St. Michael – Albertville Independent School District 885
Excellence is Our Tradition
Principal Evaluation Rubric
1
Performance Measures and Criteria
Performance Measure #1: MISSION AND VISION
1a: Engages stakeholders
1b: Articulates a vision
1c: Fosters a shared commitment
1d: Establishes goals for instructional program decisions
1e: Builds a sense of community
Performance Measure #2: INSTRUCTIONAL LEADERSHIP
2a: Facilitates a shared vision and school culture
2b: Provides leadership for improving climate and culture
2c: Provides leadership for major initiatives
2d: Provides relevant and rigorous curriculum
2e: Collaborates with teachers to improve learning and close gaps
2f. Facilitates reflective practice, inquiry and action research
2g. Supports the need for staff learning experiences
2h. Uses research and/or best practices
Performance Measure #3: HUMAN RESOURCES
3a: Develops a strategic action plan
3b. Provides professional development
3c: Implements hiring and retention approach
3d: Observes and provides feedback
3e: Provides supervision and evaluation
Performance Measure #4: PROFESSIONAL AND ETHICAL RELATIONSHIP
4a: Demonstrates and communicates values, beliefs and attitudes
4b: Models personal, professional and ethical behavior
4c: Employs conflict resolution and problem solving strategies
4d: Demonstrates interpersonal, written and verbal communications
4e: Welcomes and honors families and stakeholders
4f: Ensures compliance
4g: Is accessible, approachable, visible and engaged
Performance Measure #5: RESOURCE MANAGEMENT
5a: Distributes leadership
5b: Improves organizational performance
5c: Maintains a safe environment
5d: Manages the organization
5e: Develops and maintains a budget process
2
Performance Measure #I: Mission and Vision
Establishes a vision and mission focused on shared goals and high expectations and cultural understanding
Component
Needs Improvement
Developing
Proficient
Exemplary
a. Engages all stakeholders
Principal does not engage
stakeholders or consider their
perspectives.
Principal provides limited
opportunities for engaging with
stakeholders and makes limited
use of perspectives.
Principal regularly engages
with key stakeholders (staff and
students) and considers their
perspectives.
Principal regularly engages
stakeholders representing all
roles (staff, students, parents,
community) and considers their
perspectives.
b. Articulates a vision and helps
develop implementation
strategies for achievement gains
for all students
Principal actions are not
aligned with the district
strategic plan and/or lacks
emphasis on change strategies
and student achievement.
Principal communicates a
vision without embedded
processes to support the vision.
Principal initiates and
communicates a vision aligned
with the district’s strategic plan
with a process for change.
c. Fosters a shared commitment to
high expectations for student
achievement and teaching and
learning in a culturally competent
environment
Principal fails to
demonstrate a commitment to
high expectations and/or
awareness of the impact on
diversity on student learning.
Principal engages some
stakeholders in a dialogue
about high expectations for
teaching and learning with
limited communication and
occasional references to
cultural, social and economic
diversity.
Principal engages in
dialogues with key stakeholders
that promotes high
expectations for teaching and
learning through sustained
positive relationships.
d.
Principal does not maintain
a focus on student achievement
and does not develop process
or structures for improving
teaching and learning or
collaboration.
Principal focuses on
improving student achievement
through periodic opportunities
for collaboration while
implementing a limited number
of strategies.
Principal demonstrates
focus on improving student
achievement; keeps the schoolwide goals present for staff and
stakeholders, tracks progress
against milestones and
benchmarks and provides for
opportunities for effective
working teams.
Principal initiates and
communicates a vision aligned
with the district’s strategic plan
and identifies and
communicates actions, roles,
responsibilities, timelines and
decision making processes to
appropriate stakeholders.
Principal, in collaboration
with all stakeholders, initiates
and promotes
understandings of and
appreciation for high
expectations for teaching and
learning in a culturally
competent environment
through sustained positive
relationships.
Principal in collaboration
with all stakeholders uses
multiple data sources to
establish rigorous, concrete
goals in the context of student
achievement, instructional
programs and ongoing jobembedded professional
development action plans to
meet student achievement
goals.
