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Principal Evaluation

Rubric
Grayson Toperzer
2013-2014



1

Principal Evaluation Rubric

Domain I: Instructional Leadership
A. Provides instructional leadership for the campus and provides resources and materials to support the instructional goals.
Developing Proficient Accomplished Not Evident (Comment Required)


Leads and implements a

process for developing a
shared vision and strategic
goals for student
achievement that reflect
high expectations for
students and staff.

Maintains a focus on the

vision and strategic goals
throughout the school year.
. . and

Creates with

stakeholders a vision for
the school.
Designs and implements

collaborative processes to
collect and analyze data
about the schools progress
for the periodic review and
revision of the schools
vision, mission, and
strategic goals.


. . . and

Ensures that the schools

identity (vision, mission,
values, beliefs and
goals) actually drive
decisions and inform the
culture of the school.

Initiates changes to
vision and goals based
on data to improve
performance, school
culture and school
success.

B. Monitors curriculum implementation and classroom instruction to ensure that teachers implement the district curriculum
with high levels of rigor and student engagement.
Developing Proficient Accomplished Not Evident (Comment Required)


Collects and analyzes
student assessment data.


Systematically focuses on
the alignment of learning,
teaching, curriculum,
instruction, and
assessment to maximize
student learning.



. . . and

Ensures that the alignment
of learning,
teaching,
curriculum,
instruction, and
assessment is
focused to
maximize student
learning.

Creates a culture that it is
the responsibility of all
staff to make sure that all
students are successful.


. . . and

Ensures that knowledge
of teaching and
learning serves as the
foundation for the
schools professional
learning community.

Encourages and
challenges staff to reflect
deeply on, and define,
what knowledge, skills
and concepts are
essential to the complete
educational development
of students.
































2

C. Actively engages in the infusion of technology into the instructional process.
Developing Proficient Accomplished Not Evident (Comment Required)


Ensures that students
are provided
opportunities to learn
and utilize best
practices in the
integrated use of 21st
century instructional
tools, including
technology, to
solve problems.
. . . and

Creates ongoing
learning
opportunities for
staff to improve
skills and growth
in technology
integration.
Ensures that
technology is used
to extend learning
outside the walls
of the school and
outside the school
day.
. . . and

Technology
integration is
used
seamlessly to
support
instructional
goals that
results in
improved
student
achievement.
















D. Highly visible on campus and actively involved with instructional matters, including instructional walks.
Developing Proficient Accomplished Not Evident (Comment Required)


Maintains high visibility
and is easily accessible
throughout the school.
Makes systematic and
weekly visits to
classrooms, student
areas, and activities.
. . . and

Meets regularly to
conference with teachers
and provide constructive
feedback, praise and/or
redirection to improve
instruction.
. . . and

Uses data from walk-
throughs and
conferences to
consistently improve
teacher planning and
instruction.



E. Implements and provides ongoing support for district initiatives (Student Intervention Program, AVID, ELL, Bilingual).
Developing Proficient Accomplished Not Evident (Comment Required)


Is aware of district goals and
initiatives directed at
improving student
achievement.
Implements district
initiatives directed at
improving student
achievement with
fidelity.




. . . and

Continually assesses the
progress of district
initiatives and reports
results to district-level
decision-makers.
. . . and

Actively participates
in the development
of district goals and
initiatives directed
at improving
student
achievement.










3

F. Actively monitors the instructional materials used on campus and has in place procedures and processes to enhance the
academic rigor of those materials.
Developing Proficient Accomplished Not Evident (Comment Required)


Ensures appropriate
instructional materials are
utilized.
Develops a process to
monitor instructional
materials in accordance
with campus needs
assessments and campus
improvement plan.

. . . and

Monitors instructional
materials and uses
findings for correctives
action and improvement
of academic rigor.
. . . and

Works with staff to
plan, implement, and
evaluate the
instructional materials
used on a systematic
basis in a way that
aligns with the district
curriculum resources
and district initiatives
to support academic
rigor.







