BUILDING PRINCIPAL EVALUATION INSTRUMENT

______CUSD ___

Principal: Date:

The building principal is evaluated on the various functions of the position. The criteria that follow are critical elements for this leadership role for Lovington CUSD #303 and will be used by the superintendent to appraise the current performance of the principal and to offer suggestions for the individual’s improvement, within the job description.

Performance indicators are listed under each topic that describes a portion of the building principal’s roles. An overall rating should be given for each topic. An appraisal for each topic appraisal should be one of the following:

(4) Excellent

  • Consistently operates at a high level of performance in all areas, demonstrating originality and creativity.
  • Is a highly motivated self-starter.
  • Decision-making demonstrates a high level of thoroughness, analysis, and applied common sense which consistently represents the best interest and needs of the school and district.
  • Approaches work with a high level of interest, competency, self-confidence, and enjoyment and influences others in the same way.

(3) Satisfactory

  • Performs all tasks outlined in job description in a capable manner.
  • Assumes responsibility as delegated by supervisors and carries through in an acceptable manner.
  • Is involved in school/community activities.
  • Displays capable decision-making abilities.
  • Approaches work with interest, competency, and self-confidence.

(2) Needs Improvement

  • Has difficulty in performing all tasks outlined in the job description in a satisfactory manner
  • Assumes responsibility as delegated by supervisors with follow-through sometimes not meeting expectations.
  • School/community activities are minimal and/or unorganized.
  • Positive relationships are inconsistent and unreasonable.
  • Approaches work with inconsistent interest, competency, and self-confidence.

(1) Unsatisfactory

  • Performs tasks as outlined in the job description in an inconsistent and often unsatisfactory manner.
  • Assumes responsibility as delegated by supervisors with often unsatisfactory performance and follow-through.
  • Involvements in school/community activities are unplanned, at best minimal, and/or unorganized.
  • Positive relations are difficult to develop, with respect by others being marginal.
  • Decision-making abilities demonstrate inconsistency and/or lack of applied common sense.

COMPETENCY I: THE BUILDING PRINCIPAL POSSESSES AND

COMMUNICATES A VISION OF THE SCHOOL MISSION.

A. The principal has a clear vision of what the school could be for students.

Rating:

Performance Indicators:

  1. Is able to articulate the vision to staff and students.
  2. Evaluates all school activities on how they enhance the mission.
  3. Periodically talks to staff, parents and/or students about the mission of the school.
  4. Periodically writes about the school mission in memos, parent newsletters and other writings.
  5. Promotes and displays a school motto or slogan that reminds students, parents and staff of school mission.

Comments:

B.The principal works with the staff and parents to establish goals for the school.

Rating:

Performance Indicators:

  1. Seeks contributions from students, teachers, and parents for goal development.
  2. Develops goals which are measurable.
  3. Develops goals which are realistic, manageable, and understandable.
  4. Can identify goals for key areas which connect to the vision.
  5. Communicates goals to the students, staff, and parents.

Comments:

C.The principal implements goals throughout the school year.

Rating:

Performance Indicators:

  1. Conducts activities in the school, both formal and informal, which are

related to school goals.

  1. Relates established curriculum to the goals of the school.
  2. Allocates and protects an adequate amount of time necessary to accomplish goals.
  3. Reminds students, teachers and parents of the school goals.
  4. Bases daily decisions during the year on achievement of school goals.

Comments:

COMPETENCY II: THE BUILDING PRINCIPAL DEMONSTRATES A WORKING KNOWLEDGE OF THE SCHOOL CURRICULUM AND THE INSTRUCTIONAL PROGRAM.

A.The principal works with the staff to establish direction for the school.

Rating:

Performance Indicators:

  1. Conveys to the staff a knowledge of the curriculum content, scope and sequencing in all subjects and across grade levels.
  2. Conveys to the staff a knowledge of those materials that best support the curriculum.
  3. Gives priority to and takes responsibility for decisions about implementing the curriculum.
  4. Monitors the school’s overall instructional program to insure that student objectives are consistent with the school curriculum.

Comments:

B.The principal demonstrates knowledge of instructional methods, techniques, and materials necessary to implement the school curriculum.

