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North Dakota Principal Evaluation TemplateName:
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Date:
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Performance Determination Rubrics: Standard 1 - Shared Vision
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Standard 1: Shared Vision: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.Self RatingSupervisor Rating
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IndicatorExemplary / 4Proficient / 3Developing Proficiency / 2Non-Proficient / 1
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A.Collaboratively develops and implements a shared vision and mission.The school’s vision and mission are clear and have been developed with all stakeholders involved. The whole school community is involved in school improvement efforts.The school’s vision and mission are clear and have been developed with some stakeholders involved. Parts of the school community are involved in school improvement efforts.The school’s vision and mission is clear and have been developed with a few stakeholders involved. Limited parts of the
school community are involved in school improvement efforts.
The school’s vision and mission, is unclear. The school community is not involved in school improvement efforts.
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B.Collects and uses data to identify goals, assess organizational effectiveness, and promote organizational learning.All yearly goals have been developed using data with objectives and strategies designed to achieve the vision. All or most barriers to achieving the vision are identified and addressed.Yearly goals have been developed using data with some objectives and strategies designed to achieve the vision. Some barriers to achieving the vision are identified and addressed.Yearly goals have been developed using data with a few objectives and strategies designed to achieve the vision. A few barriers to achieving the vision are identified and addressed.Yearly goals are underdeveloped. Barriers to achieving the vision have been identified or addressed.
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C.Creates and implements plans to achieve goals.Plans are designed to address specific barriers to achieving the vision and school improvement goals. Creative plans are implemented with school support and consistent follow- through.Plans are created and implemented to specifically address school improvement goals and vision.Improvement plans only partially address specific school improvement goals.
Plans are only partially implemented.
Plans are not created and/or implemented to address school improvement goals.
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D.Promotes continuous and sustainable improvement.Uses an advanced understanding of the systemic change process to employ strategies that result in consistent and sustainable improvement.
Organizational capacity is enhanced and the use of the capacity results in significant building improvement.
Uses an understanding of the systemic change process to develop and monitor strategies to ensure continuous improvement.
Employs strategies to build organizational capacity,
Demonstrates an incomplete understanding of the systemic change process
Improvement strategies do not consistently focus on continuous improvement or on the development of organizational capacity
Demonstrates little or no understanding of the systemic change process.
Improvement efforts do not focus on continuous improvement or the development of organizational capacity
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E. Monitors and evaluates progress and revise plans.Goals are regularly monitored and supported with necessary resources. Goals are regularly evaluated and revised as necessary.Goals are monitored and supported with necessary resources. Goals may be evaluated and revised as necessary.Goals are infrequently monitored and supported with necessary resources. Goals may be evaluated at the end of the year.Goals are not monitored and supported with necessary resources. Goals are not evaluated
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Sample Evidence: #1
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Performance Determination Rubrics: Standard 2 – Culture of Learning
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Standard 2: Culture of Learning: An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.Self RatingSupervisor Rating
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IndicatorExemplary / 4Proficient / 3Developing Proficiency / 2Non-Proficient / 1
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A.Nurtures and sustains a culture of collaboration, trust, learning, and high expectations.High expectations for self, students and staff dominate the culture in the school.
Organizational support systems effectively align resources for maximum student growth and development.
High expectations for self, students and staff are part of the culture in the school. Organizational support systems align resources for student growth and development.High expectations for self, students, and staff are part of the culture in the school.
Organizational support systems align some resources for student growth and development.
Expectations for self, students, and staff are not high. Resources are not aligned and organized to support student growth.
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B.Creates a comprehensive, rigorous, and coherent curricular program.Leads a collaborative process to enhance and improve existing curriculum, ensuring a comprehensive, rigorous and coherent programProvides professional development and other school improvement activities designed to help teachers ensure rigor and to enhance and improve existing curriculumAllows individual teachers to enhance and improve existing curriculum.Follows existing district curricular program
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C.Creates a personalized and motivating learning environment for students.Templates a genuine interest in the personal success of every student. Creates a school culture that is motivating for staff and student
Ensures that school resources, processes, structures and capacity are aligned to meet individual student needs.
Creates an environment in the building that allows for personalized learning, including aligning resources, building capacity, developing processes and structures.
Develops a building wide focus on personalized learning
Supports individual teacher efforts to develop- and sustain personalized learning. Provides professional development to support the development of personalized and motivating learning environmentsInconsistently monitors the learning environment for students. Inconsistent efforts to create a personalized and motivating environment
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D.Supervises instruction.Organizes building to allow for multiple observers of classroom instruction, and multiple opportunities for frequent constructive and meaningful feedbackConsistently monitors classroom instruction and provides consistent and frequent constructive feedbackInconsistent observations of classroom instruction.