Domain II: School Climate and Culture
A. Actively involves the students, staff, parents, and the community in planning and decision making in order to accomplish
the schools mission.
Developing Proficient Accomplished Not Evident (Comment Required)



Leads and implements a

process for developing a
shared vision and strategic
goals for student
achievement that reflect
high expectations for
students and staff.

Maintains a focus on the

vision and strategic goals
throughout the school year.
. . and


Collaboratively creates with
stakeholders a vision for the
school.
Designs and implements

collaborative processes to
collect and analyze data
about the schools progress
for the periodic review and
revision of the schools
vision, mission, and
strategic goals.
. . . and


Ensures that the schools

identity (vision, mission,
values, beliefs and
goals) actually drives
decisions and informs
the culture of the
school.

Initiates changes to
vision and goals based
on data to improve
performance, school
culture and school
success.


















4

B. Assesses school climate and uses data to assist in developing improvement plans.
Developing Proficient Accomplished Not Evident (Comment Required)



Understands the
importance of data gained
from feedback and other
data sources from parents,
students, teachers and
stakeholders that reflect on
the teaching and learning
environment within the
school.

Utilizes data gained from
a variety of sources to
understand
perceptions of the work
environment.
. . . and


Initiates changes
resulting from data
gained from the
stakeholder feedback and
a variety of other
sources.

. . . and


Initiates changes
resulting from data
gained from the data
sources, parent
feedback, teacher
feedback, and student
feedback.









C. Establishes and maintains an environment which is conducive to positive staff morale by fostering collegiality and team
building which is directed towards achievement of the schools mission.
Developing Proficient Accomplished Not Evident (Comment Required)


Recognizes the importance
of acknowledging failures
and celebrating
accomplishments of the
school and staff.

Uses established criteria
for performance as the
primary basis for reward
and advancement.










. . . and

Systematically
recognizes individuals for
reward and advancement
based on established
criteria.

Recognizes individual and
collective contributions
toward attainment of
strategic goals.













. . . and

Utilizes recognition,
reward, and
advancement as a way
to promote the
accomplishments of the
school.

Utilizes recognition of
failure as an
opportunity to improve.




























5

D. Communicates and promotes high expectations for staff and student performance, providing proper recognitions of
excellence and achievement.
Developing Proficient Accomplished Not Evident (Comment Required)


Understands the
importance of
establishing high
expectations for staff and
students.

Understands the
importance of developing
a sense of well-being
among staff, students,
parents/guardians.



. . . and

Identifies strategies for
building a culture of
excellence to promote
student achievement
among staff.

Identifies strategies to
improve student
performance and
promote academic
excellence among
students, parents and
guardians.

Utilizes a variety of
activities, tools and
protocols to develop a
culture of excellence in
order to promote student
achievement.


















. . . and

Actively models and
promotes high
expectations for staff
and student
performance.

Builds a sense of
excellence among staff
and students that
result in increased
capacity to accomplish
substantial outcomes.

Continuously provides
proper recognition of
excellence and
achievement designed
to impact student
achievement.




































6

E. Initiates and supports programs and actions that facilitate a positive, student -centered climate for learning and an orderly,
purposeful environment.
Developing Proficient Accomplished Not Evident (Comment Required)


Identifies programs and
actions necessary for
improvement of student
learning.


Develops systems for
implementing programs and
actions necessary for
improvement of student
learning.

. . . and

Designs and implements
collaborative processes to
provide opportunities for
programs and actions that
facilitate a positive,
student-centered climate
for learning.
. . . and

Systematically
evaluates and monitors
programs and action to
support a student-
centered climate for
learning.










F. Mediates and facilitates effective resolution of conflicts in a timely fashion.
Developing Proficient Accomplished Not Evident (Comment Required)


Demonstrates awareness of
potential problems and/or
areas of conflict within the
school.

Creates processes to
resolve problems and/or
areas of conflict within
the school.
. . . and

Resolves school-based
problems/conflicts in a
fair, democratic way.

