1. Las Cruces Public Schools Principal Evaluation Overview 2012-2013 Stan Rounds Superintendent 2012-2013 Stan Rounds Superintendent

2. There are virtually no documented instances of troubled schools being turned around in the absence of intervention by talented leaders. While other factors contribute to such turnarounds, leadership is the catalyst. Kenneth Leithwood How Leadership Influences Student Learning

3. Focus of Evaluation Responsibility to own the accountability The main thing is to keep the main thing the main thing - student achievement! Accomplishing EPSS goals Monitoring multiple data sources and engaging in rapid resets when things aren’t working Ensuring innovative, rigorous, relevant, engaging, and responsive instructional programs Adhering to federal, state, and district policies and regulations Engaging parents in the educational process

4. Evaluation process Responsibility to own the accountability Principal and evaluator engage in monthly conversations about student success - what do the data say? Principals capacity to meet performance expectations (Principal Leadership Competencies) Establish and monitor appropriate professional development goals and learning opportunities for staff Commit to conducting classroom walkthroughs and engaging analysis of data that result in rapid resets when necessary

5. Evaluation timeline Responsibility to own the accountability Self-assessment (Form A) and Professional Development Plan (Form B) emailed to evaluator and Karen Robles prior to initial visit Initial formal conference - September 10 to 14, 2012 Second formal conference - November 12 to 16 PDP Mid-year Review - January 2013 Third formal conference - February 25 and March 7, 2013 Synthesis of performance with Superintendent - between April 8 and May 3, 2013

6. Instructional Leadership Responsibility to own the accountability What’s the evidence? Principal is the first and foremost teacher and learner in the building? EPSS goals are data driven and 75% of students are meeting benchmarks (rapid resets are implemented when they are not). Strategies and actions address the learning needs of the 25% in lower quartile and 75% of the upper quartile. Tier I and Tier II interventions are data driven, monitored, and show that students are making appropriate progress. Acceleration options are available based on data. K-3 teachers are all using district CCSS pacing guides. All 4-12 teachers are using NM adopted standards in all content areas. Elementary students are learning science and social studies daily, are exposed to healthy options, and are provided recess daily.

7. Communication Responsibility to own the accountability What’s the evidence? Common definitions are established for RIGOR, RELEVANCE, and ENGAGEMENT and understood by teachers and staff and observable in all learning settings. Priority instructional areas agreed on, a walkthrough protocol developed, and a schedule is developed. Walkthrough data are collected, analyzed, feedback provided to teachers. and results in rapid resets. Data meetings held weekly and walkthroughs capture evidence that data is driving the instructional program. Achievement data for all subpopulations is monitored with appropriate actions to address the learning needs of all students. The principles of Invitational Education are evident (people, places, policies, programs, & processes) and rapid resets initiated and monitored for effectiveness.

8. Professional Development Responsibility to own the accountability What’s the evidence? Driven by student data and agendas linked, with appropriate notation, to specific data. Is standards-based and reflects appropriate research. Analysis of surveys regarding quality is evident and informs future learning options at the site. Classroom walkthroughs document evidence that strategies and knowledge gained in professional development sessions is evident in classroom practice.

9. OPerations management Responsibility to own the accountability What’s the evidence? Campus is reflective of the key principles of invitational education. Attendance interventions for students and families follow requirements in Policy JHB. School budget reflects student needs. Campus is orderly and inviting to students, parents, and community members. Classrooms and meeting spaces are organized for the intended purpose and rapid resets made when walkthrough data reflect otherwise. Textbooks, supplies, and other learning resources available to students to meet learning objectives. Technology in use by students at least 60% of the time (two out of three walkthroughs).

10. Scope of responsibility in secondary schools Responsibility to own the accountability What’s the evidence? The middle school and high school principal develops, supports, encourages, and supervises programs that lead to increased STUDENT attendance, achievement, and graduation rates resulting in college readiness and work skills to meet the diverse needs of the community. For instance: Number of students passing state examination, diversity of AP enrollments, language proficiency, passing rates for Algebra I, attendance and Tier I interventions, graduation rate increase from last three years, Tier II interventions based on data, purposeful scheduling based on data, student clubs and activities, scores on college readiness exams, parent conferences, targeting the best teachers for high needs classes, and evidence of rapid rests when things aren’t working