provide

differentiated, job-embedded professional

development and determine the most

impactful supports for each teacher. Actively

supports effective induction for new

teachers.


Leads teachers to review and disaggregate

school, educator, and classroom-level data.

Analyzes disaggregated data to identify

performance trends among teachers and

strategically plans development activities to

leverage high-performing teachers in the

development of others.

d. Effectively identifies high and low performers, retains high performers, and develops or exits low performers.

Does not effectively distinguish between

high- and low-performing teachers. May

fail to recognize high-performers or

support those who struggle. Avoids

conflict, difficult conversations, or work

required to exit persistently low-

performing teachers. May transfer low-

performers elsewhere.

Recognizes high-performing teachers.

Attempts to support struggling teachers but is

inconsistent with implementation of

assistance plans. Tries but does not effectively

exit persistently low-performing teachers.

Recognizes, leverages, and retains high-

performing teachers. Proactively supports

struggling teachers. Consistently and

thoroughly implements assistance plans.

Effectively advocates for the exit of

persistently low-performing teachers.


Gives high-performing teachers increasing

responsibility and challenges. Effectively

develops or exits all persistently low-

performing teachers.

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e. Distributes and develops staff leadership and builds teacher teams able to advance teaching and learning.

Rarely provides leadership opportunities

and allows ineffective or misaligned staff

to serve on the leadership team. Rarely

supports the development of the

leadership team.

Provides leadership opportunities to teachers

who express interest and attempts to support

their development in leading other adults.

Defines the role of the leadership team and

selects some members based on skill.

Attempts to support the development of the

leadership team.

Identifies effective teachers and provides

them with leadership opportunities.

Supports the development of teacher

leaders and leadership team members and

establishes a leadership team made up of

effective teachers with a range of skills sets.

Develops the team to lead other teacher

teams and support the improvement of

instructional practice.


Actively provides meaningful leadership

opportunities to effective teachers. Mentors

and supports teacher leaders and leadership

team members in leading other adults.

Communicates a clear leadership trajectory

to those teachers with the most leadership

potential. Establishes and builds the capacity

of an effective leadership team with a

relentless focus on student learning

f. Exhibits effective recruitment, interview, and selection skills that lead to quality hiring decisions.

Rarely anticipates teacher vacancies. Does

not proactively identify or recruit high-

potential candidates. Inaccurately

assesses candidate competencies. May

allow personal relationships to influence

staffing recommendations.

Has a general sense of potential teacher

vacancies, but may begin recruiting late in the

year. Accurately assesses candidate

competencies but may not consider school-

specific needs in recommendations.

Proactively anticipates potential teacher

turnover and shares staffing needs with

central office. Recruits and screens high-

potential candidates for each vacancy.

Effectively assesses candidate competencies

to hire candidates that match school needs.


Leverages teacher relationships to remain

up-to-date on future plans and anticipate

turnover. Builds networks to identify and

recruit high-potential candidates. Grooms

future school teachers from intern and

substitute pools. Provides insightful

feedback from selection process to inform

school fit and early professional

development.

g. Effectively assigns teachers to classes and provides quality onboarding experiences for new teachers.

Rarely assesses qualifications when

placing teachers. Allows teachers to

remain in specific grades and content

areas regardless of their impact. Does not

take ownership of new teachers.

Places teachers in grades and content areas

based on qualifications. Supports new

teachers through a school level induction

process.

Places teachers in grade level and content

areas based on their qualifications and

demonstrated effectiveness. Has an ongoing

process in place to onboard and support the

development of new teachers.

ACCPOMPLISHED PLUS…

Strategically places teachers in grade level

levels and content areas based on their

skills, strengths, and qualifications. Assigns

highly effective teachers to students most in

need. Capitalizes on the strengths of

existing staff by teaming them with new

teachers.

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Organizational/System Leadership

4. Culture and Relationship Building


a. Establishes collaborative relationships with internal and external stakeholders to achieve objectives.

Does not listen to or recognize stakeholder

concerns that impact collaboration. May

alienate or disengage stakeholders when

working to achieve objectives.

Listens to others in an attempt to

understand their perspective. Empathizes

with others’ point of view. Builds

collaborative, respectful relationships but

may not engage some stakeholders.

Actively listens to others and seeks to

understand and address their perspectives

and needs. Treats others with dignity and

respect. Builds and maintains strong,

collaborative relationships with internal and

external stakeholders to achieve objectives.


Creates a climate in which stakeholders treat

one another with dignity and respect. Builds

coalitions with stakeholders at all levels to

achieve collaborative goals.

b. Creates a positive and safe environment for teachers, students, families, and the community.

Sends inconsistent messages about the

school’s values and behavioral expectations

and inconsistently applies positive and

negative consequences. Provides

inadequate support for students’ social and

emotional development needs and fails to

ensure that the school environment is safe.

Communicates the school’s values to staff

and students and implements a code of

conduct for students attempting to fairly

apply positive and negative consequences.

Provides some support for student’s social

and emotional development and supports

meaningful connections between students

and adults. Manages a school environment

that is safe.

