1Overall PERA Requirements for Principal Evaluation Each principal must be evaluated every yearA final, written summative report will be prepared by March 1 every yearThe summative evaluation must:Consider the principal’s specific duties, responsibilities, management, and competence as a principalSpecify the principal’s strengths and weaknesses, with supporting evidenceRate the principal’s performance as:ExcellentProficientNeeds ImprovementUnsatisfactory
2General Rules for Principal Practice NOTE: All rules in the practice section apply to principals and assistant principals (though language refers only to principals)
3Minimum Weight for Principal Practice The “principal practice” portion of the principal evaluation must comprise at least 50% of the overall evaluationRationale:Ensures that reviews of practice are at least half of the overall evaluationProvides room for principal evaluators to include other measures within the principal evaluation plan (up to 20% of the evaluation weight, based on recommended rules)
4Requirements for Principal Evaluation Instruments Every district must align the instruments for evaluation of principal practice to the revised Illinois Standards for Principal EvaluationEvery district must create or select a rubric that has clear indicators for each standard and clear descriptions of at least 4 performance levels for each indicatorFor any district not adopting the default rubric, the district must create a training process to build shared awareness and understanding of the rubric and principal practice expectations with all principals and principal evaluators
5Rules for Gathering Data on Principal Practice The principal evaluator must conduct a minimum of two formal school site observations for every principal. Formal school site observations defined as:Time spent in the school site observing school practices, that may also include direct observation of principal actionScheduled in advance with at least one specific observation objective (reviewing classrooms, observing a leadership team meeting, etc)Followed within 10 principal work days by feedback on the observation shared from the evaluator to the principal, either in writing or verballyThe evaluator will share any information or data that would impact the overall principal rating of practice in a timely mannerThe evaluator may conduct additional formal observations as neededThe evaluator may conduct as many informal site observations as needed, and information from informal site visits may also be included in the summative evaluation as long as it is documented in writingSub-committee rationale for bolded bullet:Goal is process is real-time, actionable feedback. If no stated timeline for feedback, could all be shared at the end of the yearDiscussed changing to “timely” but this did not seem specific enough to drive practice
6Rules for Gathering Data on Principal Practice (cont.) Principal will complete a self-assessment against the standards of practice no later than February 1 of each calendar year. The evaluator will use the information provided in the self-assessment as one input to the overall evaluation of principal practice.Sub-committee rationale for bolded bullet:Goal is process is real-time, actionable feedback. If no stated timeline for feedback, could all be shared at the end of the yearDiscussed changing to “timely” but this did not seem specific enough to drive practice
7Rules for the Process of Principal Practice Evaluation No later than October 1 of every calendar year, the principal evaluator must hold a conference with each principal to discuss the summative evaluation from March and set student growth measures and targets and professional growth goals.These goals should be set collaboratively, but if principal and evaluator do not agree, evaluator has final decision on student growth measures and targets and professional growth goalsITEMS DISCUSSED BUT REMOVED BY SUB-COMMITTEEPrincipal evaluator will hold a summative evaluation conference with each principal every year to share the final ratings on practice, discuss the evidence, and share the overall performance rating. The principal evaluator will summarize the strengths and growth areas of each principal during this summative conference (Sub-committee chose to remove this requirement)Every principal will create an annual growth plan based on the strengths and growth areas identified in the summative evaluation conference (Sub-committee chose to remove this requirement)
8Rules for the Summative Rating of Principal Practice As part of the summative evaluation, the principal evaluator must identify a performance rating with written evidence to support the rating for each standardThe summative evaluation must identify the strengths and growth areas of the principalThe district or principal evaluator must define how the data gathered against the principal practice standards will be used to determine a summative practice rating
10Definition of Student Growth for Principal Evaluation “Student growth” means a demonstrable change in a student’s or group of students’ knowledge or skills, as evidenced by gain and/or attainment on two or more assessments, between two or more points in time.Adding “groups of students” – allows for principal evaluators to look at growth of a cohort of studentsExamples – Increase in % of same students meeting expectations from 3rd grade to 4th grade, or increase in % of same students meeting expectations from Explore to PlanExcludes current AYP measures, which compare one year’s 4th grade to the next year’s 4th grade – therefore not the same group of studentsMove up into the
11Defining Significant Factor for Principal Evaluation Require student growth to be at least 30% of the principal evaluationFor a school district implementing a performance evaluation plan incorporating student growth in school year or , student growth shall represent at least 25 percent of a principal’s or assistant principal’s performance evaluation rating in the first and second years of implementation (for example, and schools years for a school district with a implementation date). Thereafter, student growth shall represent at least 30 percent of the rating assigned.25%StudentGrowth30%
12Rules for Assessments used in Principal Evaluation The school district shall identify at least two assessments either from Type I or Type II, which are able to provide data that meets the definition of student growth.Require the use of multiple measuresAnnual state assessments may be used as one of the measures of student growthWhen the state has a school-level value added score available for all schools in the state, this value-added score must comprise a majority of student growth25%
13Rules for Assessments Used in Principal Evaluation Districts may use any assessments that meet the definition of Type 1 and Type 2 for principal evaluation.Type III assessments may be used for schools serving a majority of students who are not administered a Type I or Type II assessment. In these situations, the qualified evaluator and principal may identify at least two Type III assessments to be used to determine student growth.