Establishes rigorous, concrete
goals for instructional program
decisions and staff learning
experiences
3
e.
Builds a strong and positive
sense of community in the
school
Principal fails to
demonstrate an understanding
for a sense of community and
does not seek voices from the
community and school in the
discussion of student
performance.
Principal welcomes family
and community involvement
and acknowledges the role
community in school success.
Principal establishes schoolwide practices that build a
positive sense of community
and support the vision, mission
and goals of the school.
Principal recruits individuals
within the community and
among the staff to build
partnerships and support for
the vision, mission and goals of
the school and builds a
structure and relationships for
solving problems and pursuing
shared purposes.
Performance Measure 2: Instructional Leadership
Provides instructional leadership for high student academic performance
Proficient
Exemplary
a. Facilitates the development of a
shared vision and school culture
for effective teaching and
instructional practices that
reflect high expectations and
engage all students
Component
Principal lacks a vision for
effective teaching and high
academic expectations.
Needs Improvement
Principal discusses with
others a shared vision for
effective teaching on a limited
basis.
Developing
Principal engages key
stakeholders in development
and communication of a shared
vision for effective teaching and
discusses the impact of teaching
and learning.
b. Provides leadership for climate
and culture
Principal has minimal plans
for developing and improving
climate and culture.
Principal has limited
initiatives and/or lacks
collaboration and/or use of
data.
Principal has clear
structures, rules and
procedures in place with goals
developed and collaboratively
addressed.
Principal engages multiple
stakeholders and shares
leadership in developing,
communicating, and evaluating
a shared vision for effective
teaching and high academic
expectations and facilitates a
school-wide culture around the
vision.
Principal actively fosters a
climate and culture which
systemically works with
stakeholders to ensure that
students learn in a respectful
and caring climate and culture.
c. Provides leadership for major
initiatives and change efforts
Principal has minimal
knowledge of the change
process and continuous
improvement is not evident.
Principal demonstrates an
understanding of the change
process and the change
environment; however, plans
are in the initial phases of
development and
implementation and/or are
limited.
Principal uses the change
process and change
environment to effectively
support staff, share leadership,
collaborate, set goals, allocate
resources and measure results.
4
Principal systemically plans
change efforts that result in
improved student achievement
through community support and
a climate of shared leadership
where resources are aligned
with the major initiative and
change effort.
d. Provides the structure and
opportunity for a relevant and
rigorous curricula tied to
standards
Principal demonstrates
minimal effort to implement,
monitor and support the
district’s curriculum, instruction
and assessment practices.
Principal implements the
district’s curriculum with
limited support and monitoring.
Principal facilitates the
collection of data and
collaboratively monitors and
supports implementation of the
district’s curriculum, instruction
and assessment practices based
upon rigorous academic goals.
e. Collaborates with teachers to
examine student and school
data
Principal fails to develop a
system or process to monitor
student achievement and set
student performance goals and
implement interventions and
strategies.
Principal provides limited
time and resources for
collaboration on student
accountability and assessment
data and uses only mandated
reporting systems resulting in
lack of interventions and
strategies.
Principal, with teachers,
gathers and uses formative and
summative data to evaluate the
effectiveness of teaching and
learning and collaboratively sets
measures performance goals
with interventions and
strategies.
f. Facilitates reflective practice,
inquiry and action research
Principal does not collect or
utilize student data, monitor
interventions or support
reflection, inquiry or action
research.
Principal report mandated
assessment results to teachers
with limited support for
reflective practice, inquiry and
action research.
g. Supports the need for quality,
collaborative staff learning
experiences
Principal does not provide
meaningful professional
development experiences or
only experiences limited to
regulations, procedures and
policies.
Principal facilitates limited
professional development
experiences primarily focused
on use of curriculum, materials
and district directed initiates.
Principal regularly collects
and analyzes student data,
shares analysis with teachers
and supports and attends
learning teams directing
changes in instruction and
interventions.
Principal facilitates
professional development
experiences that align with the
district’s strategic plan, address
student needs and are
scheduled for ongoing staff
learning.
5
Principal facilitates the
implementation of a high
quality curriculum and actively
supports, monitors and
evaluates implementation of
the district’s curriculum,
instruction and assessment
practices that are benchmarked
against rigorous standards and
includes regular and special
programs.
