Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Measuring Principal Effectiveness
07/01/14
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Principal Effectiveness
Why Important and Why Now?
• Effective school leadership has an impact on developing a
culture focused on student achievement. As noted in the
Wallace Foundation report: “The School Principal as Leader”:
– “They [principals] have to be leaders of learning who can develop a
team to deliver effective instruction.”
• Given Act 82, we are able to develop a Framework for
Leadership in tandem with the deployment of the Danielson
Framework for Teaching.
2
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Principal Effectiveness
Why Important and Why Now? (continued)
• Focusing on leadership and teaching frameworks concurrently
enables schools more opportunities to enhance student
achievement and promote collaboration.
• As the Commonwealth continues its work with the
establishment of universal effectiveness frameworks, it is
essential that building and system leaders have initial and ongoing training to guarantee sustainability and reliability.
3
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Multiple Measures
Principal Effectiveness Ratings as Defined in Act 82
• For the overall principal effectiveness rating, we know that…
– 50% will comprise the observation/practice piece (Framework
for Leadership).
– 15% will be derived from building level data (School
Performance Profile – SPP).
– 15% will be determined by the relative strength of conversation
regarding the connectedness between the average teacher
observation/practice rating and teacher-level measures.
– 20% will incorporate Elective Data / SLOs for principals.
(note: for 2014-14, elective data is optional)
4
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Principal Effectiveness System in Act 82 of 2012
Observation/ Practice
Framework for Leadership Domains
Strategic/Cultural Leadership
Systems Leadership
Leadership for Learning
Professional and Community Leadership
Building Level Data/School Performance Profile
Indicators of Academic Achievement
Indicators of Closing the Achievement Gap, All Students
Indicators of Closing the Achievement Gap, Historically
Underperforming Students
Academic Growth PVAAS
Other Academic Indicators
Extra Credit for Advanced Achievement
Building
Level Data,
15%
Observation
/Practice
50%
Correlation
Data Based on
Teacher-Level
Measures,
15%
Elective
Data
20%
Correlation Data/Relationship
Based on Teacher Level Measures
Elective Data/SLOs
District Designed Measures and Examinations
Nationally Recognized Standardized Tests
Industry Certification Examinations
Student Projects Pursuant to Local Requirements
Student Portfolios Pursuant to Local Requirements
June 26, 2014
47
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
82-2 Rating Tool
6
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Non Teaching Professional Employee
Effectiveness System in Act 82 of 2012
Observation and Practice
Planning and Preparation
Educational Environment
Delivery of Service
Professional Development
Student Performance/School Performance Profile
(SPP)
Student
Performance
20%
Observation/
Practice
80%
June 26, 2014
7
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Principal Effectiveness
System
Framework for Leadership
8
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Developing a Framework: Our Journey
Framework
for
Leadership
Review of Research and Other
Experts Consulted
9
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Developing a Framework: Our Journey
Review of Previous Work
• Reviewed existing state models from North Carolina,
Delaware, Tennessee, Kentucky, and Colorado.
• Analyzed elements of the various models from the following
perspectives:
• The nine PA School Leadership Standards; Specifically the Core &
Corollary Leadership Standards as mandated by Act 45 of 2007.
• The leader’s role in improving student achievement.
• The desire for measureable and constructive feedback to staff.
• Conducted an extensive review of research linked to principal
effectiveness.
1
0
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Developing a Framework: Our Journey
Review of Research
• Highlights from the Measures of Effective Teaching (MET)
Report:
– Principals have the greatest indirect impact on student learning.
– An emphasis is needed for evaluators to be accredited and reaccredited
after a set period of time to prevent rater drift.
– Having multiple observers helps to validate the growth, improvement,
and evaluation process.
Resource:
http://www.metproject.org/reports.php
11
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Developing a Framework: Our Journey
Review of Research (continued)
• Highlights from the RAND Corporation Report: “First Year
Principals in Urban School Districts”:
– The report provided an analysis of the relationship between first year
principals and achievement within urban school districts.