Provides opportunities
for staff members to
express opinions contrary
to those of
authority or in relation to
potentially discordant
issues.

Discusses with staff and
implements solutions to
address potentially
discordant issues.















. . . and

Monitors staff
response
to discussions about
solutions to potentially
discordant issues to
ensure that all
interests are heard and
respected.

Resolves conflicts to
ensure that the best
interest of students
and the school result.




















7

G. Promotes a positive climate and demonstrates positive personal rapport with students and staff.
Developing Proficient Accomplished Not Evident (Comment Required)


Understands the
importance of building a
sense of efficacy and
empowerment among
staff.

Understands the
importance of developing
a sense of well-being
among staff, students and
parents/guardians
Identifies strategies for
building a sense of efficacy
and empowerment among
staff.


. . . and

Identifies strategies for
developing a sense of well-
being among staff,
students and
parents/guardians.

Utilizes a variety of
activities, tools and
protocols to develop
efficacy and empowerment
among staff.

Actively models and
promotes a sense of well-
being among staff,
students and
parents/guardians.
. . . and

Builds a sense of
efficacy and
empowerment among
staff that results in
increased capacity to
accomplish substantial
outcomes.

Utilizes a collective
sense of well-being
among staff, students
and parents/guardians
to impact student
achievement.



Domain III: Organization Improvement
A. Identifies, analyzes, and applies research-based strategies (i.e., effective school research correlates) to facilitate school
improvement.
Developing Proficient Accomplished Not Evident (Comment Required)


Understands the
importance research-
based strategies to
facilitate school
improvement.

Leads and implements a
process for collaboratively
identifying research-based
strategies for school
improvement that align
with the district mission.

. . . and

Facilitates the successful
execution of research-
based strategies for school
improvement.
. . . and

Ensures research-based
strategies are utilized
for school improvement
and monitors and
evaluates these
strategies.


B. Collaborates with others to initiate the development of a campus action plan based on campus performance data to
ensure attainment of the schools mission. Implements, monitors, and completes the action plans necessary to attain
school and district goals.
Developing Proficient Accomplished Not Evident (Comment Required)


Understands statutory
requirements regarding
the Campus
Improvement Plan.

Facilitates the
collaborative
development of the
annual Campus
Improvement Plan to
realize strategic goals
and objectives.
. . . and

Facilitates the successful
execution of the Campus
Improvement Plan
aligned to the mission
and goals set by GISD.

Systematically collects,
analyzes, and uses data
regarding the schools
progress toward
attaining strategic goals
and objectives.
. . . and

Incorporates principles
of continuous
improvement and
creative 21st century
concepts for
improvement into the
Campus Improvement
Plan.

Actively utilizes the
campus action plan
throughout the school
year as a guide for school
improvement.


8



Domain IV: Personnel Management/Student Management
A. Demonstrates effectiveness in interviewing, selecting, and orienting new staff and makes recommendations relative to
personal placement, transfer, retention, and dismissal. Provides new professional employees with an effective transition
into the instructional program (i.e., mentoring, buddy system, etc.)
Developing Proficient Accomplished Not Evident (Comment Required)


Understands the schools
need to recruit, hire,
appropriately place, and
mentor new staff members.

At the school level, creates
and implements processes
for:
recruiting new teachers
and staff.
hiring new teachers and
staff.
placing new teachers and
Staff.
mentoring new teachers
and staff.


. . . and

Supports, mentors
and coaches staff
members who are
new or
emerging leaders or
who need additional
support.
. . . and

Continuously searches
for staff with outstanding
potential as educators
and provides the best
placement of both new
and existing staff to fully
benefit from their
strengths in meeting the
needs of a diverse
student population.

Ensures that professional
development is available
for staff with potential to
serve as mentors and
coaches.


B. Uses developmental supervision effectively and comprehensively with all staff by systematically observing and discussing
performances, establishing goals, and having follow-up conferences with staff.
Developing Proficient Accomplished Not Evident (Comment Required)


Adheres to legal
requirements for teacher
and staff evaluation.