Translates the school’s values into specific

expectations for adults and students and

ensures staff explicitly teaches expectations

to students. Implements systems to ensure

the code of conduct and positive and

negative consequences are consistently and

fairly implemented. Works with the

leadership team to support students’ social

and emotional development and respects

and values each student in the school.

Fosters strong connections among students

and adults. Ensures that the school

environment is safe and secure.


Builds the capacity of staff and students to

translate the school’s values into specific

expectations for adults and students. Tracks

discipline data to ensure equitable

application of positive and negative

consequences and that consequences

support students in changing behaviors.

Builds the capacity of staff to support and

enhance students’ social and emotional

development and ensures that each student

is valued through systems that foster and

facilitate strong connections with other

students and adults. Continuously assesses

systems to ensure the school environment is

safe and secure.

c. Resolves conflict in a direct but constructive manner, seeking "win-win" solutions.

Does not resolve conflict or does so in an

indirect, abrasive, or destructive manner.

Avoids difficult conversations.

Anticipates challenges but does not manage

conflict to effective resolution or vice versa.

Is willing to have difficult conversations but

is not always successful. Sometimes

operates in a negative and reactive mode

when dealing with conflict.

Anticipates and effectively manages conflict

through consistent dialogue with

stakeholders. Proactively resolves

disagreements and identifies “win-win”

solutions. Exhibits willingness, courage, and

skill to have effective difficult conversations.

Models for teachers to directly resolve

conflict wherever possible.


Helps stakeholders understand shared goals

and other perspectives. Engages

stakeholders in problem resolution.

Develops others to identify “win-win”

solutions and have effective difficult

conversations.

19

d. Embraces diverse viewpoints and solicits stakeholder input in decision-making.

Does not consider diverse perspectives or

may have difficulty leveraging differing

points of view to improve decision-making.

May be dictatorial or overly conciliatory.

Considers other perspectives. May seek

stakeholder input but moves ahead with

own decisions or becomes paralyzed by

trying to reach consensus or appease others.

Seeks and considers diverse perspectives.

Actively solicits stakeholder input in order to

make informed decisions that are in the best

interest of students.


Creates a culture that respects diverse

viewpoints in which teachers and staff

routinely seek stakeholder input to make

informed decisions. Is willing to make

unpopular decisions in the best interest of

students.

e. Communicates effectively with all stakeholders.

Does not proactively communicate with

stakeholders. Does not articulate a clear

point of view or attempt to tailor

messages. May communicate conflicting

messages to stakeholders. May lack

professionalism.

Communicates with some stakeholders.

Communication may not be clear, concise, or

tailored to various stakeholders. Maintains a

professional demeanor but may lack poise or

confidence under pressure.

Communicates regularly and effectively with

all stakeholders. Articulates a clear point of

view in a coherent, concise, and compelling

manner. Tailors message for each audience,

context, and mode of communication.

Exhibits poise and professionalism, even

when under pressure.


Creates proactive communication channels

for all stakeholders and guides teachers and

staff to do the same. Coaches others to tailor

communication and maintain poise and

professionalism, even when under pressure.

f. Motivates, inspires, and moves other adults to feel ownership and take action.

May disempower others or cause others to

disengage. Lacks leadership or strategies to

move adults to action.

Attempts to engage others and build

ownership for outcomes, but is only

sometimes successful. Sets an optimistic

tone with stakeholders but may not

successfully move other adults to take action

to achieve goals.

Engages others and builds ownership for

outcomes. Motivates, inspires, and moves

other adults to take action to achieve

ambitious goals.


Shares leadership appropriately. Develops

teacher capacity to motivate, inspire, and

move other adults to take action to achieve

ambitious goals.

g. Regularly reflects, accurately assesses own strengths and growth areas, seeks feedback, and professional development to improve.

Does not reflect. Inaccurately assesses own

strengths or growth areas. Demonstrates

limited awareness of impact on or

perception by others. May become

defensive when receiving feedback. Only

takes limited action to grow.

Sometimes reflects and identifies some

strengths and growth areas. Demonstrates

some awareness of impact on and

perception by others. Sometimes solicits

performance feedback. Pursues

development opportunities, but may not

prioritize opportunities aligned with growth

areas.

Regularly reflects on and accurately assesses

own strengths and substantive growth areas.

Demonstrates awareness of impact on and

perception by others. Regularly solicits and

incorporates performance feedback. Pursues

development opportunities to improve in

growth areas.


Proactively solicits “360-degree” feedback

from others and uses information to

prioritize own development goals. Adapts

communications and actions to improve

impact on and perception by others.

Demonstrates continual improvement.

20



5. Problem-Solving and Strategic Change Management


a. Collects, analyzes, and uses multiple forms of data to make decisions.

Uses data inconsistently or has difficulty

understanding or using data to inform

decision-making.

Collects and analyzes different forms of

data. May have difficulty identifying the

most salient data to inform decision-making.

Some decisions may not align with or

support findings.

Collects, analyzes, and draws meaningful

conclusions from multiple sources of

quantitative and qualitative data (e.g.,

teacher, classroom, and student-level data)

to inform short- and long-term decision-

making.


