1. Stronge Leader Effectiveness Performance Evaluation System
Overview
The Stronge Evaluation System is based on the extant research related to the qualities of effective leaders. Notice that the word, “effectiveness” is right in the name of the system. We chose the graphic to illustrate that teacher and leader effectiveness is reflected in their students’ achievement.

2. Stronge Evaluation System
Effectiveness is the goal.
Evaluation is merely the means.
In fact, the goal of the Stronge Evaluation System is to help educators become more effective. The evaluation system is just the means to help achieve that goal. You have seen the presentation on why effective teachers are so important. Now we will look at the evaluation system, itself.

3. Leader Evaluation System
What is the basis of principals’ evaluation?
How will principal performance be documented?
How will principal performance be rated?
Today we will look at three different questions:
What is the basis for principal’s evaluation?
How will principal performance be documented?
How will principal performance be rated?

4. What is the basis of principals’ evaluation?
Question 1
What is the basis of principals’ evaluation?
Let’s first look at the basis of the principals’ evaluation.

5. Performance Indicators Performance Appraisal Rubric
Main Components
Performance Standard
Standard 4: Organizational Management
The principal fosters the success of all students by supporting, managing, and overseeing the school’s organization, operation, and use of resources.
Sample Performance Indicators
Examples may include, but are not limited to:
The principal:
4.1 Demonstrates and communicates a working knowledge and understanding of New Jersey public education rules, regulations, and laws, and school district policies and procedures.
4.2 Establishes and enforces rules and policies to ensure a safe, secure, efficient, and orderly
facility and grounds.
4.3 Monitors and provides supervision efficiently for all physical plant and all related activities
through an appropriately prioritized process.
Performance Indicators
Performance Appraisal Rubric
There are three main components of the Stronge Evaluation System.
Performance standards define the criteria expected when principals perform their major duties. There are seven performance standards for principals. When principals are evaluated, they are evaluated against the performance standards.
Next are performance indicators. They provide examples of observable, tangible behavior that indicate the degree to which principals are meeting each teaching standard. We often call these the “look-fors.” They are the kinds of things one would look for if the principal was successfully performing the standards. In the Stronge Evaluation System, we do not use the performance indicators as a checklist. In other words, the evaluator should not look at the list of indicators and say “I only saw two of the five indicators, therefore, the principal must be ineffective.” School districts may modify the indicators if they wish. In addition, they may chose to add indicators to emphasize a particular focus area for the district. Performance ratings are made at the performance standard level, NOT at the performance indicator level.
The third main component are the performance appraisal rubrics. We will talk more about them shortly. During the summative evaluation, the evaluator will use a “preponderance of evidence” to judge where the principal should be rated. Note that the rubric description under the effective level is the exact wording of the performance standard. This is because effective is the expected level of performance.
Highly Effective
Effective
Effective is the expected level of performance.
Partially Effective
Ineffective
The principal is exemplary at organizational management, demonstrating proactive decision-making, coordinating efficient operations, and maximizing available resources.
The principal fosters the success of all students by supporting, managing, and overseeing the school’s organization, operation, and use of resources.
The principal inconsistently supports, manages, or oversees the school’s organization, operation, or use of resources.
The principal inadequately supports, manages, or oversees the school’s organization, operation, or use of resources.

6. Principal Performance Standards
1. Instructional Leadership
2. School Climate
3. Human Resources Management
4. Organizational Management
These are the seven performance standards. We will talk about each one individually. We will have time following this presentation to unpack each of these performance standards in much greater detail.
5. Communication and Community Relations
6. Professionalism
7. Student Progress