– Results showed that when a principal leaves, student achievement
suffers 2-3 years.
Resource:
http://www.rand.org/content/dam/rand/pubs/technical_reports/2012/RAND_TR1191.pdf
12
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Developing a Framework: Our Journey
Review of Research (continued)
• Highlights from the Wallace Foundation Report: “The School
Principal as Leader” include the following competencies for
effective school leaders:
–
–
–
–
–
Share a vision of academic success for all students.
Create a climate hospitable to education.
Cultivate leadership in others.
Improve instruction.
Manage people, data, and processes to foster school improvement.
Resource:
http://www.wallacefoundation.org/knowledge-center/school-leadership/effective-principalleadership/Documents/The-School-Principal-as-Leader-Guiding-Schools-to-Better13
Teaching-and-Learning.pdf
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Developing a Framework: Our Journey
Review of Research (continued)
• Highlights from the April 2010 Policy Brief, Center for
Analysis of Longitudinal Data in Education Research
(CALDER):
– More effective principals are able to staff schools with more effective teachers.
– Experience is a predictor of principal effectiveness.
– The principal's job is complex; Effectiveness depends on sense of efficacy on
tasks and how time is allocated for tasks.
– Principal evaluations of teachers can offer valuable feedback on teacher
performance, as opposed to student test scores alone.
Resource:
http://www.caldercenter.org/publications/calder-policy-brief-8.cfm
14
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Developing a Framework: Our Journey
Engaging Stakeholders and Expertise
• Educational experts from national, state, and local levels have
provided guidance throughout the process. Expertise employed
includes:
– Engagement with the Mid-Atlantic Regional Education Lab (REL) to
facilitate collaboration with other states and to provide expertise in the
validation of the Pennsylvania Framework for Leadership.
– Partnership with the Gates Foundation to provide resources and expertise.
– Seeking independent review of materials by the Technical Advisory
Committee (TAC) from a systematic / sustainability perspective.
15
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Developing a Framework: Our Journey
Engaging Stakeholders and Expertise (continued)
• Expertise includes:
– Collaborated with superintendents and principals within and outside
Pennsylvania to ensure a “practical” application of the Framework for
Leadership.
– Conducted stakeholder meetings (which include superintendents and
principals) representing LEAs of various sizes and locations throughout
the Commonwealth.
16
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
www.education.state.pa.us
Carolyn C. Dumaresq, Acting Secretary of Education
Developing a Framework: Our Journey
Review of Research and Other Experts Consulted
Research
• Measures of Effective Teaching
(MET)
Experts
• Mid-Atlantic Regional Education
Lab (REL)
• RAND Corporation Report: “First • Mathematica
Year Principals in Urban School
• Technical Advisory Committee
Districts”
(TAC)
• Wallace Foundation Report: “The • American Institute of Research
School Principal as Leader”
(AIR) – Matt Clifford
• April 2010 Policy Brief, Center for • Stakeholders (superintendents and
Analysis of Longitudinal Data in
principals) representing LEAs of
Education Research (CALDER)
various sizes and locations
throughout the Commonwealth. 1
7
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Developing a Framework: Our Journey
Conducting Pilot Phases
Various phases were implemented to pilot the Framework for
Leadership and additional supporting materials. Obtaining direct
feedback from the field during each of these phases has been a
critical piece.
• Phase I (2011 – 12)
– Feedback from a mini pilot indicated the need to develop a more robust
framework and provide supporting resources.
• Phase II (2012 – 13)
– Included 194 LEAs (districts, career and technical centers, charter schools).
– 1,982 principals participated.
18
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Developing a Framework: Our Journey
Conducting Pilot Phases (continued)
• Phase III (2013-14)
– Included 240 LEAs (districts, career and technical centers, charter schools).