Principal, with teachers,
creates formal structures that
provide ongoing examination of
student and school formative
and summative data through
learning communities and
facilitates problem-solving, goal
setting, use of interventions and
strategies and evaluation of
effectiveness.
Principal has designed and
implemented processes in
which teachers individually and
collaboratively collect and
review data to modify
instruction and interventions.
Principal facilitates
professional development
experiences that align with the
district’s strategic plan, utilize
learning teams and teacher
leadership and are jobembedded tied to improving
student achievement.
h. Uses research and/or best
practices to improve the
education program
Component
Principal demonstrates
minimal use of research and/or
best practice to improve the
education program
Principal demonstrates and
shares knowledge of current
research and best practice with
staff and initial efforts are being
made to utilize the information.
Principal develops goals and
implements initiatives based on
current research and best
practice about high quality
instructional programs
Performance Measure 3: Human Resources
Manages human resources for quality instruction and professional growth
Needs Improvement
Developing
Proficient
a. Develops a strategic action
plan with staff
Principal does not assess the
current state of achievement in
the school, does not use data
and does not articulate a plan.
Principal provides some
attention to improving student
achievement uses some data to
prioritize, refers to goals
inconsistently with a limited plan
for improving student
achievement.
Principal demonstrates a
clear, concise focus on improving
student achievement keeping
the school-wide goals present
for all staff and stakeholders,
tracking progress and adjusting
strategies as necessary with a
strong focus on student
achievement and building staff
ownership.
b. Provides timely, appropriate
and quality professional
development and facilitates
learning teams
Principal does not offer
professional development
sessions with little alignment to
curricular, instructional and
assessment needs.
c. Implements a cohesive
approach to recruitment,
placement, induction and
retention of staff
Principal does not have a
formal structure and selection
criteria are not evident.
Principal relies on whole
group professional development
sessions with limited
opportunities for teacher
leadership and inconsistent
alignment with curricular,
instructional and assessment
needs.
Principal uses the district’s
identified structures in place for
recruitment; positions are
viewed individually rather than
as a comprehensive system.
Principal implements
multiple structures for teacher
learning including learning
teams, large group professional
development, grade and content
teams that is aligned with
curricular, instructional and
assessment needs.
Principal implements clear
selection criteria and assesses
staff skills to place teachers
based on school and student
need in grade level and content
areas within scope and
limitations of authority.
6
Principal systemically
engages teachers and staff in
ongoing discussions about
research and best practices,
goals and initiatives that result
in improved student
achievement
Exemplary
Principal uses a
comprehensive analysis of the
school to determine appropriate
grade and content targets,
prioritize the improvement for
staff, develop a school
improvement plan and monitor
and analyze progress with a
strong focus on student
achievement and building staff
ownership.
Principal implements a jobembedded professional learning
development learning system
aligned with curricular,
instructional and assessment
needs, provides consistent
support and utilizes instructional
coaching opportunities.
Principal implements clear
selection criteria and
strategically assesses and places
teachers based on school and
student need in grade level and
content areas to create a
balanced team with a multiple
level of strengths and knowledge
within scope and limitations of
authority.
d. Routinely observes
instruction and provides
ongoing feedback and
coaching in a fair and
equitable manner
Principal provides little or
ineffective coaching and
professional development,
observations are infrequent and
inconsistent, feedback is vague
and general.
e. Provides effective and timely
supervision and evaluation
aligned with district
processes and uses to
facilitate development,
remediation and/or removal
of nonperforming staff
members.
Principal does not have clear
or consistent evaluation
processes, does not complete
evaluations for all staff and does
not adhere to legal and
contractual requirements.
Component
Principal adheres to and
completes most required
observation and evaluation
processes but does not utilize
formal and informal
observations and feedback or
based coaching and feedback
upon individual staff needs
Principal conducts most
evaluations and observations on
time and in compliance with
district policy; makes limited use
of evaluations for development
of and nonperforming staff
members.
Principal conducts all
required evaluations and
observations and actionable
feedback so that staff receive
specific formal and informal
feedback using the district’s
processes.
