Durham Catholic District School Board
650 Rossland Road West, Oshawa, ON L1J 7C4
Catholic Education: Learning & Living in Faith
PROFESSIONAL ASSESSMENT
REPORT BY PRINCIPAL
(Revised January 2014)
Applicant’s name:
Date of assessment:
Position being applied for:
□
Applicant’s current position:
□ Secondary
Vice Principal
□ Elementary
□ Secondary
Applicant’s current school:
□
Name of referring principal:
Principal
□ Elementary
Referring principal’s school:
Please describe your working relationship to the candidate.
DCDSB Professional Assessment Report by Principal – January 2014 – page 2
LEADERSHIP PREPAREDNESS RUBRIC:
NOTE: This rubric contains broad descriptors of the four developmental stages of leadership. Please use this rubric and the Catholic
School-Level Leadership Chart in the Ontario Leadership Framework (available at live.iel.immix.ca/content/framework) to frame your
responses.
Level 1:
Personal Awareness Stage
Level 2:
Initial Application Stage
Level 3:
Routine Application Stage
Level 4:
Integrated Application Stage
Acquiring knowledge base →
Beginning to apply
knowledge →
Applies and puts knowledge and
skills into operation →
Sophisticated integration of
knowledge and its application →
Limited consultation with
others →
Consults and collaborates with
others as appropriate to the
situation →
Consultation and collaboration with
a global perspective. →
Personal level of involvement
→
Inventive/creative →
Self-directed activity,
participation →
Applies knowledge/action →
Beginning to apply action →
Egocentric power→
The power of independence →
Empowering of others →
Some sharing of power →
Beginning to impact→
Significant impact →
Consistent impact →
Some impact →
Limited initiative→
Takes some initiative →
Consistent, demonstrated
initiative →
Consistent, demonstrated initiative
with a global perspective →
Consistently evident →
None to seldom→
Some→
Several, most →
DCDSB Professional Assessment Report by Principal – January 2014 – page 3
SETTING GOALS
Please comment on the experience and the potential of the applicant to set direction:
 Building a share vision.
 Identifying specific, shared short-term goals.
 Creating high expectations.
 Communicating the visions and goals.
Using the rubric on page 2, please assess the applicant’s ability, expertise and potential for setting direction.
DCDSB Professional Assessment Report by Principal – January 2014 – page 4
BUILDING RELATIONSHIPS AND DEVELOPING PEOPLE
Please comment on the experience and the potential of the applicant:
 Providing support and demonstrating consideration for individual staff members.
 Stimulating growth in the professional capacities of staff.
 Modeling the school’s values and practices.
 Building trusting relationships with, and among, staffing students and parents.
 Establishing productive working relationships with teacher federation representatives.
Using the rubric on page 2, please assess the applicant’s ability, expertise and potential for building relationships and developing
people.
DCDSB Professional Assessment Report by Principal – January 2014 – page 5
DEVELOPING THE ORGANIZATION SUPPORT DESIRED PRACTICES
Please comment on the experience and the potential of the applicant to support desired practices.
 Building collaborative cultures and distributing leadership.
 Structuring the organization to facilitate collaboration.
 Building productive relationships with family(ies) and community.
 Connecting the school to the wider environment.
 Maintaining a safe and healthy environment.
 Allocating resources in support of the school’s visions and goals.
Using the rubric on page 2, please assess the applicants’ ability, expertise and potential to develop the organization to support desired
practices.
DCDSB Professional Assessment Report by Principal – January 2014 – page 6
IMPROVING INSTRUCTIONAL PROGRAM
Please comment on the experience and the potential of the applicant to improve instructional programs:
 Staffing the instructional program.
 Providing instructional support.
 Monitoring progress in student learning and school improvement.
 Buffering staff from distractions to their work.
Using the rubric on page 2, please assess the applicants’ ability, expertise and potential to improve instructional programs.
DCDSB Professional Assessment Report by Principal – January 2014 – page 7
SECURING ACCOUNTABILITY
Please comment on the experience and the potential of the applicant to secure accountability:
 Building staff members’ sense of internal accountability.
 Meeting the demands for external accountability.
Using the rubric on page 2, please assess the applicant’s ability, expertise and potential to secure accountability.
DCDSB Professional Assessment Report by Principal – January 2014 – page 8
PERSONAL LEADERSHIP RESOURCES
Using the following scale, how would you score the applicant on the following:





Outstanding
Excellent
Successful
Needs further development
Unable to assess
4
3
2
1
NA
Cognitive Resources
Consistently demonstrates exceptional performance.
Meets all requirements and often demonstrates performance beyond expectations.
Performance meets expectations for the position.
Meets some but not all expectations for the position.
Insufficient knowledge of the candidate’s skills in this area.
Social Resources
Psychological Resources
Problem solving expertise
Perceiving Emotions
Optimism
Knowledge of effective school and
classroom practices that directly
affect student learning.
Managing Emotions
Self-Efficacy
Systems thinking
Acting in emotionally appropriate
ways
Resilience
Proactivity
DCDSB Professional Assessment Report by Principal – January 2014 – page 9
SUMMARY COMMENTS
Date: _______________________
Principal’s Signature: _________________________________________
NOTE: PLEASE PROVIDE THE APPLICANT WITH A COPY OF THIS COMPLETED FORM AT THE
SAME TIME THE FORM IS BEING SUBMITTED TO THE CATHOLIC EDUCATION CENTRE
January 2014