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  • Workbook: Principal Evaluation System

Workbook: Principal Evaluation System | Rating (star)(star)(star)(star)

CORE California Office to Reform Education
January 16, 2014

This workbook contains 8 pages. In each of these pages you will be asked to describe and document your district's new or proposed Educator Evaluation System (EES) for principals in the context of the CORE Waiver Design Principles and Frameworks.

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CORE Principal Evaluation Self-Assessment

 

 

 

 

 

 

 

Instructions

 

 

 

 

 

 

 

This workbook contains 8 pages. In each of these pages you will be asked to describe and

document your district's new or proposed Educator Evaluation System(EES) for principals

in the context of the CORE Waiver Design Principles and Frameworks.

 

 

 

 

 

 

 

You may utilize the following steps to submit your documentation:

 

 

 

 

 

 

 

1. Insert text excerpts, graphics, tables, etc. from existing district documents.

2. Attach district documents and reference relevant sections and page numbers.

 

 

3. At the bottom of each page, you will be asked to submit a self-score based on the rubric

provided.

 

 

4. In addition to scoring your district's plan, please add any notes in the space provided to

inform CORE staff of your questions, feedback, thoughts or plans relevant to that particular

page.

 

 

The pages of the workbook reflect the design principles and requirements as described in

Principle 3 of the CORE waiver:

Principle 3 Educator Evaluation System (EES) Design Principles

 

 

 

 

 

 

 

1. System utilizes multiple measures, collected with sufficient frequency to determine

effectiveness

2. System differentiates performance in at least 4 categories supported by scoring rubrics

to ensure consistency

 

 

 

3. System includes meaningful feedback cycles and is connected to professional growth

4. System Employs one of the two CORE Options for reflecting each educator's impact on

student learning 

5. System Incorporates CORE Effectiveness Indicators

 

6. System leverages opportunities for collaboration and supports the building of learning

communities

 

 

 

 

 

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Note: CORE Growth Model is being researched. Measures not expected to be available until 2016.

 

 


Professional Practice

 

 

 

 

 

 

EES utilizes multiple measures, collected with sufficient frequency to determine

effectiveness.

 

 

 

 

 

 

 

 

Please answer the questions below to indicate the measures used to assess the

performance of principals in your district under your new or proposed model:

 

 

 

 

 

 

 

 

1. How often are principals evaluated in your proposed or new EES?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2. Are all principals evaluated each year or are different categories of principals evaluated on

different cycles? (Please explain.)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3. By whom are principals evaluated in your model?(eg. peer review model or supervisor?)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4. Are principals observed in each evaluation cycle? If so, by whom are they

observed and in what context?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5. What other type of evidence is gathered by principals or their supervisors during each

evaluation cycle? (please list):

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Self Score:

 

 

 

 

 

 

 

 

Notes:

 

 

 

 

 

 

 

 



Professional Practice

 

 

 

 

 

 

 

 

 

 

 

 

 

 

EES differentiates performance in at least 4 categories supported by

scoring rubrics to ensure consistency.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Please answer the questions below to indicate your progress on establishing four ratings

of performance in your principal evaluation model:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1. Please list the rating levels in your model:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2. Have you developed a scoring rubric reflecting these ratings? (Y/N)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3. Please attach rubric.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4. Do you have a system in place for training supervisors conducting evaluations?

If so, please describe or attach documentation.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5. Do you have a system for calibrating ratings within and across buildings in the

district? Is so, please describe or attach documentation.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

6.  Are these ratings linked to personnel decisions? (Y/N)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

7. If you have not yet established your ratings or rubrics, please use the space

below to describe your plans or timeline:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Self-score:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Notes:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



Professional Practice

EES includes meaningful feedback cycles and is connected to professional growth.

 

1. Please describe your EES feedback cycle or insert text and diagrams below. For example, pre-and post-meetings, check-ins, etc.:

 

 

2. Please include a description (or attach documentation) of the process of intervention for principals rated in the bottom categories.

 

 

3. Please include a description (or attach documentation) the process of recognition, celebration or promotion for principals who are rated in the highest categories.

 

 

 

 

 

 

 

 

 

 

 

 

Self Score:

Notes:



Professional Practice

EES leverages opportunities for collaboration and supports professional learning 

 

1. Please use the space below to describe (or attach documentation) as to how the evaluation process is connected to collaboration and professional learning focused on instruction:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Self-Score:

Notes:



Professional Practice

EES incorporates CORE Effectiveness Indicators

Underneath each of the priorities and components listed below, please indicate how they are reflected in your EES. You may refer to the CPSEL indicators as needed.

 

Priority: Vision

Vision 1: Facilitating the development of shared vision for the achievement of all students based upon data from multiple measures.

 

 

 

Vision 2: Communicating a shared vision to stakeholders

 

 

 

Vision 3: Using the influence of diversity to improve teaching and learning

 

 

Vision 4: Shaping school programs to align with the vision

 

 

 

Priority: Instructional Leadership

Instructional Leadership 1: Cultivating a collaborative culture of teaching and learning.

 

 

 

Instructional Leadership 2: Engaging faculty and staff in professional growth and learning

 

 

 

Instructional Leadership 3: Selecting and developing teachers to ensure high-quality instruction

 

 

 

Instructional Leadership 4:  Demonstrating curriculum expertise

 

 

 

 

Priority: Communication

Communication 1: Fostering Family and Community Engagement

 

 

 

Communication 2: Building partnerships and relationships with key stakeholders to advance learning objectives.

 

 

 

Communication 3: Establishing and maintaining structures for effective communications

 

 

 

Priority: Professionalism

Professionalism.1: Modeling personal and professional ethics and pursuit of lifelong learning

 

 

 

Professionalism.2: Establishing and demanding high standards that inspire others to higher levels of performance, commitment and motivation.

 

 

 

Professionalism.3: Advocating for school and community

 

 

Priority: Evidence-Based Leadership

Evidence-based Leadership 1: Understanding and effectively utilizing both qualitative and quantitative data to inform a cycle of continuous improvement

 

 

Evidence-based leadership 2: Developing and utilizing multiple assessment/accountability systems to inform both individual and district decision-making

 

 

Priority: Environment

Environment 1: Building a safe, supportive, equity-focused school or organizational

environment

 

 

Environment 2: Developing a spirit of collective responsibility for student outcomes

 

 

Environment 3: Establishing a culture of collaboration among all stakeholders

 

 

 

Priority: Management

Management 1: Planning for effective programming, resource allocations and staffing

 

 

Management 2: Organizing to support student learning and meet objectives

 

 

Management 3: Guiding development of systems and processes to maintain efficiencies, protocols and compliance with regulations

 

 

Management 4: Monitoring progress towards objectives

 

 

Self-score:

Notes:



Impact on Student Learning

 

 

 

 

 

EES employs one of the two CORE options for measuring each educator's impact on

student learning

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Please answer the following questions regarding use of student learning outcomes in your model:

 

 

 

 

 

 

 

1. What types of assessments or evidence of student learning  are used in the

evaluation process for principals to determine sufficient progress of students in their buildings?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2. How are these assessments or outcome measures analyzed?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3. Are goals or benchmarks determined by each principal each year?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4.How are these measures weighted when determining your principal performance

ratings?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5. How does your model address discrepancies between professional practice ratings and

impact on student learning or benchmark results?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Self Score:

 

 

 

 

 

 

 

Notes:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 





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