7. Instructional Leadership
Performance Standard 1
Instructional Leadership
The principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic progress and school improvement.
Leads the collaborative development and sustainment of a compelling shared vision for educational improvement and works collaboratively with staff, students, parents, and other stakeholders to develop a mission and programs consistent with the district’s strategic plan.
Collaboratively plans, implements, supports, monitors, and evaluates instructional programs that enhance teaching and student academic progress, and lead to school improvement.
Analyzes current academic achievement data and instructional strategies to make appropriate educational decisions to improve classroom instruction, increase student achievement, and improve overall school effectiveness.
Possesses knowledge of research-based instructional best practices in the classroom.
Works collaboratively with staff to identify student needs and to design, revise, and monitor instruction to ensure effective delivery of the required curriculum.
Provides teachers with resources for the successful implementation of effective instructional strategies.
Monitors and evaluates the use of diagnostic, formative, and summative assessment to provide timely and accurate feedback to students and parents, and to inform instructional practices.
Provides collaborative leadership for the design and implementation of effective and efficient schedules that protect and maximize instructional time.
Provides the focus for continued learning of all members of the school community.
1.10 Supports professional development and instructional practices that incorporate the use of achievement data, and results in increased student progress.
1.11 Participates in professional development alongside teachers when instructional strategies are being taught for future implementation.
1.12 Demonstrates the importance of professional development by providing adequate time and resources for teachers and staff to participate in professional learning (i.e., peer
observation, mentoring, coaching, study groups, learning teams).
1.13 Evaluates the impact professional development has on the staff/school improvement and student academic progress.

8. School Climate Performance Standard 2
The principal fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders.
2.1 Incorporates knowledge of the social, cultural, leadership, and political dynamics of the school community to cultivate a positive academic learning environment.
2.2 Consistently models and collaboratively promotes high expectations, mutual respect, concern, and empathy for students, staff, parents, and community.
2.3 Utilizes shared decision-making and collaboration to build relationships with all stakeholders and maintain positive school morale.
2.4 Models and inspires trust and a risk-tolerant environment by sharing information and power.
2.5 Maintains a collegial environment and supports the staff through the stages of the change process.
2.6 Addresses barriers to teacher and staff performance and provides positive working conditions to encourage retention of highly-effective personnel.
2.7 Develops and/or implements a Safe School plan that manages crisis situations in an effective and timely manner.
2.8 Involves students, staff, parents, and the community to create and sustain a positive, safe, and healthy learning environment which reflects state, district, and local school rules,
policies, and procedures.
2.9 Develops and/or implements best practices in school-wide behavior management that are effective within the school community and communicates behavior management expectations
to students, teachers, and parents.
2.10 Is visible, approachable, and dedicates time to listen to the concerns of students, teachers, and other stakeholders.
2.11 Maintains a positive, inviting school environment that promotes and assists in the development of the whole child/student, and values every child/student as an important member of the school community.

9. Human Resources Management
Performance Standard 3
Human Resources Management
The principal fosters effective human resources management by assisting with selection and induction, and by supporting, evaluating, and retaining quality instructional and support personnel.
3.1 Actively participates in the selection process, where applicable, and assigns highly-effective staff in a fair and equitable manner based on school needs, assessment data, and local and state requirements.
3.2 Supports formal building-level employee induction processes and informal procedures to support and assist all new personnel.
3.3 Provides a mentoring process for all new and targeted instructional personnel, as well as cultivates leadership potential through personal mentoring.
3.4 Manages the supervision and evaluation of staff in accordance with local and state requirements.
3.5 Properly implements the teacher and staff evaluation systems, supports the important role evaluation plays in teacher and staff development, and evaluates performance of personnel using multiple sources.
3.6 Documents deficiencies and proficiencies, provides timely formal and informal feedback on strengths and weaknesses, and provides support, resources, and remediation for teachers and staff to improve job performance.
3.7 Makes appropriate recommendations relative to personnel transfer, retention, promotion, and dismissal consistent with established policies and procedures and with student academic progress as a primary consideration.
3.8 Recognizes and supports the achievements of highly-effective teachers and staff and provides them opportunities for increased responsibility.
3.9 Maximizes human resources by building on the strengths of teachers and staff members, and providing them with professional development opportunities to grow professionally and gain self-confidence in their skills.

