2013 Principals Performance Goals Module
Performance Goal Definition: Performance goals, which should flow naturally from the self-assessment and be written prior to the initial meeting with the Superintendent or designee, are the most powerful means for an educational organization to understand and improve its educational performance. They are written to improve professional practice based upon the self-assessment and/or supervisor recommendations. Performance Goals guide principals and assistant principals based upon a though analysis of data-driven self-reflection. These goals provide a coherent and clearly articulated plan to inform decision-making and operational practices.
Performance Goals have six main components:
1.
Examine the self-assessment tool and student outcome data.
2.
Write performance (SMART) goals that align with the improvement of student outcomes that are generated from primary source reports used by your LEA, whether it is the school report card, the school improvement plan, the RttT DSW, recommendations made from a Comprehensive Needs
Assessment or any other appropriate source.
3.
Correlate the performance (SMART) goals written to each of the 7 Standards by writing sub-goals under any of the standards that will help achieve the performance (SMART) goals.
4.
Prioritize the sub-goals that would be most focused on achieving the student outcome results described in the performance (SMART) goals – try to limit performance (SMART) goals to no more than 2-3.
5.
Develop a strategic plan to achieve the performance (SMART) goals to include: key activities and strategies (what you need to accomplish the goals); outcomes (measurement); and, a timeline for measuring goal outcomes.
6.
Reach agreement among the principal/assistant principal and the supervisor on the most appropriate performance (SMART) goals and sub-goals proposed.
Major Understandings
Leadership will guide innovation in NC Public Schools and the writing of SMART Goals must keep the following understandings in mind.
1.
Principals and Assistant Principals need to collaborate with national and international partners to discover innovative transformational strategies that will facilitate change, remove barriers for 21 st
Century learners and understand global connections.
2.
Principals need to create a culture that embraces change and promotes dynamic, continuous improvement.
3.
Principals need to make decisions in collaboration with parents, students, businesses, education institutions, and faith-based and other community and civic organizations to impact student success.
4.
Public school professionals need to collaborate with community colleges and public and private universities and colleges to provide enhanced educational opportunities for students.
The writing of performance (SMART) goals will help you determine where you will expend energy over the next school year, how you will communicate such to the professional staff and community at large and it will allow you to develop a strategic plan to achieve the goal. These performance goals must be aligned with the needs identified in your self-assessment as well as the future needs of society as outline under “Major Understandings”. It is very important that the performance (SMART) goals and sub-goals are clearly focused and aligned with the improvement of specific student outcomes that you are trying to achieve over the course of the next school year. It is also important to reflect on whether you have
1 James.coon@dpi.nc.gov

2013 Principals Performance Goals Module the time, resources and staff, to achieve the performance (SMART) goals, or to work significantly towards its achievement. You may also want to discuss these performance (SMART) goals and sub-goals with teacher leaders within your building, another mentor or colleague and ask for their feedback on the goals that you have identified. This will lead to greater ownership in their part because others are critical to the achievement of performance (SMART) Goals.
The North Carolina Principal/Assistant Principal Summary Goal Form, though optional, is highly recommended for when establishing performance (SMART) goals and sub-goals. The goals setting form may be completed by the principal/assistant principal following the self-assessment process. The goals, as well as activities, outcomes and timelines, will be reviewed by the supervisor prior to the beginning work on the goals. The supervisor may suggest additional goals as appropriate. It is not necessary to have a performance (SMART) goal for each standard. (Manual, p.48)
Analyzing and writing effective performance (SMART) goals and sub-goals is essential if they are to be achieved. Goals need to be specific, measurable, attainable, realistic and timely. In this manner, they are easily understood by others and all stakeholders can then become active participants in the process of achieving the goals identified. Writing effective performance (SMART) goals bridges the steps of the process between the self-assessment and the initial meeting.
(If this concept is heading in the right direction, then complete the other headings listed hereafter)
Creating SMART Goals
Ask the following questions first, which most likely were part of your self-assessment:
1.
Where would you like to see students making better progress this year?
2.
Why do you think students did not make the progress expected/the progress you’d like to have seen last year?
3.
Given the problems we’ve identified, what strategies would make a difference for students at that achievement level?
4.
Who are the students we are teaching now that would fall within that achievement level?
5.
What kind of support do you need to carry out your plan? (SAS Questions)
Using the answers to these questions, begin to develop your performance (SMART) goals to include the following parts. They should be:
1.
Specific – A specific goal has a much better chance of being accomplished than a general goal.
2.
Measureable – Establish concrete criteria for measuring progress toward the attainment of each goal you set.
3.
Attainable – When you identify goals that are most important to you, you begin to figure out ways you can make them come true. You develop the attitudes, abilities, skills, and financial capacity to reach them.
4.
Realistic – To be realistic, a goal must represent an objective toward which you are both willing and able to work. A goal can be both high and realistic; you are the only one who can decide just how high your goal should be but be sure that every goal represents substantial progress.
5.
Timely - A goal should be grounded within a time frame. With no time frame tied to it there’s no sense of urgency.
2 James.coon@dpi.nc.gov

2013 Principals Performance Goals Module
Correlate the Performance (SMART) Goals Written to Each of the 7 Standards by Writing Sub-goals
Under Any of the Standards That Will Help Achieve the Performance (SMART) Goals Written.
Use the Goal Setting Worksheet (Optional)
Use the Summary Goal Form (Optional)
Prioritize the performance (SMART) sub-goals that would be most focused on achieving the student outcome results described in the performance (SMART) goals.
Identify the Selection Process – Engage Other Stakeholders in the Process
Develop a strategic plan to achieve the performance (SMART) goals to include: key activities and strategies (what you need to accomplish the goals); outcomes (measurement); and a timeline for measuring goal outcomes.
Use the Performance Goal Setting Sheet for development of the plan.
Reach agreement among the principal/assistant principal and the supervisor on the most appropriate performance (SMART) goals and sub-goals proposed.
Discuss a consensus reaching model to help facilitate this process.
Completing the Goal Setting Worksheet (Optional)
Completing the Summary Goal Form (Optional)
(Idea: Interview several Principals to get their feedback on how they write effective performance goals)
3 James.coon@dpi.nc.gov