PRINCIPAL PERFORMANCE EVALUATION

Name: Principal X School: ABC School

Evaluator: AIO Y School Year: 2006-07

Summary of Principal Performance Review

School Performance Instructional Leadership Date of Goal-Setting Meeting: Date of Mid-Year Review
Assessment: Go to Evaluation Rating (if September 15, 2007 Discussion (if applicable):
Instructional Leadership applicable): No later than January 15th
Evaluation Meets

Overall Rating: Meets

Summary of Assessment: Principal’s exemplary attributes include his ability to use data strategically, his knowledge of best practices
in math and literacy instruction, and his high ethics and commitment to social justice. He has a strong relationship with students but
must improve his ability to work with staff and the community in order to enhance the school climate and improve student outcomes. He
should focus on developing teacher leadership and improving staff development. Teachers must take ownership for their own
developmental needs and share in the responsibility for the school’s results. By focusing on these areas, the principal will build a
stronger leadership team and greater community support. These efforts should ultimately result in the quality of the instructional
program offered to students.

Once the final rating has been communicated and the evaluator has had a face-to-face meeting with the employee, sign
the form below. Return the signed and completed form to the Department of Human Resources to close the
performance evaluation process for this year.

Signatures

Employee: ___________________________________________________ Date: ________________

Reviewer: __________________________________________________ Date: ________________

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 PRINCIPAL PERFORMANCE EVALUATION

Overview of Process

• Set individual leadership goals with

evaluator
• Goals should be tied to SIPAAA
• Optional Reflections/Comments
• Progress towards goals
documented and given to LSC at
end of year

Meets Standard

School Performance
Assessment (August)
Instructional Leadership
Evaluation

• Complete Instructional Leadership

Evaluation with evaluator
• Optional Reflections/Comments
• Create Leadership Development
Plan for areas that need
improvement and/or do not meet
standard. Plan should tie directly
to SIPAAA and contain no more than
three goals in total
• Milestone checks with evaluator at
mid-year

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 PRINCIPAL PERFORMANCE EVALUATION
• Final progress toward goals
documented and given to evaluator
as input into next evaluation

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 PRINCIPAL PERFORMANCE EVALUATION

Instructions

PLEASE NOTE: PRINCIPALS DO NOT NEED TO PREPARE A PORTFOLIO FOR THIS EVALUATION.
HOWEVER, PRINCIPALS MUST BE PREPARED TO DEMONSTRATE RESULTS AS EVIDENCE FOR RATINGS.

Experienced Principals (three or more years at current school) and Evaluator:

• Schedule time to review School Performance Assessment in August.

• If School Performance Assessment meets standard, then principal receives a rating of “Exceeds.” Follow
the directions on the Performance Goals sheet.

• If School Performance Assessment requires further review, then follow the directions on the Instructional
Leadership Evaluation.
• Schedule date of mid-year review
• Schedule date of year-end review
• The rating on the Instructional Leadership Evaluation will be the principal’s overall rating (Exceeds,
Meets, Needs Improvement, or Does Not Meet).

• Complete and submit the Principal Performance Evaluation no later than September 30th.

New Principals (less than three years at current school) and Evaluator:

• Schedule time to review School Performance Assessment in late August.

• Follow the directions on the Instructional Leadership Evaluation in August/September.

• Schedule date of mid-year review
• Schedule date of year-end review

• Complete and submit the Principal Performance Evaluation no later than September 30th.
 PRINCIPAL PERFORMANCE EVALUATION

Performance Goals
This form should be completed only by those principals who meet the standard set for the School
Performance Assessment.
Early in the year (in August):
1. Principal identifies three individual leadership goals tied to SIPAAA priorities.
2. Principal discusses the goals with the evaluator and determines the activities to meet each goal.
3. Principal maps out the time period of the activities.
4. Evaluator turns in this form as part of the Principal Performance Evaluation.
5. Principal Reflections/Comments are optional.
Throughout the year:
6. Principal documents the evidence of learning outcome/results and discusses with evaluator at the beginning of
the next evaluation period.

