Principal Performance Evaluation System Documenting Principal Performance The Virginia Principal Performance Evaluation System uses multiple data sources to capture evidence of principals meeting each of the seven performance standards. We will be reviewing how each of these sources of evidence can be used for documentation purposes. February 2013

Multiple Data Sources EVIDENCE Student Growth Percentiles Self-Evaluation Informal Observations/ Site Visits EVIDENCE Principal Evaluation Document Log Each of the data sources you see here can be used to capture unique information to be used as evidence to support the standards by which principals are rated. They include: self-evaluation, informal observations/site visits, documentation logs, climate surveys, student academic progress goal setting, student growth percentiles, and other measures. Other Measures Teacher/Staff Surveys Goal Setting

Data Sources for Principals Definition 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 Informal Observation/ School Site Visits Provides information on wide variety of contributions made by principals Ranges from watching how principals interact with others, to observing programs, and shadowing Document Log Provides principals with key voice in evaluation Encourages reflection by principals Artifacts should relate to performance standards; not intended to become voluminous portfolio Self-evaluation reveals principals’ perceptions of their job performance. Principals should conduct a self-evaluation early in the school year and should refer to it throughout the year to see if their strategies for improving performance are effective. Principals are encouraged, but they are not required to share the results of the self- evaluation with their evaluators. Results should be used to inform professional development personal goals. Informal observations or school site visits are used by the evaluator to provide a wide variety of information or evidence of contributions made by principals. Evaluators are encouraged to conduct multiple site visits to the principal’s school. Following the site visit, evaluators should provide feedback to the principal. The document log is an organized collection of work that demonstrates the principal’s skills, talents, and accomplishments for the evaluation cycle. It is similar in many ways to a portfolio, yet is typically more concise, containing a more confined collection of specific artifacts. Documentation provides evaluators with information related to specific standards and provides principals with an opportunity for self- reflection, demonstration of quality work, and a basis for two-way communication with their evaluators. Surveys are an important data collection tool used to gather teacher/staff data regarding their perceptions of the principal’s performance.

Data Sources for Principals Definition 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 Student Growth Percentiles For elementary and middle school principals, half of the student academic progress measure is comprised of the student growth percentiles in the school as provided from the Virginia Department of Education when the data are available and can be used appropriately For high school principals, SGPs will not be used Self-evaluation reveals principals’ perceptions of their job performance. Principals should conduct a self-evaluation early in the school year and should refer to it throughout the year to see if their strategies for improving performance are effective. Principals are encouraged, but they are not required to share the results of the self- evaluation with their evaluators. Results should be used to inform professional development personal goals. Informal observations or school site visits are used by the evaluator to provide a wide variety of information or evidence of contributions made by principals. Evaluators are encouraged to conduct multiple site visits to the principal’s school. Following the site visit, evaluators should provide feedback to the principal. The document log is an organized collection of work that demonstrates the principal’s skills, talents, and accomplishments for the evaluation cycle. It is similar in many ways to a portfolio, yet is typically more concise, containing a more confined collection of specific artifacts. Documentation provides evaluators with information related to specific standards and provides principals with an opportunity for self- reflection, demonstration of quality work, and a basis for two-way communication with their evaluators. Surveys are an important data collection tool used to gather teacher/staff data regarding their perceptions of the principal’s performance.

Data Sources for Principals Definition Other Measures For elementary and middle school principals, the other half of the student academic progress measure will be measured using Student Academic Progress Goals and other measures with evidence that the alternative measures are valid measures For high school principals, the entire 40 percent of the principal evaluation will be measured using Student Academic Progress Goals and other measures with evidence that the alternative measures are valid Goal setting is one approach to linking student academic progress to principal performance. It involves building the capacity for principals and their supervisors to interpret and use student achievement data to set target goals for student improvement. Goals may be set in conjunction with the evaluator for school improvement. Student growth percentiles (SGPs) will be used at the elementary and middle school levels. SGPs will account for half of the standard 7 rating score when data are available and can be used appropriately. For high school principals, SGPs will not be used as they are only available for Algebra 1 students. For elementary and middle school principals, the other half of the student academic progress measure will be measured using Student Academic Progress Goals and other measures with evidence that the alternative measures are valid measures. For high school principals, the entire 40 percent of the principal evaluation will be measured using Student Academic Progress Goals and other measures with evidence that the alternative measures are valid.

Self-Evaluation Helps a principal judge the effectiveness and adequacy of his/her knowledge and performance for the purpose of self-improvement; helps target areas for professional development. Principals may choose to conduct an optional self-evaluation Principals refer to self-evaluation throughout the year to see if strategies for improvement are effective Principals are encouraged, but not required, to share with supervisors Supervisors suggest strategies to improve areas of weakness or capitalize on areas of strength Self-evaluation is a process by which one may judge the effectiveness and adequacy of his or her performance for the purpose of self-improvement. By thinking about what works, what does not work, and what type of changes one might make to be more successful, the likelihood of knowing how to improve and actually making the improvements increases dramatically. Evidence suggests that self-evaluation is a critical component of the evaluation process and is strongly encouraged. Furthermore, self-evaluation can help a principal target areas for professional development. Principals are encouraged to conduct a self-evaluation early in the year and should refer to it throughout the year to see if strategies for improving performance are effective. Principals are encouraged, but not required, to share their self-evaluations with their supervisors.