Engages school leaders in creating systems

to collect and monitor data and make mid-

course corrections when necessary. Shares

data findings with stakeholders.

b. Identifies problems, analyzes root causes, and develops effective strategies to resolve issues.

Does not accurately identify problems or

prioritize the most critical issues to increase

student achievement. Strategies may not

address critical issues.

Identifies problems and attempts to

diagnose root causes with varying success.

Occasionally prioritizes the most critical

issues. Develops partially effective strategies

or strategies that address only part of the

issue.

Effectively identifies problems. Analyzes

complex issues to accurately diagnose root

causes. Prioritizes the most critical issues,

and develops effective strategies to resolve

those issues.


Anticipates problems before they occur.

Regularly leads stakeholders in a process to

understand root causes of issues and help

develop effective strategies to resolve them.

c. Develops and implements effective action plans, anticipates risks to achieving goals, and adapts to changing circumstances.

Develops action plans that do not address

identified issues. Has difficulty anticipating

risks, and may become surprised or

frustrated when things do not go according

to plan. Rarely monitors implementation.

Develops action plans to address identified

issues, but may focus solely on the big

picture or get stuck in the details and lose

sight of the goal. Sometimes anticipates and

prepares for potential risks and challenges.

Monitors progress.

Develops and implements clear action plans

that address weekly and monthly milestones

to address identified issues, demonstrating

the ability to balance the big picture with

detailed steps to reach the end goal.

Anticipates and prepares for potential risks

and challenges. Monitors progress and

makes mid-course corrections, when

needed, to ensure success.


Reflects on past practice and incorporates

lessons learned in future action plans.

Engages stakeholders to develop and

implement action plans.

d. Proactively plans and creates systems to accomplish school-wide goals.

Does not proactively plan or create systems

to achieve school-wide goals.

Demonstrates some planning and

organization. Creates systems that support

school-wide goals.

Consistently demonstrates organization.

Proactively plans and creates systems to

achieve school-wide goals and sustainable

solutions. Implements year-long planning,

consistent day-to-day schedules and

effectively manages professional time.


Models organizational skills and develops

others organizational skills and ability to use

systems thinking. Adapts systems to enable

sustainable solutions over time.

21

e. Builds buy-in from diverse stakeholders and, overcomes resistance to advance school improvement.

Does not recognize the impact of change

on others or attempt to manage resistance.

Attempts to lead change by directing

others and is unable to build stakeholder

buy-in.

Sometimes recognizes the impact of change

on others and works to manage resistance.

Communicates the need for change to

diverse stakeholders. Creates some short-

term wins.

Recognizes the impact of change on others,

and proactively anticipates and manages

resistance. Helps others understand the

need for change, and builds buy-in from

diverse stakeholders. Creates short-term

wins to build momentum and sustainability

for longer-term change.


Expertly manages change. Converts

resistance to support by engaging concerned

stakeholders and/or leveraging supporters

to influence others.

Appendix B: Assistant Principal Rubric

23

Assistant Principal Competency Rubric


1. Achievement Focus and Results Orientation


e. Holds self and others accountable for high academic achievement of all students.

Sets low achievement

expectations for students or

does not focus on achievement

for every student. May make

excuses or rationalize low

student performance.

Articulates personal accountability

for high academic achievement for

most students, and communicates

the same standard to teachers and

staff. Focuses on attaining learning

gains for most students.

Demonstrates personal accountability

for high academic achievement for all

students, and works directly with the

principal to hold teachers and staff to

the same standard. Takes deliberate

action to attain learning gains for every

student. Models daily actions that

support the school vision.


Focuses relentlessly on student

outcomes and successfully supports

teachers and staff to achieve

dramatic learning gains for every

student. Champions the school

vision in all words and actions.

f. Sets challenging goals. Demonstrates persistence and overcomes obstacles to achieve goals.

Does not support teachers in

setting goals or teachers’ goals

may be vague, lack rigor, or not

align with challenges or needs.

May give up in the face of

adversity.

Is sometimes successful at helping

teachers set challenging student

outcome goals. Persists and

overcomes anticipated obstacles,

but may have difficulty managing

unexpected adversity.

Helps teachers set, monitor, and

achieve challenging goals based on

student outcomes. Anticipates, adapts,

and persists in the face of obstacles

and responds in a positive, solutions-

oriented manner.


Models for teachers how to

overcome obstacles and be

resourceful and innovative to

increase student achievement.

g. Exhibits a commitment to equity and creates a collective sense of urgency to close achievement gaps and prepare all students for college and career success.

May avoid conversations about

student achievement gaps in

their school. Is unable to

generate a sense of urgency in

others to close achievement

gaps.

Has some comfort engaging others

in conversations about equity gaps,

but may not initiate conversations

or confront others’ preconceptions

about race, culture, class, or other

differences among students.

Communicates the importance of

closing achievement gaps, with

mixed results in generating a sense

of urgency among stakeholders.

Effectively initiates, engages in, and

models courageous conversations

about equity gaps and implements

strategies to eradicate inequities in

their school.