Connection to SIPAAA Activities to Support Time Period Evidence of

Priorities Goals Learning
Outcomes/Results
Goal 1

Goal 2

Goal 3
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Principal Reflection/Comments

Principal’s Signature: ________________________________________________________________ Date ____________

 PRINCIPAL PERFORMANCE EVALUATION
Instructional Leadership Evaluation
This form should be completed by evaluators of new principals and principals who need further review based
on the School Performance Assessment.
Directions:
1. In August/September, the principal completes self-assessment using the Instructional Leadership Evaluation Rubric
to assess each performance indicator under the CPS Principal Competencies. Principal should include supporting text
and should be prepared to demonstrate results as evidence for ratings.
2. Evaluator and principal meet in August/September to discuss ratings. The evaluator determines the final rating.
3. For each indicator rated either “Needs Improvement” or “Does Not Meet,” the principal should prepare the
Leadership Development Plan, setting no more than three concrete goals in total.
4. Sign evaluation form when complete and follow submission directions on Principal Performance Evaluation no later
than September 30th. Principal Reflections/Comments are optional.
5. Evaluator and principal meet no later than January 15th to discuss progress toward goals.
6. Document evidence of progress toward outcomes and discuss with evaluator during next evaluation period.
Develop and Articulate Belief System Competency Rating: 2.5
through Voice and Actions
______2_Engage staff, students, parents, local school council and community to work toward developing and implementing a
common vision.
______2_Engage broad representation of school in strategic planning.
______4_Lead by example, exhibiting high ethics and moral leadership and a strong belief that all children can learn, regardless
of perceived ability, gender, race, ethnicity, color, sexual orientation, religion, and socio-economic status.
______2_Involve parents and community in supporting and enhancing the instructional programs of the school.
Despite efforts, principal has not successfully engaged community and parents. School is trending down in % of families at
report card pick up, little evidence of family involvement in any other manner. The LSC still has a vacancy and there is little
evidence of community involvement in the school. This lack of involvement has prevented broad representation in strategic
planning sessions though staff and students are involved in such planning. It is evident that principal has excellent rapport with
students and high expectations for all as evidenced on visits to school and speaking with students. Principal has always
exhibited high ethics and a sincere belief in equity for all students, as evidenced by inclusive programs and efforts to close the
achievement gap. As stated, principal has had difficulty involving parents and community so they are not involved in supporting
the instructional program.

Balance Management Competency Rating: 3

______2_Delegate effectively to achieve school objectives.
______4_Manage budget, aligning resources with instructional priorities.
______3_Manage operations to support instruction.
______3_Analyze, design and implement classroom and school-wide management and safety plans to create a safe, student-
centered environment.
 PRINCIPAL PERFORMANCE EVALUATION
Principal by own admission and as evidenced by conversations with AIO has not delegated as effectively as he should. Suggest
setting more clear descriptions and more frequent job reviews for non-teaching staff. Also, look into using discretionary dollars
to pay staff to take on extra duties where appropriate. Anecdotal evidence from teachers indicates that resources are spent
fairly to meet classroom needs. Teachers are also sent for staff development that aligns with instructional priorities and the
school covers the cost. Principal works closely with engineer to maintain the physical plant. The school “feels” student centered
with student work and recognition programs posted throughout the building. Principal has been very hands on in discipline. The
number of referrals in categories 4 – 6 has decreased significantly. Expectations for student behavior are high and staff is
trained to handle minor discipline issues preventing their escalation.

Engage and Develop Faculty Competency Rating: 2.4

____2___Develop teacher leadership within school.
____2___Support staff development strategically to build internal capacity and capability.
____3___Align staff development with school goals and district priorities.
____2___Establish a community of learners.
____3___Recruit and retain competent teachers and counsel out low performers.
Principal has had difficulty getting teachers to be “on the same page” and thus difficulty developing true leadership. This is
evidenced in walkthrough reports and informal visits by AIO and coaches. Staff development is “scattered” and not strategic.
Need to focus staff development more specifically to goals listed in SIPAAA. Team building necessary as well. While principal
meets standard in recruiting staff, needs to be more diligent in counseling out or counseling to improve existing staff. Must be
in classrooms more often and document progress or lack thereof.