Self-Evaluation Form 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.   Areas of strength: Areas needing work/strategies for improving performance: Here is an example of an abbreviated self-evaluation form. There is a sample of a completed self-evaluation form included in the training materials. Abbreviated for training purposes

Informal Observation/ School Site Visits Provides information on a wide variety of contributions made by principals. School site visits apply in a variety of settings. School site visits range from watching a principal’s interactions with others to observing programs and shadowing the principal. Participants discuss various aspects of the job via a formal interview or a less structured discussion. This discussion: Provides insight into how the principal is addressing standards; provides further areas for evaluator to explore; Helps the principal think through potential artifacts; and Allows the principal an opportunity to discuss successes and challenges. Evaluators are encouraged to conduct at least one observation of principals. Evaluators provide feedback to principals. Informal observations/school site visits, applied in a variety of settings, 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/or shadowing the administrator. Site visits are a method by which evaluators may gain insight into whether principals are meeting the performance standards. Evaluators are encouraged to conduct multiple site visits to the principal’s school. During a site visit, evaluators should discuss various aspects of the job with the principal. This can take the form of a formal interview or a less structured discussion. Through questioning, the evaluator may help the principal reflect on his or her performance, which may provide insight into how the principal is addressing the standards. Such a discussion may also help the principal to think through the artifacts he or she might submit to the evaluator to demonstrate proficiency in each standard. In addition, evaluators can use the principal’s responses to the questions to determine issues they would like to further explore with the principal’s faculty and staff. Furthermore, it is recognized that in many cases it takes time to effect change in a school, and by having an honest, open discussion, the principal is provided with an opportunity to explain the successes and trials the school community has experienced in relation to school changes. It also provides an opportunity for the evaluator to offer feedback. Following the site visit, evaluators should provide feedback to the principal.  

Informal Observation/ School Site Visits 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.   Suggested Guiding Questions/Prompts: What opportunities have you created this year for collaboration among teachers? How have you strived this year to improve the teachers’ effective instructional practices associated with different subject areas? How do you make sure curriculum standards are taught by the teachers and mastered by the students? Comments: Here is an example of an abbreviated Informal Observation/Site Visit Form. Abbreviated for training purposes

Document Log Demonstrates a principal’s skills, talents, and accomplishments through an organized collection of work. The Document Log provides evidence of performance related to specific standards; it is the principal’s voice in evaluation. The Document Log provides opportunity for self-reflection, demonstration of quality work, and is a basis for two-way communication with evaluator. Artifacts may include captions providing background information since artifacts will be viewed out of original context. The Document Log may be submitted electronically or in hard copy. The emphasis is on quality, not quantity. The document log is an organized collection of work that demonstrates the educator’s skills, talents, and accomplishments for the evaluation cycle. It is similar in many ways to a portfolio, yet is typically more concise, containing a more confined collection of specific artifacts. Documentation provides evaluators with information related to specific standards and provides principals with an opportunity for self-reflection, demonstration of quality work, and a basis for two-way communication with their evaluators. Documentation can confirm a principal’s effort to demonstrate exemplary performance, can show continuing work at a proficient level, or can demonstrate progress in response to a previously-identified deficiency.   Artifacts are not created solely for a document log, but are readily reviewed in document log form. They should provide evidence of one or more of the performance standards. Each artifact may include a caption since the artifact will be viewed in a context other than that for which it was developed. Principals may choose to submit their material electronically or in hard copy and they may organize the material in any way they see fit. The emphasis should be on the quality of work, not the quantity of materials presented.

Document Log Demonstrates a principal’s skills, talents, and accomplishments through an organized collection of work. The Documentation Cover Sheet is optional, and its organization is left to the administrator. The Document Log is reviewed annually by the evaluator, or more often as desired. Evaluators may maintain their own documentation that should be considered when making formative and summative assessments. The document log is an organized collection of work that demonstrates the educator’s skills, talents, and accomplishments for the evaluation cycle. It is similar in many ways to a portfolio, yet is typically more concise, containing a more confined collection of specific artifacts. Documentation provides evaluators with information related to specific standards and provides principals with an opportunity for self-reflection, demonstration of quality work, and a basis for two-way communication with their evaluators. Documentation can confirm a principal’s effort to demonstrate exemplary performance, can show continuing work at a proficient level, or can demonstrate progress in response to a previously-identified deficiency.   Artifacts are not created solely for a document log, but are readily reviewed in document log form. They should provide evidence of one or more of the performance standards. Each artifact may include a caption since the artifact will be viewed in a context other than that for which it was developed. Principals may choose to submit their material electronically or in hard-copy and they may organize the material in any way they see fit. The emphasis should be on the quality of work, not the quantity of materials presented.

