1. North Dakota Department of Public Instruction (ND DPI)
State Profile
School Year
Mission: DPI will partner with schools and communities to provide a statewide system of excellent service and support to ensure a healthy school environment that fosters student success.
Budget (FY 2013)
Percent Spent on Instruction
63%
Per Pupil Expenditure
$10,202
Total Federal Elementary/Secondary Programs
$135.3 m
-- Title I
$45.56 m
-- All non-Title I ESEA Grants
$89.74
-- Special Education Grants, total
$30.9 m
-- Impact Aid Support Payments
$27.09 m
Student Demographics
Number of Students
96,323
Limited English Proficient (LEP)
2.9%
Free/Reduced Lunch
31%
Special Education
13.6%
Student Ethnic Distribution
Hispanic
0.1%
African-American
2.4%
White
83.7%
Asian/Pacific Islander
1.3%
Native American/Alaska Native
9.1%
Multi-Race
3.3%
Source:
www2.ed.gov/about/inits/ed/edfacts/state-profiles/northdakota.pdf; nces.ed.gov/programs/stateprofiles/sresult.asp?mode=short&s1=38; dpi.state.nd.us/resource/finfacts/2013/FinFacts_H.pdf; dpi.state.nd.us/resource/finfacts/2013/FinFacts_A.pdf
Student Achievement
Percent At or Above Proficiency: North Dakota State Assessment System (NDSA)
Composite: Math
Composite: Reading
Percentage of Students
Source: ND School District Profiles,

2. Draft Principal Evaluation Criteria Proposed by North Dakota DPI
North Dakota’s proposed principal evaluation model assesses principals on six qualitative standards and a quantitative student achievement growth indicator. Each of the seven indicators is weighted equally (14.3 percent) to determine principals’ overall ratings.
Collaboratively develops and implements a shared vision and mission.
Collected and uses data to identify goals, assess organizational effectiveness, and promote organizational learning.
Creates and implements plans to achieve goals.
Promotes continuous and sustainable improvement.
Monitors and evaluates progress and revise plans.
Standard 1: Shared Vision
Nurtures and sustains a culture of collaboration, trust, learning, and high expectations.
Creates a comprehensive, rigorous, and coherent curricular program.
Creates a personalized and motivating learning environment for students.
Supervises instruction.
Develops assessment and accountability systems to monitor student progress.
Develops the instructional and leadership capacity of staff.
Maximizes time spent on quality learning
Promotes the use of the most effective and appropriate technologies to support teaching and learning.
Monitors and evaluates the impact of the instructional program.
Standard 2: Culture of Learning
Monitors and evaluates the management and operational systems.
Obtains, allocates, aligns, and efficiently utilizes human, fiscal, and technological resources.
Promotes and protects the welfare and safety of students and staff.
Develops the capacity for distributed leadership.
Ensures teacher and organizational time are focused to support quality instructional and student learning.
Standard 3: Management
Collects and analyzes data and information pertinent to the educational environment.
Promotes understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources.
Builds and sustains positive relationships with families and caregivers.
Builds and sustains productive relationships with community partners.
Standard 4: Family and Community
Ensures a system of accountability for every student’s academic and social success.
Models principles of self-awareness, reflective practice, transparency, and ethical behavior.
Safeguards the values of democracy, equity, and diversity.
Considers and evaluates the potential moral and legal consequences of decision-making.
Promotes social justice and ensures that individual student needs inform all aspects of schooling.
Standard 5: Ethics
Advocates for children, families, and caregivers.
Acts to influence local, district, state, and national decisions affecting student learning.
Assesses, analyzes, and anticipates emerging trends and initiatives in order to adapt leadership strategies.
Standard 6: Societal Context