Assess the Quality of Classroom Instruction Competency Rating: 3

____2___Direct the implementation of successful literacy and mathematic strategies school-wide.
____3___Model practice, and coach and assist teachers to support instructional improvement using a range of effective learning
theories and practices.
____3___Lead standards-based instruction.
____4___Use data to improve instruction and student achievement
Common use of literacy strategies not evident in walkthrough or other informal visits by AIO or Area staff. Teachers could not
articulate strategies. Practice of departments choosing strategies needs to be revisited. Suggest common strategies be used
regardless of department. Principal has done a solid job of transforming lesson plan form to focus on standards and has
observed classes to monitor. Observation feedback forms reflect concrete suggestions to teachers and evidence knowledge of a
wide range of effective practices. Principal use of internal data including attendance, discipline, test scores and grades is
exemplary.

Facilitate/Motivate Change Competency Rating: 2.7

____2___Lead the change process both for individuals and for organizations.
____4___Set high expectations for all students.
 PRINCIPAL PERFORMANCE EVALUATION
____3___Be a self-starter and solid problem solver.
____2___Exhibit strong interpersonal skills and ability to work with a diverse group of people.
____3___Reflective learner, consistently assessing his or her own work with an analytical eye in order to continuously grow.
____2___Facilitate shared accountability for results.
____3___Use data in strategic planning, demonstrating the ability to influence people to improve their practice.
Test scores remain stagnant for the most part. Principal needs to more strongly advocate for change. Change in instructional
strategies needed to improve scores and would most likely address attendance rate. Specifically, need more evidence that
accommodations are being made for ELL and special needs students and that staff shares the principal’s high expectations for
all. Staff development – sustained, not a one time shot – is needed in differentiated instruction. Principal is an obvious self-
starter able to multi-task and solve problems quickly. Principal can be very effective in dealing with diverse groups, particularly
when dealing with people one on one but can be impatient. Principal journals most days to remind himself to be reflective and
proactive. While data is used for planning, must increase staff “buy-in” that results are everyone’s shared responsibility.
Principal invited to work with AIO on strategies to address this issue.

Overall Rating (Sum of Competency Ratings 2.7

÷ 5) =
3.50 – 4.0 = Exceeds 2.50 – 3.49 = Meets 1.50 – 2.49 = Needs Improvement 1.0 –
1.49 = Does Not Meet
 PRINCIPAL PERFORMANCE EVALUATION
Instructional Leadership Evaluation Rubric
This rubric should be used with the Instructional Leadership Evaluation.