Principal completes required
observations and evaluations
transparently and on time and
thoroughly in compliance with
district, state and contract
provisions; uses results to make
decisions about development of
and nonperforming staff
members.
Performance Measure #4: Professional and Ethical Relationship
Builds professional and ethical relationships through collaboration and effective communication
Needs Improvement
Developing
Proficient
a. Demonstrates and
communicates values,
beliefs, and attitudes focused
on the well-being and
academic success of all
students
Principal does not develop
positive relationships,
undermines positive
relationships and/or place a
priority on values, beliefs and
attitudes focused on the wellbeing of all students.
Principal articulates a belief
that building and maintaining
relationships is important but
practices are incomplete or
inconsistent throughout the
building and communication is
lacking
Principal actively
communicates, models and
implements strategies to
promote a sense of well-being
among staff, students and
parents/guardians.
b. Models appropriate personal,
professional, and ethical
behavior
Principal does not treat
and/or ensure that all
stakeholders are treated
respectfully and does not meet
all legal requirements for work
relationships, does not take
appropriate action when
inappropriate conduct is
reported or observed.
Principal understands
personal, professional and
ethical behavior and its impact
on teaching and learning but
fails to create a common
understanding, meet all legal
requirements or address issues
as arise.
Principal upholds the
foundation of mutual respect for
all stakeholders and meets all
legal requirements for work
relationships; takes appropriate
action when inappropriate
conduct is reported or observed.
7
Principal implements a
system for observations,
coaching and professional
development that ensures that
all instructional staff uses best
practices and is specific to each
individual’s development using
the district’s processes.
Principal completes all
aspects of a rigorous evaluation
process that includes goal
setting, mid-year formative and
summative ratings based on
observations and multiple
measures of student results,
evaluation processes are clear
and transparent to all staff; uses
results to make decisions about
development of and
nonperforming staff members.
Exemplary
Principal institutes practices
and strategies that build towards
a collective sense of well-being
among staff, students,
parents/guardians and
stakeholders and clearly
communicates and models the
values, beliefs and attitudes.
Principal develops structures,
outreach and training to ensure
that staff develops the skill set
to treat all people equitably and
with respect, and incorporates
them throughout school
practices and decision making
processes.
c. Employs conflict resolution
and problem solving
strategies
Principal is unable to
constructively resolve conflict
and problems.
Principal sometimes
demonstrates resolve in solving
conflict and problems,
concessions are made that lose
focus on students and the
school.
Principal employs effective
conflict resolution and problem
solving strategies, is persistent in
resolving issues and resolves
conflicts in the best interests of
the students and school.
d. Demonstrates strong
interpersonal, written, and
verbal communication skills
and facilitates groups
effectively
Principal lacks effective and
positive communication skills
and does not communicate for
staff and stakeholders
consistently or clearly; does not
demonstrate active listening
skills.
Principal communicates
clearly for most audiences, but
may have difficulty
differentiating messages for all
stakeholders and may not
always demonstrate active
listening skills.
e. Welcomes and honors
families and stakeholders
Principal takes little initiative
to interact with families and
stakeholders or include them in
the life of the school.
Principal occasionally focuses
on welcoming and honoring
families and stakeholders;
involvement and opportunities
for input is limited.
Principal utilizes a system of
open communication that
provides for the timely,
responsible sharing of
information within the school
community; provides
information in multiple formats
through different media.
Principal implements
processes that welcomes and
honors parents/guardians and
key stakeholders in the schools
and provides for opportunities
to be involved in the schools,
share responsibility and share
input.
f. Ensures that the school is in
compliance with local, state,
and federal laws, standards,
and regulations as well as
local district and school
policies
Principal does not
demonstrate knowledge of
applicable federal, state and
local mandates and contracts.
Principal has an
understanding of most laws,
mandates and contract
provisions; application may be
inconsistent or occasionally
miscommunicated.
g. Is easily accessible and
approachable, highly visible
and engaged in the school
community
Principal is not accessible or
approachable; minimally
interacts with students, parents,
and staff in ways that enhance
their support for schools
Principal is available but
lacks a consistent message on
how best to communicate with
the principal; interacts with
some stakeholders and students
but not in a consistent or
ongoing manner.