– 1121 Principals, 423 Assistant Principals participated
• Both Phase II and III
– Surveys used to obtain qualitative feedback (process, structure of Framework for
Leadership, resources, etc.).
– Quantitative research conducted by Mathematica (through the Mid-Atlantic REL)
to validate the Framework for Leadership.
– Phase II Quantitative Research Results  Indication that the Framework for
Leadership has good internal consistency. The domains within the Framework for
Leadership tend to capture a similar underlying leadership quality.
19
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Framework for Leadership
Incorporating Act 82 of 2012
• Within Act 82, new requirements for Educator Effectiveness have
been defined for teachers, principals, and education specialists.
Specific to the principal are the evaluation categories of Planning
and Preparation, School Environment, Delivery of Service, and
Professional Development.
• Utilizing the expertise previously identified, a Framework for
Leadership was developed with a defined domain and component
structure. An alignment of this framework structure to the Act 82
legislated categories was completed.
20
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Framework for Leadership
Alignment with Act 82
21
Measuring Principal Effectiveness
▪
Tom Corbett, Governor
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Framework for Leadership
Domains
• The Framework for Leadership establishes a set of four
leadership domains:
•
•
•
•
Domain 1: Strategic/Cultural Leadership
Domain 2: Systems Leadership
Domain 3: Leadership for Learning
Domain 4: Professional and Community Leadership
• The Framework for Leadership contains specific components
(with corresponding descriptors) to be included in each of the
four domains.
22
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Domain 1: Strategic/Cultural Leadership
With Components
Domain Descriptor: Principals/school leaders systemically and collaboratively
develop a positive culture to promote student growth and staff development. They
articulate and model a clear vision of the school’s culture that involves students,
families, and staff.
Components Included in Domain:
– Creates an Organizational Vision, Mission, and Strategic Goals
– Uses Data for Informed Decision Making
– Builds a Collaborative and Empowering Work Environment
– Leads Change Efforts for Continuous Improvement
– Celebrates Accomplishments and Acknowledges Failures
23
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
24
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Domain 2: Systems Leadership
With Components
Domain Descriptor: Principals/school leaders ensure that there are processes and
systems in place for budgeting, staffing, problem solving, communicating
expectations and scheduling that result in organizing the work routines in the
building. They must manage efficiently, effectively and safely to foster student
achievement.
Components Included in Domain:
– Leverages Human and Financial Resources
– Ensures a High Quality, High Performing Staff
– Complies with Federal, State, and LEA Mandates
– Establishes and Implements Expectations for Students and Staff
– Communicates Effectively and Strategically
– Manages Conflict Constructively
– Ensures School Safety
25
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Domain 3: Leadership for Learning
With Components
Domain Descriptor: Principals/school leaders ensure that a Standards Aligned
System is in place to address the linkage of curriculum, instruction, assessment,
data on student learning and teacher effectiveness based on research and best
practices..
Components Included in Domain:
– Leads School Improvement Initiatives
– Aligns Curricula, Instruction, and Assessments
– Implements High Quality Instruction
– Sets High Expectations for All Students
– Maximizes Instructional Time
26
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Domain 4: Professional and
Community Leadership
With Components
Domain Descriptor: Principals/school leaders promote the success of all students,
the positive interactions among building stakeholders and the professional growth
of staff by acting with integrity, fairness and in an ethical manner..
Components Included in Domain:
– Maximizes Professional Responsibilities Through Parent Involvement and
Community Engagement
– Shows Professionalism
– Supports Professional Growth
27
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Types of Evidence
Used to Support the Framework
For each of the components within the Framework for Leadership,
possible sources of evidence have been identified…
– Principals / School Leaders (identified in Act 82)  Evidence is provided as
examples that LEAs can choose to bring to formative and summative evaluation
sessions. NOT intended to be a “checklist.” Other sources of evidence can be
determined locally.