Works collaboratively with the

principal to generates a shared

sense of urgency among teachers,

staff and the community to close

achievement gaps and prepare all

students for college and careers.

24



2. Instructional Expertise


d. Conducts high-quality classroom observations, identifies effective teaching practices, and understands pedagogy that results in improved student learning.

Rarely conducts classroom

observations or observations

are not strategically focused.

They are scheduled for

compliance purposes. Does not

accurately assess teacher

performance.

Occasionally conducts strategically

focused classroom observations.

Most observations are scheduled

based on timelines and

requirements although some

walkthroughs are completed

throughout each week with limited

feedback given. Accurately

assesses teacher performance.

Regularly conducts strategically

focused classroom observations and

walkthroughs that are based on the

needs of teachers. Observation

schedule allows for ongoing feedback

and growth for teachers. Understands

pedagogy and accurately assesses

teacher performance.


Spends a significant amount of time

conducting classroom observations

and walkthroughs that are

strategically planned to provide a

system of support to every teacher.

Has an in-depth knowledge of

pedagogy and strategies for

improving instructional practices.

e. Uses data to differentiate and prioritize instructional supports and interventions and supports teachers in using data to differentiate instruction.

Rarely supports teacher use of

data to guide grouping or re-

teaching strategies.

Inconsistently holds teachers

accountable for analyzing

student work and data and

rarely attempts to ensure that

instruction is differentiated

based on student need or that

students receive appropriate

interventions.

Attempts to develop teacher ability

to analyze data to identify content

that students did not learn and

guide grouping and re-teaching

strategies. Inconsistently holds

teachers accountable for analyzing

student work and data.

Supports and develops teacher ability

to analyze quantitative and qualitative

data to identify content that students

did not learn and guide grouping and

re-teaching strategies. Holds teachers

accountable for analyzing student

work and data to determine

appropriate differentiations and

interventions.


Builds the capacity of individual

teachers and teacher teams to

effectively and consistently use

multiple sources of data to identify

content that students did not learn

and guide grouping and re-

teaching. Works with the principal

and school teams to make frequent

updates to the intervention plan for

students or sub groups not making

progress.

25

f. Ensures students master Florida standards by aligning curriculum, instructional strategies, and assessments.

Allows teacher use of a

curriculum that is not aligned to

college readiness standards and

allows staff use of misaligned

lesson and units that are

disconnected from year-end

goals.

Develops and supports the

implementation of standards-based

curriculum. Attempts to align to

Florida Standards to meet student

learning needs and encourages

teachers to analyze standards,

curricula, and aligned assessments

to develop and implement their

own lesson and unit plans.

Engages with the leadership team and

other key staff in developing, adapting

and implementing curriculum aligned

to Florida Standards. Leads analysis of

standards, curricula, and aligned

assessments to develop and

implement standards-based lesson and

unit plans linked to year-end goals.


Builds the capacity of teachers to

effectively develop, adapt, and

implement rigorous curriculum

aligned to the Florida Standards to

effectively address all students

learning needs as well as analyze

standards, curricula and aligned

assessments to develop and

implement standards-based lesson

and unit plans linked to year-end

goals.

26


Human Capital Management

3. Managing and Developing People


h. Provides clear expectations for staff performance and communicates success and needed improvements regularly.

Does not clearly communicate

performance expectations to

teachers and staff.

Communicates basic performance

expectations for teachers and staff,

but does not consistently link

expectations to student outcomes.

Communicates expectations to

teachers and staff and applies rules

inconsistently. Does some

monitoring to track progress.

Clearly explains performance

expectations to teachers and staff and

consistently holds them accountable

for meeting them.


Recognizes individuals who

consistently meet performance

expectations and supports those

who need improvement.

i. Uses multiple methods to assess teacher and staff effectiveness and provides timely, targeted, and actionable feedback.

Uses minimal evidence or relies

on perception to assess teacher

and staff effectiveness.

Feedback to teachers and staff

may not be timely, frequent, or

actionable.

Uses limited data sources or

evidence to assess teacher and staff

effectiveness. Provides specific and

timely feedback to teachers and

staff, but feedback may not include

action steps or may not result in

improved practice.

Uses multiple data sources and

evidence to assess teacher and staff

effectiveness. Regularly incorporates

specific data and examples to provide

timely, targeted, and actionable

feedback, resulting in improved

practice.


Engages in regular dialogue with

teachers and staff about their

development. Consistently provides

manageable feedback that supports

learning and results in improved

practice.

j. Uses student and observation data and disaggregates school data to plan and target job-embedded professional

Rarely differentiates

professional development or

supports for teachers based on

teacher-specific data trends,

strengths or growth areas.

Considers teacher-specific data

trends, strengths, or growth areas

in determining professional

development and supports for

teachers but may not effectively

differentiate coaching and

Works with the leadership team to

regularly disaggregate data to identify

teacher-specific trends, strengths, and

growth areas. Uses data to provide

differentiated, job-embedded

professional development and


Actively supports effective

induction for new teachers.

27


development and support for teachers.

supports. determine the most impactful supports

for each teacher.

k. Distributes and develops staff leadership and builds teacher teams able to advance teaching and learning.

