Principal Evaluation System

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Alabama Professional Education Personnel Evaluatio
n Program
Principal Evaluation System
August 2002
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Principal Evaluation System

• 13 Knowledge/Skill Areas

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Principal Evaluation System

• Scoring
• 4-point rating scale with rationale statements
  (rubrics)
• Holistic scoring cross-cutting 13
  knowledge/skill areas

• Evaluators
• Trained in conducting evaluations
• Must meet reliability standards

• Principals
• Evaluation content varies with years of
  experience in position
• Evaluation process is same for all

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Principal Evaluation System

• Instrumentation/Data Sources

• Summary Report Sources

• Optional Instrumentation

1. Self-Assessment Form (completed by
principal, but not considered in
evaluation scoring)
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Principal Evaluation System
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How the Principal Evaluation System Works
Self Assmnt
Scores
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Principal Evaluation System

• Steps in Evaluation Process

1. Orientation (LEA responsibility)
2. Self-assessment (principal)
3. Prepare portfolio (principal)
4. Distribute and analyze surveys (principal)
5. Supervisor Review Form - (evaluator/supervisor
)
6. Conduct observation (evaluator)
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Principal Evaluation System

• Steps in Evaluation Process (cont.)

7. Review portfolio (evaluator)
8. Conduct interviews (evaluator/principal )
9. Prepare Evaluation Summary Report
(evaluator)
10. Summary conference and PDP
(evaluator/principal)
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Self Assessment
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Interviews
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Structured Interviews
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Structured Interviews (cont.)
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The Clarifying Interview
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The Supervisors Review Form
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The Principal Portfolio
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The Principal Portfolio
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The Principal Portfolio
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The Principal Portfolio
Knowledge Skill Area
Evidence
Communication
3 pieces of written communication


Collaboration
3 artifacts (documents, tapes, etc.)



Assessment/Evaluation

2 teacher evaluation files

1 document/disk synthesizing and presenting
student achievement results
1 document related to program evaluation

Organizing for Results
2 documents/artifacts representing marketing
knowledge/skills, customer focus and/or change
efforts


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The Principal Portfolio
Knowledge Skill Area
Evidence
Planning
School improvement planning efforts


1 other document/artifact

Laws/Policies
2 artifacts/documents


Problem Solving
2 artifacts/documents



Innovation

2 artifacts/documents
School Operations/Management

2 artifacts/documents

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The Principal Portfolio
Knowledge Skill Area
Evidence

Fiscal Management/Leadership

Budget and expenditures report
(most recent)

1 other artifact/document
Leadership of Human Resources
2 artifacts/documents


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Surveys
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Surveys (cont.)
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Management Observation
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Scoring
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Evaluation Summary Report
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Professional Development Plan
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Professional Development Plan Goals/Objectives
Goals and objectives are statements of the
outcomes desired, the ends to be accomplished
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Professional Development Plan Goals/Objectives
Goals are time related tend to be long-range,
spanning a full academic year
May include desired outcomes in cognitive,
affective, and developmental areas
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Professional Development Plan Goals/Objectives
Objectives tend to be of shorter duration, may be
accomplished in varying time spans, depending
upon nature and complexity
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Professional Development Plan Goals/Objectives
Types of Objectives

• Specific learning task, particular knowledge to
  be acquired or enhanced
• Specific skill to be developed or enhanced
• Product to be produced (a written plan for
  assessing progress detailed program plans
  activity chart, etc.)
• Student achievement/program improvement progress
  targets
• Professional service to be rendered to assist or
  improve the school system/faculty/school related
  organization, etc.

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Professional Development Plan Activities
Activities
Activities are the means to accomplish
goals/objectives identified or selected
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Professional Development Plan Benefits
Criteria Assessment and Benefits Section
1. Evidence of degree of accomplishment of
objective(s)

• Written statement
• Materials/products appended to PDP Form

2. Description of efforts/activities pursued in
attempting to accomplish the stated objective(s)
3. Description of benefits accrued to the
educator, students, faculty, school, and school
system as appropriate
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Professional Development Plan Comments
Evaluator Comments Section
1. Statement of concurrence or non-concurrence
with assertions of educator in assessment and
benefits section
2. Reason for concurrence or non-concurrence
3. Commendation statement when appropriate
4. Next steps
Develop new PDP for ensuing year, amend and carry
over present PDP,etc.
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Last Slide