Observations result in meaningful feedback to teachers
Infrequent or inconsistent observations of classroom instruction. Inconsistent feedback to teachers. Feedback is not useful or meaningful
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E. Develops assessment and accountability systems to monitor student progress.Facilitates use of the assessment and accountability systems by teachers, students and parents to monitor student progress and improve teaching and learning. Assists others in establishing effective assessment and accountability systems.Uses assessment and accountability systems to monitor student progress and identify patterns and trends in student performance. The systems include multiple sources of data that provide information about progress toward improvement goals. Data from the systems are used to improve teaching and learning.Develops assessment and accountability systems that include several sources of data to monitor student progress. Data from one system does not inform the other. Data from the systems are not used to make changes that will lead to improved student learningDoes not establish a formal assessment or accountability system. Uses a single source of data to monitor student progress. Focuses accountability on compliance rather than improvement.
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F. Develops the instructional and leadership capacity of staff.Professional development is focused on the school’s specific student learning needs.
Lifelong learning is encouraged and modeled.
Professional development is planned to consider student learning needs.
Lifelong learning is encouraged.
Professional development is rarely planned to consider student learning needs. Lifelong learning is rarely encouraged.Professional development does not address the student learning needs. Lifelong learning is not modeled or encouraged.
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G.Maximizes time spent on
quality learning.
Demonstrates an advanced understanding of quality teaching. Provides individualized support for teachers. High quality teaching is evident throughout the buildingDemonstrates a complete understanding of quality teaching. Reinforces quality teaching in the building through frequent observation, feedback, modeling, professional development and support of teachersDemonstrates an inconsistent understanding of quality teaching. Actions partially support quality teaching throughout the buildingDemonstrates little understanding of quality teaching. Actions do not support quality teaching throughout the building
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H.Promotes the use of the most effective and appropriate technologies to support teaching and learning.Student learning throughout the school is consistently supported by best practices, the use of data and appropriate technologies in teaching and learning. Barriers to student learning are systematically identified, clarified, and address.Student learning is often supported by best practices, the use of data and technologies in teaching and learning. Barriers to student learning are often identified and addressed.Student learning may occasionally be supported by best practices, the use of data and technologies in teaching and learning. Barriers to student learning are rarely identified and addressed.Best practices, the use of data and technologies are not used to support learning. Barriers to student learning are not identified.
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I. Monitors and evaluates the impact of the instructional program.Engages staff and students in the continuous improvement of the instructional program through the monitoring process. Works with staff to identify additional sources of data that will provide information about the effectiveness of the instructional program.Uses multiple sources of data, including perception data from staff, students, and parents, to monitor and evaluate the impact of the instructional program.
Ensures that monitoring is systematic and occurs frequently. Provides guidance to staff and time for them to work together to use data for monitoring, evaluating, and improving the instructional program.
Monitors the instructional program and promotes the use of disaggregation of data on an irregular basis. Uses only standardized assessments to evaluate the impact of the instructional program.Does not promote use of data for monitoring purposes. Uses own opinion or the opinions of others, rather than data, to evaluate the impact of the instructional program.
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Sample Evidence: #2
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North Dakota Principal Evaluation Template
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Performance Determination Rubrics: Standard 3 - Management
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Standard 3: Management: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.Self RatingSupervisor Rating
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IndicatorExemplary / 4Proficient / 3Developing Proficiency / 2Non-Proficient / 1
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A.Monitors and evaluates the management and operational systems.Uses school strategic planning process to align all school management and operational functions to ensure student achievement goals.
Consistently monitors and revises to ensure that systems are meeting their goal.
Develops new systems to meet needs.
Consistently monitors and revises to ensure that management and operational systems are meeting their goal.
Identifies and prioritizes needs and challenges to ensure success. Develops new systems as needed.
Utilizes existing systems for management and operational functions. Inconsistently monitors, evaluates and revises the functioning of these systems.Does not monitor and evaluate management and operational systems.
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B.Obtains, allocates, aligns, and efficiently utilizes human, fiscal, and technological resources.School operational and organizational systems are managed efficiently and effectively, and monitored regularly to provide a safe, healthy, aesthetically pleasing and effective instructional environment. Fiscal resources are managed responsibly, efficiently and effectively. All school human, material, physical and time resources are managed to maximize organizational goals.School operational and organizational systems provide an instructional environment that is generally safe, healthy and supportive of learning.
Fiscal resources are managed responsibly. School human, material, physical and time resources are often focused on school goals.
The school’s instructional environment is frequently ineffective due to poorly managed operational and organizational systems. The physical environment may be unsafe, unhealthy, and /or unattractive. Fiscal resources are not systematically managed.
The school’s human, material, physical and time resources are often not used to support school goals.
School operational and organizational systems do not support an instructional environment. The school’s physical environment is unsafe, unhealthy, and/or unattractive. The school’s human, material, physical and time resources are not managed to support organizational goals.
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C.Promotes and protects the welfare and safety of students and staff.Collaborates with students and staff to develop, follow and consistently maintain safety and behavioral expectations. Behavioral and safety expectations promote student achievement.Consistently upholds and communicates safety and behavioral expectations with students and staff. Creates systems to reinforce
expectations.
Clearly communicate and safety and behavioral expectations to expectations.Inconsistently communicates and upholds safety and behavioral expectations.
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D.Develops the capacity for distributed leadership.Emerging trends and potential problems are identified, studied and confronted in a timely manner. Effective communication skills are evident throughout the school population.Some emerging trends and potential problems are identified and confronted. Communication skills are effective in some segments of the school population.Trends and potential problems are
sometimes identified. Communication skills are inconsistent throughout the school population.
Trends and potential problems are rarely identified. Communication skills are ineffective throughout the school population.
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E.Ensures teacher and organizational time are focused to support quality instruction and student learning.Creates and provides focused and quality individualized professional development based on staff, small group and individual needsProvides meaningful, focused, quality professional development focused on classroom instructional improvement and based on staff needs.Provides professional development focused on specific classroom instructional practicesProvides professional development not based on the needs of staff. Professional development is random, without a focus on improving specific classroom instructional practices
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Sample Evidence: #3
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North Dakota Principal Evaluation Template
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Performance Determination Rubrics: Standard 4 – Family and Community
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Standard 4: Family and Community: A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.Self RatingSupervisor Rating
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IndicatorExemplary / 4Proficient / 3Developing Proficiency / 2Non-Proficient / 1
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A. Collects and analyzes data and information pertinent to the educational environment.Collects and analyzes data pertinent to the educational environment on an ongoing basis and from diverse stakeholders, including school families and the broader community. Involves students, staff, and parents in using data about the educational environment for continuous improvement.Collects and analyzes data and information pertinent to the educational environment from several sources, including school families, and uses it to make related improvements.Collects and analyzes a data and information that is pertinent to the educational environment, but limited to a few sources.Uses own opinions and beliefs, rather than data, as the sources of information about the educational environment.
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B.Promotes understanding, appreciation, and use of the community’s diverse cultural, social and intellectual resources.Diversity is recognized and valued. The school and community serve one another as resources.Diversity is recognized and tolerated. The school and community participate in collaborative ventures.Diversity is rarely acknowledged or valued. The school and community collaboration is minimal.Diversity is not acknowledged. The school and community do not communicate or collaborate.
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C.Builds and sustains positive relationships with families and caregivers.Highly visible to the public, staff and students. Involves parents in all levels of appropriate decision making, including decisions pertaining to their student as well as school decision making process. Works to maintain and build positive relationships with all parents.Highly visible to the public, staff and students. Responsive to parents needs and concerns. Involves parents with decision making about their student.Visible to public, students, and staff. Informs parents of decisions involving their student. Inconsistently responsive to parental concernsInconsistently visible to public, staff, and students. Inconsistently responsive to parental concerns. Inconsistently updates parents on decisions involving their students.
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D.Builds and sustains productve relationships with community and partners.High visibility, active involvement and communications with the larger community are a school priority. Multiple partnerships are established with area businessess, institutions of higher education, and community groups. Effective media relations are developed and maintained.The school is committed to involvement and communication with the larger community. One or more partnerships are established with area businesses, institutions of higher education and community groups. The school seeks positive media relations.Visibility, involvement and communication with the larger community are minimal. Limited relationships with community groups. The school rarely pursues positive media relations.The school does not communicate with the larger community. The school has few or no partnerships with community groups. The school does not pursue positive media relations.
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Sample Evidence: #4
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North Dakota Principal Evaluation Template
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Performance Determination Rubrics: Standard 5 - Ethics
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Standard 5: Ethics: An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.Self RatingSupervisor Rating
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IndicatorExemplary (4 points)Proficient (3 points)Developing Proficiency (2 points)Non-Proficient (1 point)
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A. Ensures a system of accountability for every student’s academic and social success.Fosters a shared responsibility of all staff members to be accountable for student academic growth, including growth in subgroups and narrowing achievement gapsFosters a shared responsibility of all staff members to be accountable for student academic growthFosters an inconsistent sense of responsibility of all staff members to be accountable for student academic growthDoes not foster a shared responsibility for academic growth. Staff do not consider themselves responsible for the academic growth of all students
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B.Templates principles of self-awareness, reflective practices, transparency, and ethical behavior.Demonstrates values and attitudes that inspire others to higher levels of performance. Considers the impact of administrative practices on others.Demonstrates values and attitudes that are acceptable to the school community. Occasionally considers the impact of administration practices on others.People are usually treated fairly. Inconsistently considers the impact of administrative practices on others.People are not treated fairly. Attitude discourages high levels of performance. Ignores the impact of administrative practices on others.