Rarely provides leadership

opportunities and allows

ineffective or misaligned staff to

serve in leadership roles.

Provides leadership opportunities

to teachers who express interest.

Attempts to support their

development in leading other

adults.

Identifies effective teachers and

provides them with leadership

opportunities. Supports the

development of teacher leaders.


Actively provides meaningful

leadership opportunities to

effective teachers. Mentors and

supports teacher leaders in leading

other adults.

l. Exhibits effective recruitment, interview, and selection skills that lead to quality hiring decisions.

Does not proactively identify or

recruit high-potential candidates

to support the filling of school

vacancies. Inaccurately assesses

candidate competencies. May

allow personal relationships to

influence staffing

recommendations.

Accurately assesses candidate

competencies but may not consider

school-specific needs in

recommendations.

Proactively anticipates potential

teacher turnover and shares staffing

needs with the principal. Supports the

recruitment and screening of high-

potential candidates for each vacancy.

Effectively assesses candidate

competencies to hire candidates that

match school needs.


Builds networks with district staff

and other schools to identify and

recruit high-potential candidates.

Supports the grooming of future

school teachers from intern and

substitute pools.

m. Effectively assigns teachers to classes and provides quality onboarding experiences for new teachers. (Only for certain AP

groups)

Rarely assesses qualifications

when placing teachers; allows

teachers to remain in specific

grades and content areas

regardless of their impact. Does

not take ownership of new

teachers.

Recommends placement of

teachers in grades and content

areas based on qualifications.

Supports new teachers through a

school level induction process.

Recommends placement of teachers in

grade level and content areas based on

their qualifications and demonstrated

effectiveness. Supports an ongoing

process in place to onboard and

support the development of new

teachers.

ACCPOMPLISHED PLUS…

Recommends the assignment of

highly effective teachers to

students most in need; capitalizes

on the strengths of existing staff by

teaming them with new teachers.

28



4. Culture and Relationship Building


h. Establishes collaborative relationships with internal and external stakeholders to achieve objectives.

Does not listen to or recognize

stakeholder concerns that

impact collaboration. May

alienate or disengage

stakeholders when working to

achieve objectives.

Listens to others in an attempt to

understand their perspective.

Empathizes with others’ point of

view. Builds collaborative,

respectful relationships but may

not engage some stakeholders.

Actively listens to others and seeks to

understand and address their

perspectives and needs. Treats others

with dignity and respect. Builds and

maintains strong, collaborative

relationships with internal and external

stakeholders to achieve objectives.


Supports a climate in which

stakeholders treat one another

with dignity and respect. Builds

coalitions with stakeholders at all

levels to achieve collaborative

goals.

i. Creates a positive and safe environment for teachers, students, families, and the community.

Sends inconsistent messages

about the school’s values and

behavioral expectations and

inconsistently applies positive

and negative consequences.

Provides inadequate support for

students’ social and emotional

development needs and fails to

ensure that the school

environment is safe.

Communicates the school’s values

to staff and students and

implements a code of conduct for

students attempting to fairly apply

positive and negative

consequences. Provides some

support for student’s social and

emotional development and

supports meaningful connections

between students and adults.

Manages a school environment that

is safe.

Translates the school’s values into

specific expectations for adults and

students and ensures staff explicitly

teaches expectations to students.

Implements systems to ensure the

code of conduct and positive and

negative consequences are

consistently and fairly implemented.

Works with the leadership team to

support students’ social and emotional

development. Respects and values

each student in the school. Fosters

strong connections among students


Builds the capacity of staff and

students to translate the school’s

values into specific expectations for

adults and students. Tracks

discipline data to ensure equitable

application of positive and negative

consequences and that

consequences support students in

changing behaviors. Builds the

capacity of staff to support and

enhance students’ social and

emotional development and

29


and adults. Ensures that the school

environment is safe and secure.

ensures that each student is valued

through systems that foster and

facilitate strong connections with

other students and adults.

Continuously assesses systems to

ensure the school environment is

safe and secure.

j. Resolves conflict in a direct but constructive manner, seeking "win-win" solutions.

Does not resolve conflict or does

so in an indirect, abrasive, or

destructive manner. Avoids

difficult conversations.

Anticipates challenges but does not

manage conflict to effective

resolution or vice versa. Is willing to

have difficult conversations but is

not always successful. Sometimes

operates in a negative and reactive

mode when dealing with conflict.

Anticipates and effectively manages

conflict through consistent dialogue

with stakeholders. Proactively resolves

disagreements and identifies “win-

win” solutions. Exhibits willingness,

courage, and skill to have effective

difficult conversations.


Models for teachers to directly

resolve conflict wherever possible.

Helps stakeholders understand

shared goals and other

perspectives. Engages stakeholders

in problem resolution.

k. Embraces diverse viewpoints and solicits stakeholder input in decision-making.

Does not consider diverse

perspectives or may have

difficulty leveraging differing

points of view to improve

decision-making. May be

dictatorial or overly conciliatory.

Considers other perspectives. May

seek stakeholder input but moves

ahead with own decisions or

becomes paralyzed by trying to

reach consensus or appease others.

