1. Van Buren School District Principal Evaluation Pilot District July 2012

4. During the 87th General Assembly, the Arkansas State Legislature passed Act 222 of 2009, Arkansas Code Annotated 6-1-400 Et. Seq which states: The purpose of the School Leadership Coordinating Council is to: (3) Aid in the development of model evaluation tools for use in the evaluation of school administrators. * Principal Evaluation Task Force created During the 87th General Assembly, the Arkansas State Legislature passed Act 222 of 2009, Arkansas Code Annotated 6-1-400 Et. Seq which states: The purpose of the School Leadership Coordinating Council is to: (3) Aid in the development of model evaluation tools for use in the evaluation of school administrators. * Principal Evaluation Task Force created Evaluation Overview

5. During the 88 th General Assembly, the Arkansas State Legislature passed Act 1209 of 2011, Arkansas Code Annotated 6-17-2809 Et. Seq which states: The Department of Education shall provide technical assistance to school districts for developing and implementing instruments to evaluate administrators that weight an administrator evaluation on student performance and growth to the same extent as provided for teachers under the Teacher Excellence and Support System. * Task Force aligned system with the Interstate School Leaders’ Licensure Consortium (ISLLC) Standards. During the 88 th General Assembly, the Arkansas State Legislature passed Act 1209 of 2011, Arkansas Code Annotated 6-17-2809 Et. Seq which states: The Department of Education shall provide technical assistance to school districts for developing and implementing instruments to evaluate administrators that weight an administrator evaluation on student performance and growth to the same extent as provided for teachers under the Teacher Excellence and Support System. * Task Force aligned system with the Interstate School Leaders’ Licensure Consortium (ISLLC) Standards. Evaluation Overview

6. ISLLC Standards Standard 1- An education leader promotes the success of every student by facilitating development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all appropriate stakeholders. Standard 1- An education leader promotes the success of every student by facilitating development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all appropriate stakeholders. Standard 2- An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. Standard 2- An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. Standard 1- An education leader promotes the success of every student by facilitating development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all appropriate stakeholders. Standard 1- An education leader promotes the success of every student by facilitating development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all appropriate stakeholders. Standard 2- An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. Standard 2- An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

7. ISLCC Standards Standard 3- An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment. Standard 3- An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment. Standard 4- An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and mobilizing community resources. Standard 4- An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and mobilizing community resources. Standard 3- An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment. Standard 3- An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment. Standard 4- An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and mobilizing community resources. Standard 4- An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and mobilizing community resources.

8. ISLCC Standards Standard 5- An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner. Standard 5- An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner. Standard 6- An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context. Standard 6- An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context. Standard 5- An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner. Standard 5- An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner. Standard 6- An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context. Standard 6- An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

10. Exemplary- Principals have made a contribution to the profession both in and outside of their school system. Not only meets requirements of Proficient, but creates a model for other principals. Proficient- Meeting the organization’s needs. Challenging and may take years. Progressing- Understanding what it takes to attain proficiency, and motivated to take action to become proficient. Not Meeting Standards- Not meeting the organization’s needs. Not demonstrating the necessary skills to be rated progressing or proficient. Exemplary- Principals have made a contribution to the profession both in and outside of their school system. Not only meets requirements of Proficient, but creates a model for other principals. Proficient- Meeting the organization’s needs. Challenging and may take years. Progressing- Understanding what it takes to attain proficiency, and motivated to take action to become proficient. Not Meeting Standards- Not meeting the organization’s needs. Not demonstrating the necessary skills to be rated progressing or proficient. Levels of Performance

11. Principal Evaluation Categories NoviceInquiry Intensive Non-Renewal

12. Novice Category – Principals who are new to the district, the principalship, or have transitioned from assistant principal to principal. Principals working under an Alternative Licensure Completion Plan (ALCP) to become fully licensed remain in the novice category until the ALCP is completed. Novice Category – Principals who are new to the district, the principalship, or have transitioned from assistant principal to principal. Principals working under an Alternative Licensure Completion Plan (ALCP) to become fully licensed remain in the novice category until the ALCP is completed. Leadership Categories

13. Inquiry Category- Principals who model life-long learning and consistently demonstrate progressing, proficient, and/or exemplary performance on standards and functions in the Arkansas Principal Evaluation Rubric. Inquiry Category- Principals who model life-long learning and consistently demonstrate progressing, proficient, and/or exemplary performance on standards and functions in the Arkansas Principal Evaluation Rubric. Leadership Categories

14. Intensive Category- Principals who receive a rating of not-meeting standards on the Summative Evaluation Rubric according to the following guidelines: The principal receives not meeting standards on two or more functions in Standard Two and/or The principal receives not meeting standards and/or progressing on the majority of functions in any of the standards. Must create an Intensive Growth Plan and complete Intensive Category- Principals who receive a rating of not-meeting standards on the Summative Evaluation Rubric according to the following guidelines: The principal receives not meeting standards on two or more functions in Standard Two and/or The principal receives not meeting standards and/or progressing on the majority of functions in any of the standards. Must create an Intensive Growth Plan and complete Leadership Categories