10. Organizational Management
Performance Standard 4
Organizational Management
The principal fosters the success of all students by supporting, managing, and overseeing the school’s organization, operation, and use of resources.
Demonstrates and communicates a working knowledge and understanding of New Jersey public education rules, regulations, and laws, and school district policies and procedures.
Establishes and enforces rules and policies to ensure a safe, secure, efficient, and orderly facility and grounds.
Monitors and provides supervision efficiently for all physical plant and all related activities through an appropriately prioritized process.
Identifies potential organizational, operational, or resource-related problems and deals with them in a timely, consistent, and effective manner.
Establishes and uses accepted procedures to develop short- and long-term goals through effective allocation of resources.
Reviews fiscal records regularly to ensure accountability for all funds.
Plans and prepares a fiscally responsible budget to support the school’s mission and goals.
Follows state and local policies with regard to finances and school accountability and reporting.
Implements strategies for the inclusion of staff and stakeholders in various planning processes, shares in management decisions, and delegates duties as applicable, resulting in a smoothly operating workplace.

11. Communication and Community Relations
Performance Standard 5
Communication and Community Relations
The principal fosters the success of all students by communicating and collaborating effectively with stakeholders.
Plans for and solicits staff, parent, and stakeholder input to promote effective decision-making and communication when appropriate.
Communicates long-and short-term goals and the school improvement plan to all stakeholders.
Disseminates information to staff, parents, and other stakeholders in a timely manner through multiple channels and sources.
Involves students, parents, staff and other stakeholders in a collaborative effort to establish positive relationships.
Maintains visibility and accessibility to students, parents, staff, and other stakeholders.
Speaks and writes in an explicit and professional manner to students, parents, staff, and other stakeholders.
Provides a variety of opportunities for parent and family involvement in school activities.
Collaborates and networks with colleagues and stakeholders to effectively utilize the resources and expertise available in the local community.
Advocates for students and acts to influence local, district, and state decisions affecting student learning.
5.10 Assesses, plans for, responds to, and interacts with the larger political, social, economic, legal, and cultural context that affects schooling based on relevant evidence.

12. Professionalism Performance Standard 6
The principal fosters the success of all students by demonstrating professional standards and ethics, engaging in continuous professional development, and contributing to the profession.
Creates a culture of respect, understanding, sensitivity, and appreciation for students, staff, and other stakeholders, and models these attributes on a daily basis.
Works within professional and ethical guidelines to improve student learning and to meet school, district, and state requirements.
Maintains a professional appearance and demeanor.
Models professional behavior and cultural competency to students, staff, and other stakeholders.
Maintains confidentiality.
Maintains a positive and forthright attitude.
Provides leadership in sharing ideas and information with staff and other professionals.
Works in a collegial and collaborative manner with other administrators, school personnel, and other stakeholders to promote and support the vision, mission, and goals of the school district.
Assumes responsibility for own professional development by contributing to and supporting the development of the profession through service as an instructor, mentor, coach, presenter and/or researcher.
6.10 Remains current with research related to educational issues, trends, and practices and maintains a high level of technical and professional knowledge.

13. Student Progress Performance Standard 7
The principal’s leadership results in acceptable, measurable student academic progress based on established standards.
7.1 Collaboratively develops, implements, and monitors the school improvement plan that results in increased student academic progress.
7.2 Utilizes research-based techniques for gathering and analyzing data from multiple measures to use in making decisions related to student academic progress and school improvement.
7.3 Communicates assessment results to multiple internal and external stakeholders.
7.4 Collaborates with teachers and staff to monitor and improve multiple measures of student progress through the analysis of data, the application of educational research, and the
implementation of appropriate intervention and enrichment strategies.
7.5 Utilizes faculty meetings, team/department meetings, and professional development activities to focus on student progress outcomes.
7.6 Provides evidence that students are meeting measurable, reasonable, and appropriate achievement goals.
7.7 Demonstrates responsibility for school academic achievement through proactive interactions with faculty/staff, students, and other stakeholders
7.8 Collaboratively develops, implements, and monitors long- and short-range achievement goals that address varied student populations according to state guidelines.
7.9 Ensures teachers’ student achievement goals are aligned with building-level goals for increased student academic progress and for meeting state benchmarks.
7.10 Sets benchmarks and implements appropriate strategies and interventions accomplish desired outcomes.