Documentation Cover Sheet Standard Examples of Documentation Documentation Included 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. School improvement plan Strategic plan Vision/mission/core belief statements Staff evaluation grid Leadership/school improvement team agendas Building administrator responsibility chart Professional goals Master schedule Student progress monitoring data Schedules for students receiving remediation   This is a portion of the documentation cover sheet. You can see that it suggests various artifacts. Abbreviated for training purposes

Teacher/Staff Surveys Gathers client data regarding their perceptions of the principal’s performance. The surveys provide feedback for professional growth and development; they help principals set goals for continuous improvement (formative evaluation). Principals may add questions to survey provided. It is recommended that surveys be administered prior to end of first semester. Actual responses are seen only by school administrator. Principals fill out the Survey Summary Form and include it in document log. Surveys are an important data collection tool used to gather client (in this instance, teacher/staff) data regarding their perceptions of the principal’s performance. One of the benefits of using surveys is that the collected information may help the principal set goals for continuous improvement (i.e., for formative evaluation). In other words, they are used to provide feedback directly to the principal for professional growth and development. Teacher/staff surveys also may be used to provide information to evaluators that may not be accurately obtained through other types of documentation.   The teacher/staff survey asks teachers/staff to report on items that they have directly experienced. The survey questions address the first six of the leader performance standards. At the principal’s discretion, additional questions may be added to the survey. School divisions may determine their own timeline for completion. Principals should administer annual teacher/staff surveys prior to the end of first semester. The principal will retain sole access to the teacher/staff surveys; however, the principal may provide a summary of the surveys to the evaluator as part of the document log. The Survey Summary Form should be used for this purpose.

Sample Survey Questions Survey items are aligned to performance standards Twenty-five items are included in full survey The principal… E M D N 1. Is interested in building a quality school that provides quality education. 2. Maintains open lines of communication with employees. 3. Visits my classroom or work space. 4. Makes helpful recommendations to me for improvement of performance. 5. Carries out the evaluation program as it is outlined. Each survey item is aligned to one of the seven performance standards. There are twenty-five items on the full survey. Here are some examples of items. Key: E – Exceeds expectations of performance M – Meets expectations of performance D – Demonstrates unacceptable performance N – No basis for judgment

Survey Summary Form Teacher/Staff Satisfaction Analysis Describe your survey population(s). List factors that might have influenced the results. Analyze survey responses and answer the following questions: What did teachers/staff perceive as your major strengths? What did teachers/staff perceive as your major weaknesses? How can you use this information for continuous professional growth? Number of Surveys Distributed Number of Completed Surveys Returned Percentage of Completed Surveys Returned   Here is an abbreviated Survey Summary Form. Abbreviated for training purposes

Goal Setting Goals set squarely on measurable student performance provide a powerful way to enhance professional performance and positively impact student academic progress. Principals set goals tied directly to school improvement and improved student academic progress Goals should be SMART (specific, measurable, appropriate, realistic, and time-bound)  New goals identified each year; aligned with division goals and school improvement process Evaluator and principal meet to review goals Principals are responsible for setting student academic progress goals that are tied directly to school improvement and improved student academic progress and/or to the school’s strategic plans that are developed and updated regularly. The evaluator and the principal meet to discuss the baseline data and review the annual goals. New goals are identified each year. The goal should be customized for the particular school and its particular student population. The principal’s and school goals should be aligned with division goals and the school improvement process. In fact, a strong school improvement process is synonymous to the goal-setting process. The Student Academic Progress Goal Setting Form may be used for developing and assessing each annual goal. Goals should be measured at the beginning of the year, at midyear, and at the end of the year to determine progress. In addition, there should be annual reporting and updates on annual goals and targets.  

Goal Setting Form Abbreviated for training purposes I. School Profile (Describe the school setting and any unique circumstances impacting the school community as a whole.)   II. Content/Subject/Field Area (The area/topic addressed based on learner achievement, school achievement results, data analysis, or observational data) III. Baseline Data (What does the current data show?) Data attached IV. Goal Statement (Describe what you want learners/program to accomplish.) V. Means for Attaining Goal (Check the standard to which the strategies relate) 1. Instructional Leadership 2. School Climate 3. Human Resources Management 4. Organizational Management 5. Communication and Community Relations 6. Professionalism 7. Student Progress Strategy Measurable By Target Date This is an abbreviated Student Academic Progress Goal Setting Form. Abbreviated for training purposes

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

Performance Portrait Self-Evaluation Informal Observations/Site Visits Document Log Surveys Goal Setting Student Growth Percentiles Other Measures Multiple data sources provide for a comprehensive and authentic “performance portrait” of the principal’s work.

Questions? Are there any questions?