8
Principal communicates,
monitors and enforces laws,
mandates and contracts for the
school community in a fair and
consistent manner, aligns with
building practices and uses them
to resolve issues and conflicts.
Principal develops effective
means for stakeholders to
communicate with and meet the
principal; interacts with
students, parents/guardians and
staff in ways that enhance their
support for schools.
Principal adapts his/her
leadership style to the needs of
specific situations and builds a
sense of efficacy, well-being and
empowerment among staff and
school community; conflicts are
resolved in the best interest of
the students and school.
Principal implements an
effective and interactive
communication plan; engages
stakeholders and creates
multiple opportunities for family
and community communication
and involvement.
Principal proactively
develops relationships and
establishes processes with
parents/guardians and the
community so as to develop
good will and garner fiscal,
intellectual and human
resources that support teaching
and learning.
Principal routinely interprets
and monitors laws, mandates
and contracts for the school
community, ensures compliance,
aligns building practices and
effectively uses them to resolve
issues and answer questions.
Principal fosters a climate
that invites communication and
openness and is highly visible in
the school and community;
engages stakeholders in
meaningful discussions about
student achievement.
Component
Performance Measure #5: Resource Management
Strategically manages resources for systemic performance accountability
Needs Improvement
Developing
Proficient
a. Distributes leadership
responsibilities and decision
making to enhance teaching
and learning
Principal fails to distribute
leadership opportunities or
decision making authority.
b. Improves organizational
performance
Principal does not make
appropriate and efficient use of
time, fiscal resources, staff and
technology to improve teaching
and learning; management
strategies are not aligned with
the strategic plan.
c. Maintains a safe and secure
environment
Principal fails to consistently
implement safety and security
plans and structures.
d. Manages the organization,
operations and resources
Principal is unable to manage
resources in an effective and
efficient manner and exceeds
resources.
e. Develops and implements a
budget process
Principal is unable to allocate
resources in an effective
manner, does not monitor the
budget and exceeds budgeted
resources.
Principal occasionally seeks
input from key stakeholders,
leadership is distributed on
issues of minimal consequence
to the functionality of the
school; the benefits of
collaboration are understood
but it is not consistently utilized.
Principal protects
instructional time, however lacks
understanding of how to make
best use of fiscal resources, staff
and technology to improve
teaching and learning;
management strategies are not
consistently aligned with the
strategic plan
Principal understands safe
and secure environment issues;
however, monitoring and
enforcement is inconsistent and
communication is lacking.
Principal manages some
resources and operation of the
school but lacks a
comprehensive approach and
does not consistently manage
the budget.
Principal is knowledgeable of
budgeting and accounting but
fails to consistently align budget
with student needs and
achievement or within
acceptable district accounting
standards.
9
Principal delegates tasks with
corresponding levels of authority
for instructional and
management structures and
practices.
Principal maximizes
instructional time, fiscal
resources, staff and technology
and aligns management
strategies to improve teaching
and learning.
Principal communicates,
monitors and enforces clear
expectations, structures, rules
and procedures for students and
staff.
Principal implements
operational systems in areas of
physical safety, legal
requirements, fiscal resources,
daily operations and
maintenance of facility,
materials and technological
resources within budget.
Principal utilizes input from
staff to establish budget
priorities and a balanced budget
aligned with student needs and
academic achievement.
Exemplary
Principal implements a
collaborative leadership
structure in which multiple
stakeholders are represented
and participants assume
leadership and accountability in
areas of instruction and school
operations.
Principal finds creative and
systematic ways to make sound
use of time, fiscal resources,
staff and technology and utilizes
management strategies and
analysis of results to achieve the
district’s strategic directives and
plan.
Principal frequently reviews
and practices expectations,
structures, rules and procedures
for students and staff; identifies
challenges and issues.
Principal proactively and
collaboratively develops a plan
for resource allocation aligned to
student needs and achievement
within budget and clearly
communicates the plan to
stakeholders related to an
effective learning environment.
Principal implements a
budget process that is aligned
with student needs and
academic achievement and
collaborates with staff as
appropriate.