14. How will principal performance be documented?
Question 2
How will principal performance be documented?
Now let’s take a look at how principal performance will be documented.

15. Data Sources for Principals
Self-Evaluation
Reveals principals’ perceptions of their job performance
Encouraged--but not required--to share results with evaluator
Results should inform personal goals for professional development
Site-based Observations
Provides information on wide variety of contributions made by principals
Ranges from watching how principals interact with others, to observing programs and shadowing
Documentation Log
Provides principals with key voice in evaluation
Encourages reflection by principals
Artifacts should relate to performance standards; not intended to become voluminous portfolio
The Stronge Evaluation System uses multiple sources to evaluation administrator performance. These are the data sources used to evaluation administrator performance. We will talk about each data source in a later session.
Self-Evaluation: Self-evaluation reveals principals’ perceptions of their job performance. Results of a self-evaluation should inform principals’ personal goals for professional development.
Site-based Observations: Provide information on a wide range of contributions made by principals. These visits may range from watching how a principal interacts with others, to observing programs and shadowing the administrator.
Documentation Log: Provides documentation generated by principals as evidence of meeting the seven performance standards. The focus is on quality over quantity.
Teacher/Staff Surveys: Provide information to principals about perceptions of job performance. The actual survey responses are seen only by the principal who prepares a survey summary for inclusion in the documentation log.
Goal Setting: Principals, in conjunction with their evaluators, set goals for professional growth and school improvement. Principals set growth goals that are tied directly to school improvement and improved student academic progress and/or to the school’s strategic plans.
Teacher/Staff Surveys
Climate surveys provide information about perceptions of job performance
Data collection methods/use for surveys determined ahead of time
Goal Setting
Principals set goals for improving student achievement based on appropriate performance measures
Goals may be set in conjunction with evaluator for school improvement and professional growth

16. Data Collection Responsibility
Data Collection Procedure
Form(s)
Evaluator
Principal
Self-Evaluation
Principal Self-Evaluation Form (optional) 
Site-based Observations
Site Visit/Observation Form
Documentation Log
Documentation Cover Sheet (optional)
Teacher/Staff Surveys
Survey Summary Form
Goal Setting
Student Academic Progress Goal Setting Form
Data collection is a shared responsibility between principals and evaluators.

17. How will principal performance be rated?
Question 3
How will principal performance be rated?
Now let’s take a look at how principal performance will be rated.

18. (Principals in first three years within school district)
Evaluations
Interim Evaluation
(Principals in first three years within school district)
Used to document evidence of meeting standards
Does NOT include rating of performance
Summative Evaluation
Comes at end of evaluation cycle
Four point rating scale
Performance rubric for every standard
There are two types of evaluations—an interim evaluation and a summative evaluation.
Principals in their first three years within the school district will receive an interim evaluation to provide systematic feedback prior to the completion of a summative evaluation. Using the multiple data sources discussed previously, the evaluator will complete the Principal Interim/Annual Performance Report (see Part III) to indicate if a principal has shown evidence of each of the performance standards. This form does not include an actual rating of performance. The evaluator should share the results of her or his assessment with the principal by January 15.
All principals receive a summative evaluation at the end of their evaluation cycle. They will be rated using a four point rating scale and the performance appraisal rubric for each standard that we previously discussed.

