The evaluation tools for teacher, principal and superintendent are very similar.

Each
one puts the student progress at the center. The academic progress of the student determines
the core to all measurements of goal achievement. All three evaluation systems look at student
data along with other criteria to rate the performance of teacher, principals, and
superintendent. When measuring student data, the lens zooms out as the evaluation system
increases. Teachers are responsible to show individual student progress, principals are
responsible for school progress for student achievement and superintendents must show
academic progress division-wide.
Another similarity between these evaluation systems is how it is measured. There is a
rubric that measure performance by exemplary, proficient, developing or unacceptable. Each
system utilizes performance standards with indicators. However, the standards vary as do the
indicators within the standards depending on the position being observed. Where the teacher
focuses more locally on providing well-structured instruction, the principal must demonstrate
the ability to provide a learning community environment that enables this well-structured
lesson. Then the superintendent demonstrates that several learning environments within the
district allow the students to become career or college reading exhibiting math and reading
readiness skills.
Each level of standards addresses the appropriate level of involvement based on the
position. The evaluation systems also include similar models of documentation. Teachers must
include data collection for individual scores to form class percentages. Principals combine
student scores to monitor grade progress as well as content. There are many other factors that
principals must be concerned with. Stakeholders, building safety, communication, organization
management, school climate, professionalism, and human resources. Superintendents also
focus on planning and assessments, instructional leadership, and communication. The
Superintendent must also write an effective mission, vision, and goal for the division and
develop career and college readiness for students exiting the school system.
Although there are many variances in the indicators and standards of evaluation
systems, the main point is to keep the student progress centered. All the performance
standards offer indicators for help insure success for the individual being evaluated. As well as
documentation opportunities. Each profession may choose how they wish to document the
data utilizing surveys, logs, portfolios, and goal setting forms. As an administrator, I believe
teachers, principals and superintendent should be aware of the standards by which they are
evaluated. These indicators should be vocalized by the administers early in the year to allow
everyone the opportunity to begin with the end in mind. When people are aware of what the
assessment looks like they are better prepared to perform well.