Seeks and considers diverse

perspectives. Actively solicits

stakeholder input in order to make

informed decisions that are in the best

interest of students.


Supports a culture that respects

diverse viewpoints in which

teachers and staff routinely seek

stakeholder input to make

informed decisions. Is willing to

make unpopular decisions in the

best interest of students.

l. Communicates effectively with all stakeholders.

Does not proactively

communicate with stakeholders.

Does not articulate a clear point

of view or attempt to tailor

messages. May communicate

conflicting messages to

stakeholders. May lack

Communicates with some

stakeholders. Communication may

not be clear, concise, or tailored to

various stakeholders. Maintains a

professional demeanor but may

lack poise or confidence under

pressure.

Communicates regularly and

effectively with all stakeholders.

Articulates a clear point of view in a

coherent, concise, and compelling

manner. Tailors message for each

audience, context, and mode of

communication. Exhibits poise and

professionalism, even when under


Creates proactive communication

channels for all stakeholders and

guides teachers and staff to do the

same.

30


professionalism. pressure.

m. Motivates, inspires, and moves other adults to feel ownership and take action.

May disempower others or

cause others to disengage. Lacks

leadership or strategies to move

adults to action.

Attempts to engage others and

build ownership for outcomes, but

is only sometimes successful. Sets

an optimistic tone with

stakeholders but may not

successfully move other adults to

take action to achieve goals.

Engages others and builds ownership

for outcomes. Motivates, inspires, and

moves other adults to take action to

achieve ambitious goals.


Shares leadership appropriately.

Develops teacher capacity to

motivate, inspire, and move other

adults to take action to achieve

ambitious goals.

n. Regularly reflects, accurately assesses own strengths and growth areas, seeks feedback, and professional development to improve.

Does not reflect. Inaccurately

assesses own strengths or

growth areas. Demonstrates

limited awareness of impact on

or perception by others. May

become defensive when

receiving feedback. Only takes

limited action to grow.

Sometimes reflects and identifies

some strengths and growth areas.

Demonstrates some awareness of

impact on and perception by

others. Sometimes solicits

performance feedback. Pursues

development opportunities, but

may not prioritize opportunities

aligned with growth areas.

Regularly reflects on and accurately

assesses own strengths and

substantive growth areas.

Demonstrates awareness of impact on

and perception by others. Regularly

solicits and incorporates performance

feedback. Pursues development

opportunities to improve in growth

areas.


Proactively solicits “360-degree”

feedback from others and uses

information to prioritize own

development goals. Adapts

communications and actions to

improve impact on and perception

by others. Demonstrates continual

improvement.

31



5. Problem-Solving and Strategic Change Management


f. Collects, analyzes, and uses multiple forms of data to make decisions.

Uses data inconsistently or has

difficulty understanding or using

data to inform decision-making.

Collects and analyzes different

sources of data. May have difficulty

identifying the most salient data to

inform decision-making. Some

decisions may not align with or

support findings.

Collects, analyzes, and draws

meaningful conclusions from multiple

forms of quantitative and qualitative

data (e.g., teacher, classroom, and

student-level data) to inform short-

and long-term decision-making.


Regularly shares data findings with

stakeholders.

g. Identifies problems, analyzes root causes, and develops effective strategies to resolve issues.

Does not accurately identify

problems or prioritize the most

critical issues to increase student

achievement. Strategies may not

address critical issues.

Identifies problems and attempts to

diagnose root causes with varying

success. Occasionally prioritizes the

most critical issues. Develops

partially effective strategies or

strategies that address only part of

the issue.

Effectively identifies problems.

Analyzes complex issues to accurately

diagnose root causes. Prioritizes the

most critical issues, and develops

effective strategies to resolve those

issues.


Anticipates problems before they

occur. Regularly leads teachers in a

process to understand root causes

of issues and help develop effective

strategies to resolve them.

h. Develops and implements effective action plans, anticipates risks to achieving goals, and adapts to changing circumstances.

Develops action plans that do

not address identified issues.

Has difficulty anticipating risks,

and may become surprised or

frustrated when things do not

go according to plan. Rarely

monitors implementation.

Develops action plans to address

identified issues, but may focus

solely on the big picture or get

stuck in the details and lose sight of

the goal. Sometimes anticipates

and prepares for potential risks and

challenges. Monitors progress.

Develops and implements clear action

plans that address weekly and monthly

milestones to address identified issues,

demonstrating the ability to balance

the big picture with detailed steps to

reach the end goal. Monitors progress

and makes mid-course corrections,

when needed, to ensure success.


Reflects on past practice and

incorporates lessons learned in

future action plans.

i. Proactively plans and creates systems to accomplish school-

Does not proactively plan or

create systems to achieve

Demonstrates some planning and

organization. Creates systems that

Consistently demonstrates

organization. Proactively plans and

creates systems to achieve school-wide


Models organizational skills and

32

wide goals. school-wide goals. support school-wide goals. goals and sustainable solutions.

Implements year-long planning,

consistent day-to-day schedules and

effectively manages professional time.

systems thinking. Adapts systems

to enable sustainable solutions over

time.

j. Builds buy-in from diverse stakeholders and, overcomes resistance to advance school improvement.