Rating:

Performance Indicators:

  1. Demonstrates sufficient knowledge of those instructional methods that produce the greatest student growth.
  2. Demonstrates a knowledge of teacher behaviors that cause students to learn.
  3. Works with teachers to plan and/or modify instruction based on student needs.
  4. Is resourceful in identifying instructional materials that can be used by the teacher for specific students or specific units.
  5. Uses knowledge of curriculum to help place students in appropriate groups, levels, grades and/or courses.
  6. Helps teachers, students, and parents see how the curriculum connects to goal achievement and ultimately to the vision.

Comments:

COMPETENCY III: THE BUILDING PRINCIPAL SUPERVISES THE TEACHING PROCESS AND MONITORS STUDENT PROGRESS.

A.The principal supervises the instructional program.

Rating:

Performance Indicators:

  1. Communicates teacher performance expectations to each teacher before classroom observations are conducted.
  2. Makes frequent observations of classroom instruction.
  3. Focuses attention on good teaching practices that are substantive and based on research.
  4. Coaches and counsels teachers in a helpful, supportive manner.
  5. Conducts regular conferences to discuss and review teacher performance.
  6. Encourages teachers to evaluate their professional competencies and set goals for their growth.

Comments:

B.The principal monitors student progress.

Rating:

Performance Indicators:

  1. Demonstrates knowledge of the testing program.
  2. Uses student test data to access the school’s progress toward goal achievement.
  3. Provides teachers with easy and timely access to student achievement data.
  4. Identifies students whose performance is either above or below or remedial programming.
  5. Discusses item analyses of tests with faculty to determine areas of student growths and weaknesses.
  6. Informs teachers, students, and the community of the school’s academic performances through newsletters, formal meeting, assemblies, local newspapers, and informal conversations.

Comments:

C.The principal promotes increases in student academic learning time.

Rating:

Performance Indicators:

  1. Organizes and leads a school-wide effort to eliminate problems that distract from time on task, e.g. intercom, tardies, excessive teacher paperwork, student leaving class, etc.
  2. Organizes the daily schedules to minimize unscheduled events that disrupt classes, e.g. last minute assemblies, picture taking, homework assignments for absentees, etc.
  3. Provides in-service for individual teachers and to the faculty in handling and eliminating disruptive student behavior in the classroom
  4. Periodically reviews all non-teaching tasks or duties assigned to teachers to ensure that these tasks/duties essential.

Comments:

COMPETENCY IV: THE BUILDING PRINCIPAL PROMOTES A POSITIVE SCHOOL CLIMATE AND INTERPERSONAL RELATIONSHIPS AMONG STUDENTS, COMMUNITY, AND STAFF MEMBERS.

A.The principal demonstrates a positive and professional approach to operating the school.

Rating:

Performance Indicators:

  1. Establishes clear guidelines for student behavior.
  2. Established clear policies regarding teaching assignments, grading of students, attendance and promptness.
  3. Works with the staff in a collegial relationship.
  4. Protects students and staff from undue external pressure, e.g., inappropriate requests from parent, outside organizations, etc.

Comments:

B.The principal demonstrates behavior which promotes positive relationships.

Rating:

Performance Indicators:

  1. Gives recognition and praise to staff, colleagues, students, and

members of the community.

  1. Demonstrates courtesy to the staff, colleagues, students, and members of the community.
  2. Demonstrates relevant personal knowledge and interest in staff and

other associates.

  1. Demonstrates impartiality.

Comments:

C.The principal requests opinions of others.

Rating:

Performance Indicators:

  1. Listens to opinions of others.
  2. Discusses opinions different from his/her own.
  3. Acts on the basis of these opinions by giving them consideration in decision making.

Comments:

D.The principal demonstrates ability to manage conflicts.

Rating:

Performance Indicators:

  1. Recognizes conflict as normal and healthy.
  2. Demonstrates sensitivity to the needs of those involved in conflict.
  3. Analyzes conflict.
  4. Develops a plan for resolution of conflict.

Comments:

E.The principal maintains integrity.

Rating: ______

Performance Indicators:

  1. Is honest.
  2. Avoids public criticism of others.
  3. Uses discretion in managing personal information concerning others.
  4. Is dependable.

Comments:

F.The principal cultivates a supportive external environment.

Rating:

Performance Indicators:

  1. Keeps parents and citizens knowledgeable of school’s philosophy,

goals curriculum, needs, and achievement.

