School Leadership Evaluation System Orientation SY12-13 Evaluation Systems Office, HR Dr. Michael Shanahan, CHRO

Evaluation System for Principals The Cobb Keys Principal’s performance evaluation system consists of three documents:  Performance Rubric  Annual Report  Guidelines and Instructions

Performance Rubric The Cobb Keys Principal’s Performance Standard Rubric establishes the 8 Standards which are the framework for the evaluation instrument used to assess a Principal’s annual performance. 1. Standards-based Instruction 2. Data Analysis and Assessment 3. Organizational Culture 4. Professional Learning and Development 5. Performance Management and Process Improvement 6. Managing Operations 7. Leading Change 8. Relationships Development

4 Performance Rubric cont… Each Element identifies specific behavior/performance that will be evaluated and assigned an annual performance rating of Not Evident, Emerging, or Proficient. a. Proficient – 4 “Proficient” Standards ratings and a “Satisfactory” Summary Rating on Professional Duties and Responsibilities b. Emerging – Fewer than 4 “Proficient” Standards ratings (no more than 1 “Not Evident”) and “Satisfactory” or “Needs Improvement” Summary Rating on Duties/Responsibilities. c. Unsatisfactory – 2 or more “Not Evident” Standards ratings OR “Unsatisfactory” Summary Rating on Duties/Responsibilities.

Annual Performance Report The Principal’s Performance Evaluation Annual Report assesses performance on sixteen Standard Elements and twelve Leader Duties and Responsibilities, resulting in an annual overall performance rating. A. Standards-Based Instruction (SBI): To ensure that all students achieve proficiency relative to the Georgia Performance Standards (GPS/QCC). SBI-1: Engages instructional staff in collaborative work to design, monitor, and revise instruction to ensure that students achieve proficiency on required curriculum standards and District expectations for learning. SBI-2: Leads others in a collaborative process to set high expectations for all learners in a standards-based classroom.

Annual Performance Report B. Data Analysis and Assessment (DAA): The process of collecting, organizing, and analyzing data with the purpose of extracting useful information, facilitating conclusions, identifying patterns of achievement and underachievement, and planning. DAA-1: Monitors and evaluates the use of a variety of assessment data to maximize student learning and achievement. DAA-2: Engages school instructional staff in the collaborative analysis of assessment data to plan for continuous improvement for each student.

Annual Performance Report C. Organizational Culture (OC): The norms, values, attitudes, beliefs, and practices associated within the school to ensure organizational productivity. OC-1: Develops or leads others to develop plans of action that address the analysis of a school culture. OC-2: Leads processes and structures that support a pervasively academic climate within a culture of high expectations for all students and adults. OC-3: Develops and implements distributed leadership as part of the process of shared leadership D. Professional Learning and Development (PL&D): The means by which staff acquire, enhance, and refine the knowledge, skills, and commitment necessary to create and support high levels of learning for all students. PL&D-1: Leads job-embedded professional learning that aligns with school and District improvement goals and supports student achievement.

Annual Performance Report PL&D-2: Evaluates the implementation and impact of professional learning on teacher practices, continuous school improvement, and student learning. E. Performance Management and Process Improvement (PM&PI): The process of developing strategies, aligning resources, monitoring progress, and overcoming barriers to District and school goals. PM&PI-1: Engages all stakeholders in developing, implementing, and monitoring a strategic plan that has a positive impact on student achievement using an accountability system. PM&PI-2: Identifies and addresses gaps in leader and/or staff performance.

Annual Performance Report F. Managing Operations (MO): The functions that leaders perform to support staff and facilitate the core work of the schools. MO-1: Monitors school to ensure safe, orderly, and engaging learning environments, including facilities that reflect state, system, and local school rules, policies, and procedures. MO-2: Works collaboratively to implement fiscal policies that equitably and adequately distribute all available resources to support the success of all students.

Annual Performance Report G. Leading Change (LC): The leader’s ability to develop and implement an organizational vision and strategies that motivate others to take actions to improve processes, staff performance, and student learning. LC-1: Drives and sustains change in a collegial environment focused on a continuous improvement model that supports all students meeting high standards. H. Relationships Development (RD): The process of developing and enhancing internal and external relationships which advance the goals of the District, school, staff, and students. RD-1: Supports the engagement of parents, community and other stakeholders in the decision-making and problem solving processes to have a positive effect on student learning and to achieve the school’s vision. RD-2: Models impartiality, sensitivity to student diversity and to community norms and values, and ethical considerations in interactions with others.

Evaluation System for Principals Next, your evaluator will assign a rating to each of 12 Leader Duties and Responsibilities Unsatisfactory Needs Improvement Satisfactory

12 Leader Duties & Responsibilities 1.Interacts in a professional manner with parents, staff, and stakeholders. 2.Is accessible to parents, staff, and stakeholders. 3.Facilitates effective two-way communication between the school/district and home. 4.Works cooperatively with district administrators, local school staff, special support personnel, colleagues, parents, and other stakeholders Evaluation System for Principals

13 Leader Duties & Responsibilities 5.Demonstrates prompt and regular attendance. 6.Maintains accuracy and confidentiality of information and records. 7.Attends and participates in faculty meetings, district level meetings, and other assigned meetings and activities according to school and district policies. 8.Models correct use of oral and written language Evaluation System for Principals

14 12 Leader Duties and Responsibilities 9.Manages operations within the structure of Georgia public education rules, regulations, and laws. 10.Makes leadership decisions based on legal and ethical principles to promote equity 11.Organizes a safe, orderly, and engaging learning environment, including facilities, which reflect state, district, and local rules, policies, and procedures 12.Demonstrates responsible fiscal management of funds in compliance with all applicable rules and regulations. Evaluation System for Principals

Evaluation System for Associate Principals, Assistant Principals, Assistant Administrators The Evaluation System for Associate Principals, Assistant Principals, Assistant Administrators is divided into 6 sections: I.Identification II.Performance Factors III.Overall Evaluation IV.Potential V.Signatures VI.Additional Comments

Evaluation System for Associate Principals, Assistant Principals, Assistant Administrators 2. Performance Factors: This section is divided into 2 parts: A. Instructional Leadership and District Strategic Goals B. Professional Goals, Plans, Projects

Evaluation System for Associate Principals, Assistant Principals, Assistant Administrators Performance Factors: Instructional Leadership and District Strategic Goals: Develops, articulates and implements a vision of learning shared and supported by school and community. Sustains a school culture and instructional program conclusive to increased student and staff learning. Demonstrates effective and efficient resource management. Demonstrates exemplary professional qualities. Facilitates the successful design and implementation of the local school improvement plan. Improves student achievement as demonstrated through the use of standardized and local measurement instruments using data analysis.

Evaluation System for Associate Principals, Assistant Principals, Assistant Administrators Performance Factors: Instructional Leadership and District Strategic Goals: Holds teachers and staff accountable for executing their duties and responsibilities. Actively involved in K-12 Area collaboration. Efficiently uses Staff Development resources to support the School Improvement Plan. Professional Goals, Plans, Projects Developed with Supervisor: Leadership Development Contribution to SIP (School Improvement Plan) This goal is to be tailored to the individual being evaluated

Evaluation System for Associate Principals, Assistant Principals, Assistant Administrators 3. Overall Evaluation: The Overall Evaluation (C) is the final summation of the administrator’s performance for this school year. 4. Potential: This section is divided into two parts: A. Readiness for Increased responsibilities B. Recommendation for additional training and assignments, and appropriate timing 5. Signatures 6. Additional Comments