– CTC Directors (identified in Act 82)  A need existed to address the specific
needs of CTCs, hence an expanded version of the Types of Evidence document was
created. Again, other sources of evidence can be determined locally
– Supervisors (not identified in Act 82)  The evidence document developed for
principals / school leaders will be beneficial. Other sources of evidence based upon
an individual’s unique role and function can be determined locally.
28
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
www.education.state.pa.us
Carolyn C. Dumaresq, Acting Secretary of Education
Connectedness
Between the Leadership and Teacher Frameworks
• There is a broad connection between the Framework for Leadership and the
Teacher Framework that warrants close inspection. Although the
differences are obvious in that they apply to different positions in the
educational system, they have imperative systemic goals in common. The
visual below illustrates this connectedness:
Framework
for
Leadership
Framework for
Teaching
Strategic Discussions
Area
of
Commonality
29
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Connectedness
Between the Leadership and Danielson Frameworks (continued)
• The two overlapping circles of principal and teacher effectiveness create an
area of commonality. This area of commonality requires alignment of
goals, effort and resources in a system that is student-centered. In the list
below, eight essential factors contribute to this area of commonality:
–
–
–
–
–
–
–
–
Vision
Common Standards
High Expectations for All
Instruction
Assessment
Collaboration
Safety and Security
Professionalism
30
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Possible Guiding Questions
To Help Inform the Process
• To ensure that principal and teacher effectiveness remain connected; highly
strategic discussions regarding the eight essential factors must occur among
all partners.
• Two Possible Guiding Questions documents have been created to help
inform both the vertical and horizontal discussions that should occur within
the evaluative process for teachers and principals. More specifically these
documents include…
– Strategic Discussions Between Supervising Administrators and
Principals / School Leaders
– Strategic Discussions Between Principals / School Leaders and
Teachers.
31
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Process for Principal Effectiveness
Assistance to Implement the Framework for Leadership
The steps outlined below are intended to incorporate current LEA principal
evaluation processes and enrich them with the Framework for Leadership. In
addition, an LEAs comprehensive plan can be blended with the Framework for
Leadership to attain principal effectiveness.
The process identified is provided to spur some thoughts as to the individual
discussions that occur between a supervising administrator and
principal/school leader. The actual process/discussions that occur should be
determined locally. It is not mandatory to use this process, nor should it be
viewed as a “checklist” to be followed. It is provided solely as a resource.
32
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Process for Principal Effectiveness
Assistance to Implement the Framework for Leadership (continued)
Steps for Supervising Administrators (those conducting evaluations)…
1.
Complete training offered by your Intermediate Unit.
2.
Review your current LEA evaluation process and incorporate the
Framework for Leadership, Types of Evidence, and Possible Guiding
Questions/Connectedness documents into your process.
3.
The principal/school leader (person being evaluated) reviews the
Framework for Leadership with you to determine agreed upon
components based upon data and previously identified professional
development needs. A recommendation is to include a minimum of two
components per domain. This forms the basis of the evaluation.
33
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Process for Principal Effectiveness
Assistance to Implement the Framework for Leadership (continued)
4.
Map out an agreed upon observation schedule and types of evidence to be
collected throughout the year by you and the principal/school leader for
each agreed upon component.
5.
Meet midway through the year to discuss progress in collecting evidence
relative to the agreed upon components (and other components upon
which evidence has been collected). Provide written and/or oral feedback.
If needed, based on data and feedback, make any necessary adjustments.
Types of Evidence and Possible Guiding Questions/Connectedness
documents are available to help frame the conversations.
34
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Process for Principal Effectiveness
Assistance to Implement the Framework for Leadership (continued)
6.
The principal/school leader completes an End of Year (EOY) selfassessment by highlighting areas within the defined performance levels of
the Framework for Leadership based upon evidence that support these
performance levels. You should also complete an independent EOY
assessment based upon evidence you collected relative to the
principal’s/school leader’s performance.
7.