Level Description of Performance

• Principal has both a wide and deep knowledge base regarding the research and best
practices for this performance indicator.
• Principal’s professional practice of this performance indicator could serve as a model to
other principals.
Exceeds
(4) • Principal’s leadership in this performance indicator has had a direct, positive, and lasting
impact on student learning and school improvement. Can point to several concrete
examples of each.
• Principal has built leadership capacity in others so they can demonstrate this
performance indicator at proficient or higher levels.
• Principal has a sound knowledge base regarding the research and best practices for this
performance indicator.
• Principal’s professional practice of this indicator is strategic.
Meets • Principal has significant experience in demonstrating this indicator and can discuss
(3) positive and concrete results in terms of student achievement, teacher growth, and
school culture.
• Principal is inclusive regarding decision-making and problem solving in this area.
• Principal has developed leadership capacity in others for this performance indicator.
• Principal needs to extend knowledge base for this performance indicator.
• Principal has limited skills in this area.
• Principal could approach this area more strategically.
Needs • Principal has limited practice in actually implementing this performance indicator. Limited
Improvement positive and concrete results in terms of student achievement, teacher growth, and
(2) school culture.
• Principal rarely includes others in decision-making and problem solving in this area.
• Principal occasionally develops leadership capacity in others for this performance
indicator.
Does Not Meet • Principal has a very limited knowledge base for this performance indicator.
(1) • Principal does not have skills in this area.
• Principal does not approach this area strategically.
• Principal has not implemented this performance indicator. Stagnant or negative results in
terms of student achievement, teacher growth, and school culture.
• Principal does not include others in decision-making and problem solving in this area.
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• Principal has not developed leadership capacity in others for this performance indicator.
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Leadership Development Plan
This form should be completed as part of the Instructional Leadership Evaluation.
Early in the year (in September):
1. For indicators rated either “Needs Improvement” or “Does Not Meet” on the Instructional Leadership Evaluation
Form, the principal and evaluator agree on concrete goals (no more than three in total), along with necessary
support.
2. Explain connection to SIPAAA Priorities
3. Identify activities and time period to meet each goal.
4. Set milestone check dates to evaluate progress, with milestone check no later than January 15th.
5. Evaluator turns in this form with the evaluator’s Instructional Leadership Evaluation as part of the Principal
Performance Evaluation.
Throughout the year:
6. Principal and evaluator document the evidence of learning outcomes/results. The evidence of learning
outcomes/results serves as input into following year’s evaluation.
Time Period and
CPS Principal Goals and Support Connection to Activities to support Evidence of Learning
Milestone Check
Competencies Needed SIPAAA Priorities goals Outcomes/Results
Dates
 PRINCIPAL PERFORMANCE EVALUATION
Develop and 1. Survey families on
Articulate expectations/needs from
Belief System school
through Voice 2. Host “Curriculum
and Actions Night” where families
walkthrough student’s 1. August
program.
3. Explore possibility of 2. September
offering evening classes
in computers and English 3. Summer 1. 20% increase in
Improve parental
for families. Budget to family participation
involvement in
Parent participation pay teachers extended in report card pick
supporting the
in report card pick- day for these activities. up
school’s instructional
up target 4. Have departments 4. Monthly
priorities
contribute to academic 2. LSC membership
newsletter mailed out at capacity
monthly. 5. Summer then
5. Review dates and ongoing
times of LSC meetings
with goal of increasing
attendance and
participation. Use “all
call” to phone homes
and invite families to LSC
meetings.
Balance
Management
 PRINCIPAL PERFORMANCE EVALUATION
Engage and 1. A 2007-08
Develop professional
Faculty development plan
September:
1. Schedule time for
Review SIPAAA
teacher teams to meet 2. Evidence that the
with staff. Staff
Create long-range and work on curriculum number of teachers
will use data to
professional Professional and increase team leading workshops
arrive at
development plans development plans building. has increased.
common goals.
for a shared vision and activities will
with the staff that focus on increasing 2. Establish teachers as 3. Lesson plans will
October –
correlates to the reading and math researchers and have incorporate unit
December:
SIPAAA goals and scores and them in turn deliver strategies developed
Schedule and
focuses on attendance rates as professional by teams.
monitor
opportunities to listed in SIPAAA development sessions.
activities
renew staff skills and goals. 4. Coaching journals
spirit. 3. Create peer coaching will reflect on going
January: review
teams as on-site follow staff support system.
progress with
up
AIO
5. Data will indicate
progress toward
SIPAAA goals
Assess the
Quality of
Classroom
Instruction
 PRINCIPAL PERFORMANCE EVALUATION
Facilitate and 1. Meet weekly with
Motivate leadership team to
Change review data, establish 1. Weekly
goals and create PD. throughout the
2. Work with teachers’ year.
to develop common
assessments in each 2. Summer,
course. Have quarterly
department chairs track
and discuss data from 1. 5% improvement
these assessments with in teacher
Improve staff leadership team and attendance rate
Teacher attendance
accountability/respo within department.
rates targets
nsibility for results 3. With leadership team, 3. Summer 2. Greater
revisit local school articulation across
criteria for teacher subject areas
evaluation rewriting
them to include
measurable goals and 4. Summer, if
expectations. possible; first
4. Meet with teachers two weeks of
individually to develop school
individual growth plan
and set goals for the
year.