Creates processes to
provide formal feedback
to teachers concerning
the effectiveness of
their classroom
instruction
and ways to improve
their instructional
practice.

Implements district and
state evaluation policies
in a fair and equitable
manner.












. . . and

Utilizes multiple
assessments to evaluate
teachers and other staff
members.

Evaluates teachers and
other staff in a fair and
equitable manner and
utilizes the results of
evaluations to improve
instructional practice.
. . . and

Analyzes the results of
teacher and staff
evaluations holistically
and utilizes the results to
direct professional
development
opportunities in the
school.

































9

C. Clearly defines expectations for staff performance, professional growth, and leadership regarding instructional
strategies, classroom management, and communication with the public. School Expectations for Students and Staff: The
principal develops and enforces expectations, structures, rules and procedures for students and staff.
Developing Proficient Accomplished Not Evident (Comment Required)


Understands the importance
of clear expectations,
structures, rules and
procedures for students and
staff.

Understands district and
state policy and law related
to student conduct, etc.

. . . and

Collaboratively develops
clear expectations,
structures, rules and
procedures for students
and staff through the
Campus Improvement
Team.

Effectively implements
district rules and
procedures.

Communicates and
enforces clear
expectations,
structures, and fair
rules and procedures
for students and staff.
. . . and

Systematically monitors
issues around
compliance with
expectations,
structures, rules and
expectations. Utilizes
staff and student input
to resolve such issues.

Regularly reviews the
need for changes to
expectations,
structures, rules and
expectations.















D. Uses appraisal process appropriately and ensures that other evaluators accurately reflect teacher performance in their
appraisals.
Developing Proficient X Accomplished Not Evident (Comment Required)


Adheres to legal
requirements
and timelines for
teacher and staff
evaluation.


Implements district and
state evaluation policies in a
fair and equitable manner.


Creates processes to
provide formal feedback to
teachers concerning the
effectiveness of their
classroom instruction
and ways to improve their
instructional practice.

Utilizes multiple
assessments to
evaluate teachers
and other staff
members.




Maintains appropriate
records of teacher and
staff evaluations from all
campus evaluators.

Evaluates teachers and
other staff in a fair and
equitable manner and
utilizes the results of
evaluations to improve
instructional practice.












10

Domain V: Professional Growth and Development
A. Professional Development: The principal models professional growth and ensures the ongoing learning and development
of all staff.

Developing Proficient Accomplished Not Evident (Comment Required)



Understands
the importance
of developing
staff skills.

Understands
the importance
of continued
learning and
professional
development.

Provides structures for,

and implements the
development of effective
professional learning and
results-oriented
professional
development.








. . . and

Routinely participates in
professional development
focused on improving
instructional
programs and practices.

Facilitates opportunities

for effective professional
development aligned with
the school improvement
plan, focused on results,
and characterized by
collective responsibility
for instructional planning
and student learning.
. . . and

Ensures that
professional
development within
the school is aligned
with curricular,
instructional, and
assessment needs,
while recognizing the
unique professional
development needs of
individual staff
members.

Ensures that
professional
development reflects
current trends and
and research in
education.





B. Personal Growth and Development: The principal takes responsibility for personal growth and development as the
instructional leader of the campus
Developing Proficient Accomplished Not Evident (Comment Required)



Attends district
required professional
development.

Understands the
importance of continued
personal learning and
professional development.
. . . and


Seeks additional
opportunities for
development based on
identified goals and
needs.




Uses information and insights
gained in professional
development to improve
instructional leadership skills.


. . . and

Personal professional
growth results in improved
student learning and
overall campus
performance and climate.

Seeks, shares, and respects
the ideas of others.

Works actively toward
growth with area director
in a collaborative
partnership.





