Does not recognize the impact

of change on others or attempt

to manage resistance. Attempts

to lead change by directing

others and is unable to build

stakeholder buy-in.

Sometimes recognizes the impact

of change on others and works to

manage resistance. Communicates

the need for change to diverse

stakeholders. Creates some short-

term wins.

Recognizes the impact of change on

others, and proactively anticipates and

manages resistance. Helps others

understand the need for change, and

builds buy-in from diverse

stakeholders. Creates short-term wins

to build momentum and sustainability

for longer-term change.


Supports the principal in expertly

managing change. Converts

resistance to support by engaging

concerned stakeholders and/or

leveraging supporters to influence

others.

Appendix C: Human Resources Rubrics

34

HR Principal Rubric

Principal Rubric

Area of Focus Points Available: 2 Points Available: 1 Points Available: 0

General Knowledge of Contracts and Policy

Communication with Human Resources is collaborative. Principal follows contracts for all bargaining groups and has a positive relationship with the respective unions. Proactively seeks feedback and clarification. Knowledge of contracts is provided and principal applies knowledge to his/her site.

Communication with Human Resources is somewhat collaborative. Principal follows contracts for all bargaining groups with positive relationships with respective unions with assistance. Seeks feedback and clarification only as a last resort. Has some knowledge of but does not apply to his/her site.

Principal loosely follows contracts/somewhat follows contracts with all bargaining groups. Does not ask for assistance from Human Resources. Principal frequently needs assistance with best practices and contract language.

Timelines: Hiring, Paperwork, Units, Transactional Work, Evaluation, Contracts, Supplements and etc.

Principal follows timelines meeting deadlines in submitting information required by Human Resources. Support evaluations, paper teacher evaluations, probationary reports, signed contracts, fall and spring attachments are sent to HR by deadlines set. Transactions such as hiring, assignment changes, certification requests and supplements are submitted accurately and in a timely manner. Principal makes good decisions in hiring practices such to include verifying applications, posting on the website, and checking references. Principal takes advantage when possible of early hiring.

Principal somewhat follows timelines of meeting deadlines. Some paperwork (Support evaluations, paper teacher evaluations, probationary reports, signed contracts, fall and spring attachments) is submitted late or inaccurate. Transactional work is sometimes missing information or late. Principal mostly makes good decisions in hiring practices. Vacancies may not always be accurate for potential applicants. Principal decision in hiring may not take advantage of early hiring when presented.

Principal has difficulty in meeting deadlines. Paperwork is submitted late or not at all (Support evaluations, paper teacher evaluations, probationary reports, signed contracts, fall and spring attachments). Transactions are often rejected and returned for missing information. Vacancies may not always be accurate and website does not display correct information or already filled positions. Principal needs assistance in decision in hiring to take advantage of early hiring.

Dealing with less than effective employees & decisions in offering non-probationary status.

Principal follows protocols of the assistance/support plans for struggling employees (support & instructional). Plans for NI/U instructional employees are submitted by due date and reflect notes that capture the assistance plan meetings. Career Observation deadlines/expectations are met. Principal makes evidenced based/data driven decisions when evaluating support and instructional probationary employees. Evaluations are provided in the fall for instructional employees and prior to the 6 month date for probationary support employees. Decisions for additional probationary year or non-probationary status are made using evidence such as performance, attendance, professionalism, planning, and environment. Principal ensures that non-renomination decisions are made when an employee is less than effective and/or growth is not evidenced.

Principal mostly follows protocols of the assistance/support plans for struggling employees (support & instructional). Assistance plans may not show adequate support or a collaborative environment. Plans for NI/U instructional employees are submitted by due dates late and reflect partial notes that capture the assistance plan meetings. Career Observation deadlines/expectations are somewhat met. Principal makes some evidenced based/data driven decisions when evaluating support and instructional probationary employees. Most evaluations are provided in the fall for instructional employees and prior to the 6 month date for probationary support employees. Decisions for additional probationary year or non-probationary status are mostly using evidence such as performance, attendance, professionalism, planning, and environment. Principal mostly ensures that non-renomination decisions are made when an employee is less than effective and/or growth is not evidenced.

Principal loosely or with additional assistance follows protocols of the assistance/support plans for struggling employees (support & instructional). Plans for NI/U instructional employees are submitted late and notes that capture the assistance plan meetings are missing. Career Observation deadlines/expectations are met loosely. Principal rarely makes evidenced based/data driven decisions when evaluating support and instructional probationary employees. Most Evaluations are provided in the fall for instructional employees and prior to the 6 month date for probationary support employees. Decisions for additional probationary year or non-probationary status are not always made using evidence such as performance, attendance, professionalism, planning, and environment. Principal does not make good decisions in non-renomination decisions.

35

Principal Rubric

Area of Focus Points Available: 2 Points Available: 1 Points Available: 0

Use of observation process to provide ongoing feedback to staff.

Meets or exceeds all observation benchmarks throughout the year. Provides ongoing, relevant feedback to instructional personnel to enhance practice. Provides actionable next steps for all instructional personnel based on applicable rubrics. Follows established observation protocols.