14Type I Assessment Type II Assessment Type III Assessment “Type I assessment” means a reliable assessment that measures a certain group or subset of students in the same manner with the same potential assessment items, is scored by a non-district entity, and is administered either statewide or beyond Illinois. Examples include assessments available from the Northwest Evaluation Association (NWEA), Scantron Performance Series, or the Star Reading Enterprise, the College Board’s SAT, or Advanced Placement or International Baccalaureate examinations, or ACT's EPAS® (i.e., Educational Planning and Assessment System).“Type II assessment” means any assessment developed or adopted and approved for use by the school district and used on a districtwide basis by all teachers in a given grade or subject area. Examples include collaboratively developed common assessments, curriculum tests and assessments designed by textbook publishers.“Type III assessment” means any assessment that is rigorous, aligned to the course’s curriculum, and that the qualified evaluator and teacher determine measures student learning in that course. Examples include teacher-created assessments, assessments designed by textbook publishers, student work samples or portfolios, assessments of student performance, and assessments designed by staff who are subject or grade-level experts that are administered commonly across a given grade or subject. A Type I or Type II assessment may qualify as a Type III assessment if it aligns to the curriculum being taught and measures student learning in that subject area (see Section (b)(2) of this Part).
15Rules for Selecting Assessments and Setting Targets No later than October 1 of every calendar year, the evaluator must inform the principal which assessments and targets will be used to judge student growth for the year, and specify the weights of each assessment and targetFor an assistant principal, a qualified evaluator may select student growth measures that align to the individual’s specific duties (e.g., improvements in attendance, decrease in disciplinary referrals).
16Rules for Including Students in Growth Calculation A student will be included in the student growth metric as long as the student has been assigned to the school long enough to have at least two data points on a comparable assessment (e.g ISAT and 2013 ISAT, or a beginning of year assessment and mid-year assessment within an aligned interim assessment system.)Depending on the metrics for evaluation, this could potentially mean that some students are counted for one measure and not another.For example, if the principal had student growth metrics consisting of growth targets on the ISAT and growth targets on an interim assessment, some students may be included in the interim assessment measure that are not included in the ISAT measure
17Rules for Adjusting for Student Characteristics The district or principal evaluator shall determine how certain student characteristics (e.g., special education placement, English language learners, low-income populations) shall be considered for each assessment and target chosen to ensure that they best measure the impact that the school has on students’ academic achievement.
18Rules on Usable DataPrincipal evaluators must use the most recent administration of a selected assessment as the “end point” for any measures of student growthGrowth between two assessments, even within one year (example – between a baseline assessment at the start of a year and an interim assessment in January), may be used as a valid measure of student growth within the principal evaluationMoved to guidance - Where possible, principal evaluators must identify a trend by using more than two assessment data points in evaluating student growth. “Trend” in this case is defined as progress for a student or group of students across at least three assessment points
19Rules for Generating a Summative Rating on Student Growth The district or principal evaluator must specify how student growth results will be used to determine the summative rating of student growth
20Rules for Student Growth for Assistant Principal Evaluation “Assistant principal” means an administrative employee of the school district who is required to hold an administrative certificate issued in accordance with Article 21 of the School Code [105 ILCS 5/Art. 21] or a professional educator’s license issued in accordance with Article 21B of the School Code [105 ILCS 5/21B] endorsed for either general administration or principal, and who is assigned to assist the principal with his or her duties in the overall administration of the school.Student Growth Recommendation for Assistant PrincipalsAssistant principal evaluators should select student growth measures that are appropriate for the assistant principal assignment (e.g. assistant principal in charge of attendance and discipline)
22State Model for Principal Evaluation – Overview and Use PERA requires that PEAC define a “model evaluation plan for use by school districts in which student growth shall comprise 50% of the performance rating”For principals and assistant principals, there is no statute in PERA that requires use of the state model by any district or principal evaluator. The state model for principal evaluation may be adopted in whole or in part by any district to support their implementation of principal and assistant principal evaluation
24State Model – Principal Practice Instruments The framework for the state model of principal practice will be the Illinois Standards for Principal EvaluationThe state model also includes a detailed rubric of practice aligned to the Illinois Standards for Principal EvaluationThe four levels of performance on principal practice for the state model are defined as:DistinguishedProficientBasicUnsatisfactory