  1. Creates opportunities for parents and other citizens to become involved in the school.
  2. Maintains parental/community involvement in the school through school activities and learning experiences.
  3. Provides training for the staff in utilization of school volunteers.
  4. Encourages paternal participation in parenting training programs through the school or local service agencies.
  5. Provides formal and informal mechanisms for two-way communication between the school and the community.
  6. Works with dissenting individuals and/or groups within the community to reach understanding and consensus.
  7. Keeps parents and community informed about purposes, nature and consequences of innovations.
  8. Trains teachers on ways to effectively communicate with parents and community members.

Comments:

COMPETENCY V: THE BUILDING PRINCIPAL DEMONSTRATES PLANNING AND ORGANIZATIONAL SKILLS.

A.Organizes materials and equipment or ensures that the principal delegates this authority and organizes materials/equipment.

Rating:

Performance Indicators:

  1. Has adequate supply of materials.
  2. Ensures that equipment is in good repair.
  3. Has up-to-date materials and equipment.
  4. Establishes workable procedures for allocation of materials and equipment.

Comments:

B.The principal organizes and implements an effective communication system.

Rating:

Performance Indicators:

  1. Identifies and uses the abilities of staff members with special

communication and public relations skills.

  1. Provides the staff and/or professional associates with the information needed to communicate accurately with others about school programs.

3.Maintains a regular method of communicating school and school system goals, activities, policies and regulations to staff, professional associates, students, parents, and the community.

4.Is highly visible and accessible to staff and students.

Comments:

COMPETENCY VI: THE BUILDING PRINCIPAL DEMONSTRATES SKILL IN MAKING DECISIONS.

A.The building principal is willing to make decisions.

Rating:

Performance Indicators:

  1. Makes decisions within an acceptable time.
  2. Distinguishes between the need for making a decision along and the need for involving others in the process.
  3. Communicates decisions directly to those affected.
  4. Explains rationale for decisions to those affected.

Comments:

B.The principal makes sound decisions on the basis of available information.

Rating:

Performance Indicators:

Descriptors:

  1. Investigates accuracy of information upon which decisions are made.
  2. Makes every effort to ensure that decisions are fair and impartial to all effected.
  3. Examines all possible consequences of decisions before they are made.
  4. Re-examines decisions in light of new information.

Comments:

COMPETENCY VII: THE BUILDING PRINCIPAL SETS HIGH EXPECTATIONS FOR STUDENTS AND STAFF.

A.The principal sets high expectations for staff.

Rating:

Performance Indicators:

  1. Reinforces the teachers’ high expectations of students by

establishing academic standards and incentives for students learning.

  1. Performs at a high level as that expected of the staff.
  2. Communicates to teachers the expectation that all students can learn.
  3. Holds teachers accountable for student learning.
  4. Does not tolerate poor performance from teachers.
  5. Motivates teachers to meet high expectations.
  6. Expects teacher to request student/parent conference when students do not meet expectations.

Comments:

B.The principal sets high expectations for students.

Rating:

Performance Indicators:

  1. Conveys to all students the high expectations for student achievement.
  2. Reinforces high expectations for students by establishing a recognition system.
  3. Expects students to use an appropriate amount of time at home daily to complete assignments.

Comments:

COMPETENCY VIII: THE BUILDING PRINCIPAL IMPROVES PROFESSIONALLY AND PROVIDES THE STAFF WITH OPPORTUNITIES FOR PROFESSIONAL IMPROVEMENT.

A.The principal demonstrates professional improvement.

Rating:

Performance Indicators:

  1. Shares materials and information from professional meetings with staff.
  2. Discusses professional literature with staff.
  3. Informs teachers on the latest research on effective teaching methods.

Comments:

B.The principal encourages professional improvement for staff.

Rating:

Performance Indicators:

  1. Encourages participation in teaching-related professional meetings.
  2. Encourages participation in local and system-wide staff development.
  3. Provides staff with the opportunity to discuss improvement or innovations based on research.
  4. Aids staff members in implementing ideas.

Comments:

COMPETENCY IX: THE BUILDING PRINCIPAL MAINTAINS A POSITIVE WORKING RELATIONSHIP WITH THE BOARD OF EDUCATION.

A.The principal works with the Board of Education to establish goals and policies for the school.

Rating:

Performance Indicators:

  1. Provides regular reports and communication about school activities

to the Board.

  1. Provides the Board with information in a timely manner when requested.
  2. Follows established “chain of command” with all communications with the Board.

Comments:

Summary Comments:

Overall Rating:

Principal’s SignatureDate

Superintendent’s SignatureDate

Principal’s Comments: