1. Performance Evaluation
Principal Exemplary
Teacher Exemplary
Exceptions to Student Growth

2. Topics for Review and Discussion
Principal Exemplary Evidence
Teacher Exemplary Evidence
Final Evaluation Rubrics
Exceptions to Student Growth

3. Principal Exemplary Evidence
The evidence listed under each Professional Standard serves as a sample. This is a transition year, and as we work through this process for the first time, feedback will be gathered to refine the list and process. It is important to work with your appropriate supervisor to determine the quality and quantity of evidence needed to receive exemplary status.
Standard 1: Instructional Leadership
Improvement in performance of gap groups as related to SOL, discipline, and/or other indicators
Improvement in identified areas of need based on formal survey results, such as district/school surveys, community priorities workshops, parent input sessions, etc.
Extended networking within feeder school pattern to align curriculum and instruction based on best practice, in combination with analyzing performance data and facilitating the adjustment of instruction accordingly
Contributions to professional knowledge through participation in writing, research, teaching, presenting, mentoring, etc.
REB nomination or other award related to student achievement or school improvement
Consistent growth in 21st Century Reflective Friends data
Participation/leadership on division committees such as Henrico 21, curriculum writing, priority workshops, strategic planning, etc.
Creating and leading division staff development in data analysis and/or instructional practices

4. Principal Exemplary Evidence
Standard 2: School Climate
Create or implement an innovative school-wide program that leads to improved student discipline data
Initiate multiple opportunities for community involvement that lead to improved school climate; share ideas and results with other schools
Comprehensive recognition program with data tracking analysis
Implement student focus groups or advisory groups to improve school climate
Weekly data review to identify trends among students, teachers, and specific behaviors
School climate survey development, with action plan, measures for growth, and progress monitoring

5. Principal Exemplary Evidence
Standard 3: Human Resources Management
Development of school retention plan, with action steps, measurable goals, and periodic monitoring
Expanded teacher mentorship program
Peer observation program development and implementation
Expanded professional development plan for the school and individual professionals
Documented service as mentor to teacher leaders/Associate & Assistant principals
Creation of school specific teacher self-assessment and outcome action plan steps
Curriculum specialist and/or other resource personnel collaboration plan which includes measurable outcomes

6. Principal Exemplary Evidence
Standard 4: Organizational Management
Evidence of a timeline and process that represents stakeholders' voices and also honors the greater school needs as identified through school improvement plan, including a perfect audit
Seeks and receives outside funds to enhance school programs
Evidence of a 360 review of procedures, processes, and reflections that lead to effective organizational management
Evidence of reflection on procedures that go above and beyond the expected number/frequency/scope of the evaluation process and their impact on student learning
Development of safety programs beyond division expectations
Evidence of collaboration/partnerships with local enforcement officials

7. Principal Exemplary Evidence
Standard 5: Communication and Community Relations
Consistently exceeds minimum expectations for instructional feedback
Reflection and use of 360 review to develop community relation goals and outcomes
Comprehensive, monitored plan for weekly communication with all stakeholders which is tailored to specific groups
Active participation/leadership in county-wide community organizations
Initiating staff survey and developing plan with measurable outcomes
Creation of innovative program that can be shared

8. Principal Exemplary Evidence
Standard 6: Professionalism
Seeking a Doctoral Degree
Regional or statewide committee participant/leader
Publication in Educational Journal
Presentation at state or national conferences
Assisting with implementation of a school initiative in another school
Serving as Adjunct Professor
Documentation of service as principal mentor
Evidence of working through difficult situations

9. Exemplary Evidence – Reminders
There is no set number of bullets per standard that each person must achieve – the focus should be around the quality of the evidence rather than the quantity
There is supervisor subjectivity. For example, one person could write an easy grant and win it. Another might write a pain staking grant and not win, yet that person may have put in more work and effort
Looking at a totality of a 3 year window

10. Teacher Exemplary Evidence
The evidence listed under each Professional Standard serves as a sample. This is a transition year, and as we work through this process for the first time, feedback will be gathered to refine the list and process. It is important to work with your appropriate supervisor to determine the quality and quantity of evidence needed to receive exemplary status.
Standard One: Professional Knowledge
Active participation in professional cohort – National Board Certified, Teacher Leadership Cohort, etc.
Leadership role in a professional educational organization
Presentations at educational related conferences and division professional development
Service as teacher mentor while maintaining a log of documentation and demonstrated reflection of interactions
Participation on curriculum and assessment committees at the state and local level
Writing and/or receiving grants in accordance with HCPS policies and procedures

11. Teacher Exemplary Evidence
Standard Two: Instructional Planning
Collaboration with curriculum specialist while maintaining a log of meetings, conversations, and/or planning strategies and outcomes to be shared
Service on a materials review committee
Participation on school sponsored teams to include, but not limited to, School Improvement, Academic Achievement Team, TAC or RTI which meet to analyze data to drive instructional planning
Artifacts providing consistent evidence of differentiated instruction
Collaboration log to record sessions and outcomes with exceptional education and/or itinerant teachers