19. Terms Used in Rating Scale
Enhancing Teacher Quality: Questioning
Terms Used in Rating Scale
Category
Description
Definition
Highly Effective
The principal maintains performance, accomplishments, and behaviors that consistently and considerably surpass the established standard.
Exceptional Performance
Sustains high performance over period of time
Empowers teachers and students
Serves as role model to others
Effective
The principal meets the standard in a manner that is consistent with the school’s mission and goals.
Proficient Performance
Meets the requirements contained in job description as expressed in evaluation criteria
Behaviors have positive impact on learners and school climate
Willing to learn and apply new skills
Partially Effective
The principal often performs below the established standard or in a manner that is inconsistent with the school’s missions and goals.
Below Acceptable Performance
Requires support in meeting the standards
Results in less than quality work performance
Leads to areas for improvement being jointly identified and planned between principal and evaluator
These are the terms used in the rating scale. Principals only receive an actual rating using these terms during the summative evaluation.
Principals who are highly effective consistently and considerably surpass the performance standard. These principals serve as role models to others.
Principals who are effective are high quality principals. They consistently meet the standard.
Principals who are partially effective are inconsistent meeting the standards. They need assistance in meeting the standards.
Principals who are ineffective consistently perform below the standard.
Ineffective
The principal consistently performs below the established standards or in a manner that is inconsistent with the school’s missions and goals.
Unacceptable Performance
Does not meet requirements contained in job description as expressed in evaluation criteria
Results in minimal student progress
May result in employee not being recommended for continued employment
TQR Teacher Quality Resources, LLC (c) 2005

20. Sample Summative Evaluation Form (abbreviated)
Performance Standard 1: Instructional Leadership
Highly Effective
Effective
Effective is the expected level of performance.
Partially Effective
Ineffective
The principal actively and consistently employs innovative and effective leadership strategies that maximize student academic progress and result in a shared vision of teaching and learning that reflects excellence.
The principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic progress and school improvement.
The principal inconsistently fosters the success of students by facilitating the development, communication, implementation, or evaluation of a shared vision of teaching and learning that leads to student academic progress and school improvement.
The principal does not foster the success of all students by facilitating the development, communication, implementation, or evaluation of a shared vision of teaching and learning that leads to student academic progress and school improvement.
Comments:
Here is a sample of what one of the standards looks like on the summative evaluation form. The evaluator will rate each standard using a “preponderance of evidence” from the multiple data sources.

21. Principal Evaluation Proposed Weighting
Principal Practice (50%)
Student Achievement (50%)
Standards 1-6
Standard 7
This diagram shows the NJDOE recommended weighting for principal evaluation. By April 15,prior to each school year the evaluation rubric applies, NJDOE will provide the required percentage weight of each measure. Ratings on standards 1-6 will make up the principal practice component of the evaluation, while standard 7 will account for the student achievement component.
From NJDOE N.J.A.C.6A:3-5 and 6A:10, March 6, 2013

22. Principal Practice Weighting
Principal Practice Instrument Measure
(30%)
Leadership Measure
(NJDOE-created leadership rubric)
(20%)
Standards 1-6
The principal practice component includes measures determined through the principal practice instrument which includes:
Assessment of progress for at least one individual, school, and/or district performance goal related to professional practice (included in the Stronge goal setting piece)
Feedback from teachers and/or other stakeholders as appropriate (included in the Stronge survey piece)
Observations (included in Stronge observation/site visit piece)
Other sources of evidence (included in the Stronge documentation log and self-assessment pieces)
The leadership rubric is to be created by NJDOE.
From NJDOE N.J.A.C.6A:3-5 and 6A:10, March 6, 2013

23. Principal Evaluation Proposed Weighting
Principal Practice (50%)
Student Achievement (50%)
Standards 1-6
Standard 7
This diagram shows the NJDOE recommended weighting for principal evaluation. By April 15,prior to each school year the evaluation rubric applies, NJDOE will provide the required percentage weight of each measure. Ratings on standards 1-6 will make up the principal practice component of the evaluation, while standard 7 will account for the student achievement component.
From NJDOE N.J.A.C.6A:3-5 and 6A:10, March 6, 2013