25State Model – Gathering Data for Principal Practice Evaluation The principal evaluator must conduct a minimum of two formal school site observations for every principal. Formal school site observations defined as:Time spent in the school site observing school practices, that may also include direct observation of principal actionScheduled in advance with at least one specific observation objective (reviewing classrooms, observing a leadership team meeting, etc)Followed within 10 principal work days by feedback on the observation shared from the evaluator to the principal, either in writing or verballyThe evaluator will share any information or data that would impact the overall principal rating of practice in a timely mannerThe evaluator may conduct additional formal observations as neededThe evaluator may conduct as many informal site observations as needed, and information from informal site visits may also be included in the summative evaluation as long as it is documented in writing
26State Model – Process for Principal Practice Evaluation No later than October 1 of every calendar year, the principal evaluator must hold a conference with each principal to discuss the summative evaluation from March and set student growth measures and targets and professional growth goals.These goals should be set collaboratively, but if principal and evaluator do not agree, evaluator has final decision on student growth measures and targets and professional growth goals
27State Model – Summative Rating on Principal Practice As stated in the General rules, the principal evaluator must identify a performance rating for every standard, along with written evidence to support the assigned rating for each standard. The summative evaluation must also identify the strengths and growth areas of the principalDetermining the Ratings for Each StandardIf a principal provides evidence of performance for at least 75% of the descriptors in a specific level of performance, the principal should be rated accordingly.If a principal demonstrates performance that is roughly split between 2 levels of performance (excluding Distinguished), the principal manager will use her/his discretion to determine which level is most appropriate for that standardIn order to receive a Distinguished rating on a standard, a principal must demonstrate at least 75% of the Distinguished descriptors and all of the Proficient descriptors.
28State Model – Summative Rating on Principal Practice (continued) Evaluators using the state model for principal practice will come to a summative rating using the table belowDistinguishedAt least 4 standards rated as “Distinguished” including Improving Teaching and LearningNo standards rated as “Basic”ProficientAt least 4 standards rated as “Proficient” including Improving Teaching and LearningBasicAt least 3 standards rated as “Basic” including Improving Teaching and LearningUnsatisfactoryAny standard is rated as “Unsatisfactory”
29State Model – Student Growth for Principal Evaluation
30Defining “Student Growth” for the State Model “Student growth” means a demonstrable change in a student’s or group of students’ knowledge or skills, as evidenced by gain and/or attainment on two or more assessments, between two or more points in time.State Model Definition of Student Growth - A measurable change in student outcomes at the school level-50% of evaluationMaintain all guidelines for 30% of the principal evaluation (based on multiple academic assessments, use Tier I or Tier II assessments, focused only on growth measures for same group of students)Remaining 20% of the student growth portion of state model can focus on similar academic assessments of growth, or on a broader set of student outcome measures (see next slide for current list)
31Broader Student Outcome Measures Academic Measures:Attainment measures on academic assessmentsCohort-to-cohort improvement measures on academic assessmentsSub-group performance data on academic assessmentsPass rates on AP exams, and potentially by sub-group as well21st Century skill assessments (may be non-test depending on assessment)Growth for ELL studentsWorkKeys assessmentsNon-test Measures:AttendancePostsecondary matriculation and persistenceGraduation rate% on track to graduation9th grade and 10th grade promotionTruancyExcused/Unexcused AbsencesStudent surveys – perception and engagement data (e.g. AIMS or MET project surveys)Discipline information (referrals) – if district has consistent definitions and approach (ex. PBIS, student behavior programs)AP completion ratesDual-credit earning rates
32State Model – Student Growth - Elementary Assessment/OutcomeMeasure30% Academic Assessments20% based on growth on ISAT from previous year*Increase in % meets standards AND increase in % exceeds standards – looking at same students from grade to grade10% based on interim assessment with a normed prediction of performance for each student based on baseline% of students meeting or exceeding predicted growth OR average growth over predicted20% Other Outcomes10% based on attainment measures on ISAT% of students exceeding expectations OR % of students meeting expectations (if a school has a low % of students meeting expectations)10% based on:Increasing attendance/reducing unexcused absences OROther non-test measures aligned to the school improvement planIncrease in average daily attendance/decrease in total unexcused absences ORAnother non-test measure selected by the district* Not available for principals in their first year in a new school. They would need to add a second interim assessment and weight both as 15%
33State Model – Student Growth – High School ElementAssessment/OutcomeMeasure30% Academic Assessments20% based on growth in EPAS sequence (from previous year)*% of students meeting or exceeding predicted growth OR average growth over predicted10% based on interim assessment with a normed prediction of performance for each student based on baseline20% Other Outcomes20% based on:Cohort graduation rates, grade-to-grade progression, or “on track” rates (if available) OROther student outcomes aligned to the school improvement plan% increase in cohort graduation rate or increase in % of students that progress from grade to grade, ORAnother student outcome measure selected by the district* Not available for principals in their first year in a new school. They would need to add a second interim assessment and weight both as 15%