15. Step 1: Orientation Step 2: Self Assessment Step 3: Initial Meeting with Superintendent/Designee Step 4:Principal Professional Growth Plan Step 5: Formative Assessment Step 6: Summative Evaluation Step 1: Orientation Step 2: Self Assessment Step 3: Initial Meeting with Superintendent/Designee Step 4:Principal Professional Growth Plan Step 5: Formative Assessment Step 6: Summative Evaluation Evaluation Process

16. Superintendent/Designee meets with all principals as a group to outline the evaluation process and discuss rubric and the four levels of performance. Superintendent/Designee will also explain the leadership categories: Novice, Inquiry and Intensive Superintendent/Designee meets with all principals as a group to outline the evaluation process and discuss rubric and the four levels of performance. Superintendent/Designee will also explain the leadership categories: Novice, Inquiry and Intensive Step 1: Orientation

17. Principal will complete a Self Assessment of all areas of the rubric. Principal may also choose to gather input from the Principal Staff Leadership Survey. (Optional) **** Superintendent/Designee completes same form on their perceptions of the principal’s performance. Principal will complete a Self Assessment of all areas of the rubric. Principal may also choose to gather input from the Principal Staff Leadership Survey. (Optional) **** Superintendent/Designee completes same form on their perceptions of the principal’s performance. Step 2: Self Assessment

18. Principal meets with superintendent to discuss self- assessment ratings Superintendent discusses their perceptions of the principal related to the rubric Superintendent and principal select standards and functions of the rubric that the principal will focus on in their professional growth plan. Principal meets with superintendent to discuss self- assessment ratings Superintendent discusses their perceptions of the principal related to the rubric Superintendent and principal select standards and functions of the rubric that the principal will focus on in their professional growth plan. Step 3: Initial Meeting with Superintendent/Designee

19. Principal completes PPGP based on standards and functions of rubric agreed upon in initial meetings. Step 4: Principal Professional Growth Plan

21. Principal meets with superintendent to discuss progress of the PPGP. Principal provides data and other documentation of progress. Superintendent provides documentation from school visits and other evidence of implementation of leadership strategies. During the conference revisions can be made. Number of Formative Conferences by category: Novice- minimally four times Inquiry- minimally two times Intensive- Monthly Principal meets with superintendent to discuss progress of the PPGP. Principal provides data and other documentation of progress. Superintendent provides documentation from school visits and other evidence of implementation of leadership strategies. During the conference revisions can be made. Number of Formative Conferences by category: Novice- minimally four times Inquiry- minimally two times Intensive- Monthly Step 5: Formative Assessment Conference

22. Superintendent completes the Principal Evaluation Rubric on all standards and functions. Superintendent make recommendation concerning employment based on: Performance levels of rubric, evidence of student learning and teacher growth, as well as progression on PPGP. Summative evaluations are conducted every year for principals in the Novice Category or Intensive Category Summative evaluations are conducted minimally once every three years for principals in the Inquiry Category Superintendent completes the Principal Evaluation Rubric on all standards and functions. Superintendent make recommendation concerning employment based on: Performance levels of rubric, evidence of student learning and teacher growth, as well as progression on PPGP. Summative evaluations are conducted every year for principals in the Novice Category or Intensive Category Summative evaluations are conducted minimally once every three years for principals in the Inquiry Category Step 6: Summative Evaluation

23. Arkansas Department of Education http://arkansased.org/ click Educators- scroll down to Principal Evaluation Van Buren School District- www.vbsd.uswww.vbsd.us Brian Summerhill, Assistant Superintendent- bsummerhill@vbsd.usbsummerhill@vbsd.us Dr. Harry Tommey, Assistant Superintendent- htommey@vbsd.ushtommey@vbsd.us Lonnie Mitchell, Principal – Northridge Middle School- lmitchell@vbsd.uslmitchell@vbsd.us Stacie Wood, Principal- Parkview Elementary- swood@vbsd.usswood@vbsd.us Steve Davis - Director of Career Center- sadavis@vbsd.ussadavis@vbsd.us Robert Childers, Principal- Tate Elementary- rchilders@vbsd.usrchilders@vbsd.us Arkansas Department of Education http://arkansased.org/ click Educators- scroll down to Principal Evaluation Van Buren School District- www.vbsd.uswww.vbsd.us Brian Summerhill, Assistant Superintendent- bsummerhill@vbsd.usbsummerhill@vbsd.us Dr. Harry Tommey, Assistant Superintendent- htommey@vbsd.ushtommey@vbsd.us Lonnie Mitchell, Principal – Northridge Middle School- lmitchell@vbsd.uslmitchell@vbsd.us Stacie Wood, Principal- Parkview Elementary- swood@vbsd.usswood@vbsd.us Steve Davis - Director of Career Center- sadavis@vbsd.ussadavis@vbsd.us Robert Childers, Principal- Tate Elementary- rchilders@vbsd.usrchilders@vbsd.usINFORMATIONINFORMATION