24. Student Achievement (Standard 7)
Principals with Student Growth Percentiles
(School has SGPs available in one or more grade)
Principals without Student Growth Percentiles
Median Student Growth Percentile
(20%-40%)
Average SGO for all teachers
(10%-20%)
1-4 administrator goals linked to student growth/achievement
(10%-40%)
In specific, this is how the proposed NJDOE regulation proposes breaking out the student achievement component.
School-wide SGP of all student assigned to the principal is 20%-40%.
SGPs must be available for students in one or more grades.
NJDOE will calculate the school-wide SGP which includes school-wide math and ELA scores.
Average SGO for all teachers is 10%-20%
For assistant and vice-principals: At the beginning of the year, the principal in consultation with assistant- or vice-principal, will determine which teachers shall be linked to them for an SGO score.
Measure of administrator goal is 10% - 40%
The superintendent will determine the number of required administrator goals which reflect the achievement of a significant number of students within the school (1-4 goals)
Goals developed in consultation with supervisor
Administrator goals and criteria for assessing performance based determined by Nov 15, 2013 (Oct 15 thereafter)
Administrator goal score will be calculated by the supervisor of the principal, assistant- or vice-principal.
From NJDOE N.J.A.C.6A:3-5 and 6A:10, March 6, 2013

25. Overall Proposed Weighting
Median Student Growth Percentile
20% - 40% (if applicable)
Average SGO for all teachers
10% - 20%
1-4 administrator goals linked to student growth/achievement
10% - 40%
Principal Practice Instrument Measure
30%
Leadership Measure
20%
Here is how the components fit together
School-wide SGP of all student assigned to the principal is 20%-40%.
SGPs must be available for students in one or more grades.
NJDOE will calculate the school-wide SGP which includes school-wide math and ELA scores.
Average SGO for all teachers is 10%-20%
For assistant and vice-principals: At the beginning of the year, the principal in consultation with assistant- or vice-principal, will determine which teachers shall be linked to them for an SGO score.
Measure of administrator goal is 10% - 40%
The superintendent will determine the number of required administrator goals which reflect the achievement of a significant number of students within the school (1-4 goals)
Goals developed in consultation with supervisor
Administrator goals and criteria for assessing performance based determined by Nov 15, 2013 (Oct 15 thereafter)
Administrator goal score will be calculated by the supervisor of the principal, assistant- or vice-principal.
Principal practice instrument (30%), which includes:
Assessment of progress for at least 1 individual, school, and/or district performance goal related to professional practice.
Feedback from teachers and/or other stakeholders as appropriate
Observation as one form of evidence.
Observation includes, but is not limited to building walk-through, staff meeting observation, parent conference observation, or case study analysis of a significant student issue.
Tenured: At least two times per year.
Non-tenured: p. 20 says 3 times per year; p. 95 says 2 times (I think p. 95 is typo).
Must have post-observation conference.
Leadership measure (20%) determined through an NJDOE-created leadership rubric (No further info) (p ).
From NJDOE N.J.A.C.6A:3-5 and 6A:10, March 6, 2013

26. Recommended Evaluation Process Timeline
Activity for Professional Improvement
By October 1
Principals conduct self-evaluation (optional)
Principals submit goal setting forms
By October 15
Evaluators conduct site-based observation of non-tenured principals
By December 15
Principals conduct teacher/staff survey
Evaluators conduct site-based observation of tenured and non-tenured principals
By January 15
Evaluators complete interim evaluation of new principals
This is a recommended timeline for the evaluation processes. School districts may modify this schedule as they see fit.
By March 1
Evaluators conduct site-based observation of tenured and non-tenured principals
Evaluators/principals conduct mid-year review of goals
By May 1
Evaluators review Documentation log
By last week of school
Evaluators complete summative evaluation of principals

27. Focus on Effectiveness
Outstanding Teachers & Leaders
= Student Results