12. Teacher Exemplary Evidence
Standard Three: Instructional Delivery
Creation of curriculum units vetted by specialist for division sharing
Participation in Peer Observation and Feedback sessions with documentation including log of times, who was observed and the reflection/feedback provided
High quality Henrico 21 lesson plan submitted at the county level
Artifacts showing consistent differentiation of instruction for varied learning styles and levels

13. Teacher Exemplary Evidence
Standard Four: Assessment of and for Student Learning
Portfolio of student work samples highlighting various types of formative and summative assessments aligned with content and cognitive level outlined in the curriculum standard(s)
Documentation with rubrics for student self-evaluation, progress monitoring and goal setting
Demonstrated attributes of a reflective practitioner to include self evaluation with regard to instruction and assessment
Consistent, documented, two-way communication with students, parents, and staff about student progress and plans for growth
Evidence of regular and consistent analysis of assessment data at the student level to drive planning and instruction for differentiated learning

14. Teacher Exemplary Evidence
Standard Five: Learning Environment
Active engagement and participation on the school discipline, safety, awards, or coalition committees and leadership in sharing outcomes
Creation of successful classroom management procedures and behavior strategies to be shared
Participation in Peer Observation and Feedback sessions with a learning environment focus with documentation including log of times, who was observed and reflection/feedback provided
Classroom climate survey development and periodic analysis of classroom data with an action plan initiated for area(s) of growth
Portfolio of classroom evidence of a positive classroom learning environment to include items such as classroom management & behavior plan, discipline data, student survey data, notes from parents, attendance at student extra-curricular activities, etc.

15. Teacher Exemplary Evidence
Standard Six: Professionalism
Evidence of participation in the total school program
Communication log identifying productive collaboration with parent, colleagues, and community
Portfolio of meaningful learning activities and impact on professional practice/student learning
Demonstrating a professional demeanor in all aspects of communication and behavior to students, parents, co-workers and community members

16. Principal Evaluation Rubric
The rubric below is to be used with Performance Standards 1 - 6 4
 Exemplary - Exceeds the requirements contained in the performance standard 3
 Proficient - Meets the requirements contained in the performance standard 2
 Needs Improvement - Inconsistently meets the requirements contained in the performance standard 1
 Unacceptable -Does not meet the requirements contained in the performance standard

17. Principal Evaluation Rubric
Rubric to be used with Performance Standard 7: 8
 Exemplary - Meets or exceeds the identified goal 6
 Proficient - Shows improvement toward the identified goal 4
 Needs Improvement - Maintains status on the identified goal but does not show improvement 2
 Unacceptable - Progress toward goal is less than baseline data/score  

18. Teacher Evaluation Rubric (Exemplary 92–100; Proficient 80–91; Needs Improvement 70-69; Unacceptable 69-below. 6 pts = E, 4 pts = P, 2 pts = NI, 0 – U)
Scoring Scenarios
Must be proficient in all areas before exemplary evidence can be considered.
Standards
Scenario 1
Scenario 2
Scenario 3
Scenario 4
Standard 1
6pts
4pts
Standard 2
Standard 3
Standard 4
Standard 5
Standard 6
30pts
20pts
Standard 7
40pts
TOTAL
80 = Proficient
Must make both student measures to be exemplary
94=Exemplary
Does not have to be exemplary in all to be overall exemplary
80=Proficient
Proficient with growth measures met
60=Needs Improvement
Not proficient if growth measure is not met

19. Student Growth Measures
Principals submitted the number of students not showing growth, alternative assessments accepted, and possible exceptions.
After reviewing the information collected from this transition year, a list was compiled for group discussion.

20. Student Growth Measures
Acceptable Alternatives
SOL Scores
Teacher–made Assessments
Report Card Grades
Intervention Progress Trend Data
Meeting the Standard Error of Measurement for one point RTI growth
IEP Goal Measurements
Running Records
Benchmark Assessments
PAL Quick Checks
Portfolio of Student Work Samples
Student Project
The goal is for all students to show some growth for the year. These alternatives provide opportunities to measure growth when the selected measure fails to meet this standard.

21. Student Growth Measures
Exceptions
In a small number of cases, exceptions are granted. Numbers by content and teacher should be carefully monitored to provide intervention and support where needed.
Acceptable Exceptions:
Absent During Testing Window
Excessive Absences (definition of excessive)
Documented Behavior Issues
Enrollment Date
Documented Mental Health Issue
In the Evaluation Process

22. Student Growth Measures
Not Acceptable Exceptions:
Behavioral Issues without clear explanation
Student not on Medication
Lack of Parent Support
Exceptional Education Student
Homeless