11

Domain VI: School and Community Relations

A. Parent and Community Involvement and Outreach: The principal designs structures and processes which result in parent
and community engagement, support and ownership for the school.
Developing Proficient Accomplished Not Evident (Comment Required)


Interacts with,
and acknowledges
that parents/guardians
and community members
have a critical role in
developing community
engagement, support and
ownership of the school.

Identifies the positive,
culturally-responsive
traditions of the school and
community.

. . . and
Implements processes

that empower
parents/guardians and all
community stakeholders
to make significant
decisions.

Solicits community support
in making the mission a
reality.

Proactively communicates
the schools mission to the
community.

. . . and
Proactively creates

systems that engage
parents/ guardians and
all community
stakeholders in a
shared responsibility
for student and school
success reflecting the
communitys vision of
the school.
Proactively develops

relationships with
parents/guardians
and the community so
as to develop good
will and garner fiscal,
intellectual and
human resources
that support specific
aspects of the
schools learning
goals.















B. Systematic Communication: The principal designs and utilizes various forms of formal and informal communication so that
the focus of the school can be on improved student achievement.
Developing Proficient Accomplished Not Evident (Comment Required)


Designs a system of
open communication
that provides for the
timely, responsible
sharing of information
to, from, and with the
school community.

Routinely involves the

school improvement team in
school-wide
communications processes.
. . . and

Utilizes a system of open
communication that
provides for the timely,
responsible sharing of
information within the
school community.

Provides information in
different formats in
multiple ways through
different media in order
to ensure communication
with all members of the
community.
. . . and

Ensures that all
community
stakeholders and
educators are aware
of school goals for
instruction and
achievement, activities
used to meet these
goals, and progress
toward meeting these
goals.










12

Domain VII: Compliance and Fiscal/Facilities Management
A. The principal shall comply with laws, regulations, standard practices and ethical conduct toward students, professional
colleagues, school officials, parents, and members of the community. School Resources, Budget and Compliance: The
principal establishes budget processes and systems which are focused on, and result in, improved student achievement.
Developing Proficient Accomplished Not Evident (Comment Required)

Is knowledgeable of
school budget and
accounting procedures.

Utilizes input from staff to
establish funding priorities
and a balanced operational
budget for school
programs and activities.

Incorporates the input of

the Campus
Improvement Team in
budget and resource
decisions.

Complies with laws,
regulations, standard
practices and ethical
conduct toward students,
professional colleagues,
school officials, parents, and
members of the community.

The principal, in maintaining
the dignity of the
profession, shall respect and
obey the law, demonstrate
personal integrity, and
exemplify honesty.


. . . and

Uses feedback and data

to assess the success of
funding and program
decisions.

Designs transparent

systems to equitably
manage resources.

Develops and monitors
budgets and spends funds
based upon campus action
plan.

Complies with laws,
regulations, standard
practices and ethical
conduct toward students,
professional colleagues,
school officials, parents,
and members of the
community.

The principal, in
maintaining the dignity of
the profession, shall
respect and obey the law,
demonstrate personal
integrity, and exemplify
honesty.


. . . and
Ensures the strategic
allocation and
equitable use of
resources to meet
instructional goals and
support teacher needs.

Maintains fiscal control
and accurately reports
fiscal information.




Complies with laws,
regulations, standard
practices and ethical
conduct toward
students, professional
colleagues, school
officials, parents, and
members of the
community.

The principal, in
maintaining the dignity
of the profession, shall
respect and obey the
law, demonstrate
personal integrity, and
exemplify honesty.
















B. School Property and Facilities: The principal effectively and efficiently manages the campus equipment, facilities, and
grounds to reduce waste and ensure a clean, safe and orderly environment for teaching and learning.
Developing Proficient Accomplished Not Evident (Comment Required)


Demonstrates awareness
of potential problems
and/or areas of need for
campus equipment,
maintenance or safety
issues.
. . . and

Creates processes to

resolve problems and/or
areas of need to ensure
school property is properly
used, maintained and
replaced.

Delegates responsibilities to
appropriate staff.

. . . and

Utilizes facilities to
maximize learning and
teaching for students,
staff and community.