34Defining Student Growth Performance Levels Exceeds GoalReaches or exceeds the target for a majority of the student growth measures; meets all baseline targetsMeets GoalMeets or exceeds the target for a majority of the student growth measures; does not have negative growth on any measuresMinimal GrowthMeets only 1 or 2 student growth targets; has no more than one measure with negative growth resultsNo Growth or Negative ImpactDoes not meet any student growth targets; demonstrates negative growth on one or more measures
36State Model - Summative Evaluation Matrix for Principal Evaluation Rating of Principal PracticeDistinguishedProficientBasicUnsatisfactoryEXCELLENTPROFICIENTGather further information – supervisor judgment determines ratingNEEDS IMPROVEMENTUNSATISFACTORY(unless first year principal)Exceeds GoalMeets GoalRating of Student GrowthModerate GrowthMinimal or No Growth36
37Appendix A: Illinois Standards for Principal Evaluation
38Illinois Standards for Principal Evaluation IndicatorI. Living a Mission, Vision, and Beliefs for ResultsThe principal works with the staff and community to build a shared mission, and vision of high expectations that ensures all students are on the path to college and career readiness, and holds staff accountable for results.Coordinates efforts to create and implement a vision for the school and defines desired results and goals that align with the overall school vision and lead to student improvement for all learnersEnsures that the school’s identity, vision, and mission drive school decisionsConducts difficult but crucial conversations with individuals, teams, and staff based on student performance data in a timely manner for the purpose of enhancing student learning and results.II. Leading and Managing Systems ChangeThe principal creates and implements systems to ensure a safe, orderly, and productive environment for student and adult learning toward the achievement of school and district improvement priorities.Develops, implements, and monitors the outcomes of the school improvement plan and school wide student achievement data results to improve student achievementCreates a safe, clean and orderly learning environmentCollaborates with staff to allocate personnel, time, material, and adult learning resources appropriately to achieve the school improvement plan targets
39Illinois Standards for Principal Evaluation IndicatorIII. Improving Teaching and LearningThe principal works with the school staff and community to develop a research-based framework for effective teaching and learning that is refined continuously to improve instruction for all students.Works with staff to develop a consistent framework for effective teaching and learning that includes a rigorous and relevant standards based curriculum, research-based instructional practice, and high expectations for student performanceCreates a continuous improvement cycle that uses multiple forms of data and student work samples to support individual, team, and school-wide improvement goals, identify and address areas of improvement and celebrate successesImplements student interventions that differentiate instruction based on student needsSelects and retains teachers with the expertise to deliver instruction that maximizes student learning.Evaluates the effectiveness of instruction and of individual teachers by conducting frequent formal and informal observations providing timely feedback on instruction, preparation and classroom environment as part of the district teacher appraisal systemEnsures the training, development, and support for high-performing instructional teacher teams to support adult learning and development to advance student learning and performanceDevelops systems and structures for staff professional development and sharing of effective practices including providing and protecting staff time allotted for developmentIV. Building and Maintaining Collaborative RelationshipsThe principal creates a collaborative school community where the school staff, families, and community interact regularly and share ownership for the success of the schoolCreates, develops and sustains relationships that result in active student engagement in the learning processUtilizes meaningful feedback of students, staff, families, and community in the evaluation of instructional programs and policiesProactively engages families and communities in supporting their child’s learning and the school’s learning goalsDemonstrates an understanding of the change process and uses leadership and facilitation skills to manage it effectively
40Illinois Standards for Principal Evaluation IndicatorV. Leading with Integrity and ProfessionalismThe principal works with the school staff and community to create a positive context for learning by ensuring equity, fulfilling professional responsibilities with honesty and integrity, and serving as a model for the professional behavior of others.Treats all people fairly, equitably, and with dignity and respectDemonstrates personal and professional standards and conduct that enhance the image of the school and the educational profession. Protects the rights and confidentiality of students and staffCreates and supports a climate that values, accepts and understands diversity in culture and point of view.VI. Creating and Sustaining a Culture of High ExpectationsThe principal works with staff and community to build a culture of high expectations and aspirations for every student by setting clear staff and student expectations for positive learning behaviors and by focusing on students’ social-emotional learningBuilds a culture of high aspirations and achievement and for every student.Requires staff and students to demonstrate consistent values and positive behaviors aligned to the school’s vision and missionLeads a school culture and environment that successfully develops the full range of students’ learning capacities—academic, creative, social-emotional, behavioral and physical