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C. Safeguards the values of democracy, equity, and diversity.Actively promotes the values of democracy, equity and diversity by developing programs, structures, processes and practices to promote these valuesEnsures that school processes, structures and practices maintain the values of democracy, equity and diversitySupports the values of democracy, equity, and diversity.Actions inconsistently support the values of democracy, equity, and diversity.
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D. Considers and evaluates the potential moral and legal consequences of decision-making.Demonstrates a personal and professional code of ethics. Examines personal and professional values, serves as a role template and uses the influence of the office to enhance the educational program.Demonstrates awareness of professional ethics. Examines professional values, serves as a role template and occasionally uses the influence of the office to enhance the educational program.Inconsistently demonstrates awareness of professional ethics. Inconsistently viewed as a role template and occasionally uses the influence of the office for personal gain.Does not demonstrate a code of ethics. Is not accepted as a role template and uses the influence of the office for personal gain.
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E. Promotes social justice and ensures that individual student needs inform all aspect of schooling.Actively develops school programs, structures, processes and practice to promote social justice and ensure that individual student needs inform all aspect of schoolingUse principles of social justice and individual student needs to guide decision makingSupports the value of social justice and individual student needActions inconsistently promote social justice and ensure the individual student needs are met.
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Sample Evidence: #5
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North Dakota Principal Evaluation Template
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Performance Determination Rubrics: Standard 6 – Societal Context
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Standard 6: Societal Context: A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal and cultural context.Self RatingSupervisor Rating
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IndicatorExemplary (4 points)Proficient (3 points)Developing Proficiency (2 points)Non-Proficient (1 point)
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A. Advocates for children, families, and caregivers.Empowers and encourages staff, children and families to advocate for themselves resulting in high levels of student achievementTemplates advocacy for children and families resulting in student improvement and success.Advocates for children and families resulting in student successes.Limited advocacy for children and families. Little to no impact on student success.
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B. Acts to influence local, district, state, and national decisions affecting student learning.The school community works within the framework of policies, laws and regulations enacted by local, state, and federal authorities. Public policy is shaped to provide quality education for students. Lines of communication are developed with decision makers outside the school community.Parts of the school community works within the framework of policies, laws and regulations enacted by local state and federal authorities. May occasionally seek input to public policy on behalf of students. Some lines of communication exist with decision makers outside the school community.The school occasionally violates policies, laws and regulations enacted by local, state and federal authorities. The school rarely uses political means to support education. Minimal communication lines exist with decision makers outside the school community.The school violates the framework of policies, laws and regulations enacted by local, state, and federal authorities. The school does not participate in shaping policy.
There are no lines of communication with decision makers outside the school community.
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C. Assesses, analyzes, and anticipates emerging trends and initiatives in order to adapt leadership strategies.The environment in which schools operate is influenced on behalf of students and their families. Regular communication occurs among the school community concerning trends, issues, and potential changes in the environment in which schools operate.The school studies ways in which the environment in which schools operate may be influenced on behalf of students and their families. Communication processes have been initiated among the school community concerning trends, issues, and potential changes in the environment in which schools operate.The school has limited involvement with the environment in which schools operate. There may be some communication among the school community concerning changes in the environment.The school has no involvement with the environment in which schools operate. There is no communication among the school community concerning changes in the environment.
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Sample Evidence: #6
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North Dakota Principal Evaluation Template
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Performance Determination Rubrics: Standard 7 – Student Achievement Growth Indicator
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Standard 7: Student Achievement Growth Indicator: An educational leader promotes the academic achievement and growth of every student and promotes an educational culture that understands and values the assessment of growth, the analysis of data, and the development of student learning objectives that match the expectations of the school high standards.Self RatingSupervisor Rating
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IndicatorExemplary / 4Proficient / 3Developing Proficiency / 2Non-Proficient / 1
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A.Student achievement data literacy: evidences foundational knowledge and use of state-, district-, and school-level student achievement and growth data.The principal demonstrates an advanced knowledge of the interpretation and use of student achievement data.