Conduct an End of Year (EOY) meeting with the principal/school leader
to compare your assessment with the principal/school leader’s selfassessment to determine the final evaluation ratings for each of the
domains (areas of disagreement should be resolved by a review of the
evidence). Note: A domain rating is not intended to be an average of
the component ratings for that domain; rather, it is based upon the
preponderance of evidence presented for that domain.
35
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Process for Principal Effectiveness
Assistance to Implement the Framework for Leadership (continued)
8.
Enter final domain ratings into the Principal Effectiveness Rating Tool.
9.
Opportunities exist to use the results of the EOY meeting to inform
possible Principal SLOs for the following year.
36
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Alignment with PIL
Possible Approaches
• Following the completion of initial training on the Danielson
Framework for Teaching and certification for inter-rater reliability,
principals will receive reinforcement of these concepts within the
PIL program.
• Incorporate teacher evaluation information into NISL Course 1
(part of Principal Induction).
– Currently PIL Induction participants must complete an Administrative
Leadership Project (ALP).
– As the ALP must be focused on improving student achievement, we would
require that participants connect their individual ALP back to a specific
domains in the evaluation tool.
– Potential of creating a Professional Learning Community for the participants
through SAS.
37
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Alignment with PIL
Possible Approaches
• Incorporate training on the Framework for Leadership into
Course 1, Unit 3 (Principal Induction) where participants must
focus on the elements of Standards-Based Instructional
Systems, as found on SAS.
• Incorporate training on the Framework for Leadership into
Course 1, Unit 4 (Principal Induction) where participants
could actually focus on the use of the framework in each of the
domains.
38
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Principal Effectiveness Instrument
Alignment with Act 82 and PIL Program
39
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Principal Effectiveness
System
Correlation Data
4
0
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Correlation Data
Based Upon Teacher Level Measures
• It was recommended that we adopt a process that focuses on the
conversation between the supervising administrator and the
principal / school leader based on the principal’s knowledge,
understanding and intended use of the evidence / data presented.
• The rating for correlation data is based on a qualitative assessment
by the supervising administrator of the level of understanding (0, 1,
2, or 3) of the quantitative analysis conducted by the principal /
school leader.
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Correlation Data
Based Upon Teacher Level Measures
• To aid the supervising administrator in assigning a correlation rating (0, 1,
2, or 3), a Performance Level Descriptor Chart has been developed.
• This chart will provide guidance for rating the conversation between the
supervising administrator and the principal / school leader regarding the
connectedness between Teacher Level Measures and Observation and
Practice (Framework for Teaching) ratings.
• Teacher Level Measures “shall include, but not be limited to any
combination of one or more of the following data”
• Building Level Data / SPP
• Teacher Specific Data (PVAAS, etc.)
• Elective Data / Principal SLOs
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Principal Effectiveness
System
Elective Data / SLOs
4
3
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Elective Data / SLO
Based Upon Teacher Level Measures
• PDE will provide a template, guidance and direction to facilitate the
completion of the SLO document.
• The template will consist of expandable boxes that will be used by
the principal to complete the measureable goal(s) as stated in the
SLO including, but not limited to: historical information relating to
the selection of the goal, performance indicators, performance
measures, action plans, and a rating scale that will be developed in
collaboration between the supervising administrator and the
principal.
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Rating Tool
Useful for Determining a Principal / School Leader’s Rating
• A rating tool (PA 82-2) has been developed that incorporates all aspects
of the Principal Effectiveness System such that a final rating for a
principal can be determined.
• Final ratings and all supporting evidence/documentation for individuals
will be kept at the local level. Only aggregate ratings information will be
submitted to PDE.
• The rating tool for Non Teaching Professional Employees (PA 82-3) has
also been developed.
• The rating tool reflects a similar design as the one developed for
teacher evaluation (PA 82-1).
45
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
The mission of the Pennsylvania Department of Education is to lead
and serve the educational community, to enable each individual to grow
into an inspired, productive, fulfilled lifelong learner.
46