Sometimes meets observation benchmarks throughout the year. Provides general feedback to instructional personnel. Occasionally uses data reports for site based planning purposes. May not be familiar with specialized rubrics, observation protocols, or the availability of resources to assist instructional personnel.

Rarely meets established observation benchmarks during the school year. Frequently fails to adhere to observation protocols resulting in necessary support supervision from HR personnel. Does not utilize data reports to address site based needs.

Alignment with other observer types for instructional personnel.

Data consistently align with other observer roles within the school. The school’s achievement data (value added measures) demonstrate a correlation with instructional staff performance ratings. The principal takes a proactive approach to ensure inter-rater reliability among administrative staff and supports the district’s calibration expectations.

Data sometime align with other observer roles within the school. The school’s achievement data (value added measures) demonstrate little correlation with instructional staff performance ratings. The principal seeks out calibration opportunities when specifically requested or required by district personnel.

Data rarely align with other observer roles within the school. The school’s achievement data (value added measures) are inconsistent with instructional staff performance ratings. The principal does not support the process, opportunities to enhance observation and evaluation skills, and over rates instructional staff.

36

HR Assistant Principal Rubric

Assistant Principal Rubric Area of Focus Points Available: 2 (same as principal) Points Available: 1 (same as principal) Points Available: 0 (same as principal)

Use of observation process to provide ongoing feedback to staff.

Meets or exceeds all observation benchmarks throughout the year. Provides ongoing, relevant feedback to instructional personnel to enhance practice. Provides actionable next steps for all instructional personnel based on applicable rubrics. Follows established observation protocols.

Sometimes meets observation benchmarks throughout the year. Provides general feedback to instructional personnel. Occasionally uses data reports for site based planning purposes. May not be familiar with specialized rubrics, observation protocols, or the availability of resources to assist instructional personnel.

Rarely meets established observation benchmarks during the school year. Frequently fails to adhere to observation protocols resulting in necessary support supervision from HR personnel. Does not utilize data reports to address site based needs.

Points Available: 4 Points Available: 2 Points Available: 0

Alignment with other observer types for instructional personnel.

Data align with other observer roles within the school. The school’s achievement data (value added measures) demonstrate a correlation with instructional staff performance ratings. The assistant principal takes a proactive approach to ensure inter-rater reliability among administrative staff and supports the district’s calibration expectations.

Data sometime align with other observer roles within the school. The school’s achievement data (value added measures) demonstrate little correlation with instructional staff performance ratings. The assistant principal seeks out calibration opportunities when specifically requested or required by district personnel.

Data rarely align with other observer roles within the school. The school’s achievement data (value added measures) are inconsistent with instructional staff performance ratings. The assistant principal does not support the process, opportunities to enhance observation and evaluation skills, and over rates instructional staff.

Appendix D: School Leader Goal Setting and Professional

Learning Plan

School Leader Goal Setting and Professional Learning Plan

School Leader:_______________________________________ Direct Supervisor: _____________________________________School Year:___________________

Initial Goal Setting Meeting Date (July/Aug)__________________ Mid-Year Review(Dec/Jan)________________ Final Review(May/June)__________________

Leadership Domain Leadership Competencies

Instructional Leadership Achievement Focus and Results Orientation Instructional Expertise

Human Capital Management Managing and Developing People

Organizational/Systems Leadership Culture and Relationship Building Problem Solving and Strategic Change Management

School Improvement Goal(s):

#1 Leadership Competency and Element of Focus:

Current State / Baseline Data or Anecdotal Information:

Desired Outcome / Goal:

Plan of Action / Action Steps implemented to meet goal:

Specific Actions

Timeline

Professional Development and Other Supports Needed to Meet Leader Competency Goal:

Targeted Support Provided by Principal or ALD:

39

School Leader Goal Setting and Professional Learning Plan

School Leader:_______________________________________ Direct Supervisor: _____________________________________School Year:___________________

Initial Goal Setting Meeting Date (July/Aug)__________________ Mid-Year Review(Dec/Jan)________________ Final Review(May/June)__________________

Leadership Domain Leadership Competencies

Instructional Leadership Achievement Focus and Results Orientation Instructional Expertise

Human Capital Management Managing and Developing People

Organizational/Systems Leadership Culture and Relationship Building Problem Solving and Strategic Change Management

School Improvement Goal(s):

#1 Leadership Competency and Element of Focus:

Current State / Baseline Data or Anecdotal Information:

Desired Outcome / Goal:

Plan of Action / Action Steps implemented to meet goal:

Specific Actions

Timeline

Professional Development and Other Supports Needed to Meet Leader Competency Goal:

Targeted Support Provided by Principal or ALD:

40

Mid-Year Review

Description of Progress

Made:__________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________

School Leader Signature______________________________________________________Date:_________________

Direct Supervisor Signature __________________________________________________ Date:_________________

Final Review

Outcomes:______________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________

School Leader Signature______________________________________________________Date:_________________

Direct Supervisor Signature __________________________________________________ Date:_________________

Documents

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