A variety of student achievement data and advanced statistical techniques are used to interpret student data.
Additional data collection methods are used beyond those provided. Data is used to make decisions regarding school improvement, leadership and governance
The principal demonstrates a solid knowledge of the interpretation and use of student achievement data.
The principal uses a variety of student achievement data to make decisions regarding school improvement, leadership and governance
The principal demonstrates a growing understanding of the interpretation and use of student achievement data. Limited or simple data is used to make decisions regarding school improvement, leadership and governanceThe principal demonstrates little to no knowledge of the interpretation or use of student achievement data. Data is not used to make decisions regarding school improvement, leadership and governance
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B.Data-driven leadership: evidences meaningful school-wide professional learning that emphasizes all types and reporting levels of student achievement data.The principal develops and leads professional learning that demonstrates a significant impact on student learning.The principal leads or provides meaningful professional learning that emphasizes all types and reporting levels of student achievement data resulting in impacts on student learning.The principal leads or provides school professional learning featuring limited use of or types of student achievement data. There is limited evidence of impact on student learning.The principal does not lead or provide professional learning that emphasizes the use of and types of student achievement data
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C.Instructional improvement: guides teachers to apply student achievement data to frame and measure standards- based curricular claims/student learning objectives.School staff uses student achievement data as a normal and regular professional practice to measure standards-based curricular claims/student learning objectives. Principal guides school staff to use student performance data for a wide variety of purposes.The principal guides school staff in the interpretation and use of student achievement data. Data is used by teachers to develop and measure curriculum and student learning goals. The use of data to measure student learning goals results in impacts on student learning.Under the principal’s guidance, school staff use data for limited purposes or use limited data to make instructional decisions. Most instructional decisions are made without the use of data. Staff data use results in little or no improvement to student achievement.The principal does not guide school staff to apply student achievement data to frame and measure standards-based curricular claims/student learning objectives
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D. Student Growth: students in the school demonstrate measureable growth and achievement on specified standardized and non-standardized measuresAchievement data from multiple sources or data points show evidence of consistent growth toward the district’s learning goals; there is consistent record of improved student achievement, on multiple indicators, with identified sub- groups of students.Achievement data from multiple sources or data points show evidence of improving student growth toward the district’s learning goals; the average achievement of the student population improved as does the achievement of each sub-group of students who are identified as needing improvement.Achievement data from multiple sources or data points show minimum evidence of student growth toward the district’s learning goals for identified sub- groups of students.Achievement data from multiple sources or data points show no evidence of student growth toward the district’s learning goals; there are growing achievement gaps between student sub-groups.
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Sample Evidence: #7
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Note: The rubrics for Standard 7: Student Achievement Growth Indicator are consistent with those for AdvancED’s Student Performance Evaluative Criteria, D.
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Student Growth Indicator which includes components for quality of learning and equity of learning (see Figure A.1). Evidence gathered for AdvancED purposes may also be appropriate as evidence for meeting Standard 7 in the principal evaluation system.
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Figure A.1: AdvancED Student Performance Evaluative Criteria: D. Student Growth Indicator
Self RatingSupervisor Rating
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E. Student Growth: Quality of Learning (AdvancED)Evidence of student learning promoted by the institution is well analyzed and clearly presented. In comparison to institutions functioning in a similar educational context, students’ statuses, improvement, and/or growth evidence indicates that the level of student learning is substantially greater than what would otherwise be expected.Evidence of student learning promoted by the institution is acceptably analyzed and presented with reasonable clarity. In comparison to institutions functioning in a similar educational context, students’ statuses, improvement, and/or growth evidence indicates that the level of student learning is at or above what would otherwise be expected.Evidence of student learning promoted by the institution is indifferently analyzed and presented with little clarity. In comparison to institutions functioning in a similar educational context, students’ statuses, improvement, and/or growth evidence indicates that the level of student learning is below what would otherwise be expected.Evidence of student learning promoted by the institution is poorly analyzed and is presented unclearly. In comparison to institutions functioning in a similar educational context, students’ statuses, improvement, and/or growth evidence indicates that the level of student learning is substantially below what would otherwise be expected.
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F. Student Growth: Equity of Learning (AdvancED)Evidence of student learning indicates no significant achievement gaps among subpopulations of students, or the achievement gaps have substantially declined.Evidence of student learning indicates achievement gaps exist among subpopulations of students, and these achievement gaps have noticeably declined.Evidence of student learning indicates achievement gaps exist among subpopulations of students, and these achievement gaps demonstrate a modest decline.Evidence of student learning indicates achievement gaps exist among subpopulations of students and that minimal or no change has occurred in these achievement gaps.
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