DRAFT – September 18, 2012 Colorado Department of Education User’s Guide: Colorado Model Evaluation System for Principals and Assistant Principals
DRAFT – September 18, 2012
Colorado Department of Education
User’s Guide: Colorado Model Evaluation System for Principals
and Assistant Principals
DRAFT – September 18, 2012
Colorado Model Educator Evaluation System for Principals and Assistant Principals Page 2
User’s Guide: Colorado Model Evaluation System for
Principals and Assistant Principals
Contents
Page
Introduction
5
Requirements for the Model Evaluation System for Principals and Assistant Principals
7
Purpose(s) of the Evaluation
7
Key Priorities for Colorado’s Educator Evaluation System
7
Priority One: Data Should Inform Decisions, but Human Judgment Will Always Be
an Essential Component of Evaluations
7
Priority Two: The Implementation and Assessment of the Evaluation System Must
Embody Continuous Improvement
8
Priority Three: The Purpose of the System is to Provide Meaningful and Credible
Feedback That Improves Performance
8
Priority Four: The Development and Implementation of Educator Evaluation Systems
Must Continue To Involve All Stakeholders in a Collaborative Process
8
Priority Five: Educator Evaluations Must Take Place within a Larger System That Is
Aligned and Supportive
9
Evaluation System Components
9
The Statewide Definition of Principal Effectiveness
9
The Seven Colorado Principal Quality Standards and Their Related Elements and
Artifacts
10
Measurement Framework
16
Colorado’s Model Principal/Assistant Principal Evaluation System
18
Evaluation Process: Components and Forms 24
Evaluation Process Tracking Form 25
Rubric for Evaluating Colorado’s Principals and Assistant Principals 26
Scoring the Rubric 30
Goal-Setting Form for Colorado Principals and Assistant Principals 43
Principal Professional Performance Plan 47
Mid-Year Performance Discussion
Glossary 50
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Appendices 56
A. Resources 57
B. Blank Forms
Evaluation Process Tracking Form
Rubric for Evaluating Colorado’s Principals and Assistant Principals
Principal/Assistant Principal Summary Evaluation Worksheet
Principal/Assistant Principal Summary Evaluation Sheet
Goal-Setting Form for Colorado Principals and Assistant Principals
Principal Professional Performance Plan
Mid-Year Performance Discussion
58
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List of Exhibits
Page
1. Pilot Test Timeline
6
2. Framework for System to Evaluate Principals
17
3. Principal/Assistant Principal Evaluation Cycle
18
4. Explanation of Each Step in Evaluation Process
5. Suggested Annual Timeline for Evaluation Activities
19
20
6. Evaluator and Evaluatee Responsibilities Before, During, and After Each Step of
Evaluation Process
7. Evaluation Process Tracking Form
8. Components of the Rubric for Evaluating Colorado’s Principals
21
25
28
9. Focus of Rubric Rating Levels
29
10. Crosswalk Between Artifacts and Standards
30
11. The Rubric Scoring Process
32
12. Example of Rating All Elements for a Standard
33
13. Determining the Rating for a Standard
35
14. Determining the Overall Professional Practices Rating (all standards weighted equally)
36
15. Determining the Overall Professional Practices Rating (standards weighted by the district)
37
16. Principal/Assistant Principal Summary Evaluation Worksheet 39
17. Goal-Setting Form for Colorado Principals and Assistant Principals 43
18. Principal Professional Performance Plan 47
19. Mid-Year Performance Discussion 49
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Introduction1
With the passage of S.B. 10-191, Colorado is embarking upon a sweeping revision of its approach to evaluating
the performance of teachers, principals, and other licensed education professionals. Implementation of this new
approach will take significant time and commitment on the part of both the state and its school districts. In
addition, the implementation must be planned thoughtfully and with a focus on key leverage activities and
efficiencies.
S.B. 10-191 was passed during the 2010 legislative session. Designed to make the licensed educator evaluation
process more comprehensive, professionally useful, and focused on student achievement, S. B. 10-191 anticipates
that Colorado school districts and the state will transform current evaluation processes that focus primarily on
compliance into more rigorous and supportive processes that provide for continuous professional learning and
improvement. Anticipating that the development of high quality, rigorous, fair and equitable evaluation systems
would not be possible for some school districts, the Colorado Department of Education (CDE) has chosen to
develop a model system that will be made available to all school districts in the state beginning with the 2013-14
school year. CDE believes that this service to the districts will not only result in better quality evaluations but
will also save districts valuable resources and enable them to focus on improving teaching and learning through
system implementation.
Many issues associated with implementing the requirements of S. B. 10-191 will be addressed during a pilot test
period that intentionally sets up experiments and uses their findings to inform the final implementation process.
The intense and tightly focused pilot period is consistent with the timeline for implementation set out in S. B. 10-
191. As Exhibit 1, adapted from the State Council for Educator Effectiveness Report and Recommendations,
illustrates, the pilot test period begins with the 2011-12 school year and continues through the 2014-15 school
year, when all districts in the state are expected to fully implement teacher and principal evaluation systems.
1 Introductory materials for this guide were adapted from the State Council for Educator Effectiveness Report and
Recommendations submitted to the Colorado State Board of Education on April 13, 2011.
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Exhibit 1: Pilot Test Timeline
Year One 2011-12 Development
and Beta Testing
• CDE ACTIVITIES
• Develop State Model Systems for teachers and principals
• Beta-testing of rubrics and tools
• Develop technical guidelines on Prof Practices and Student Growth
• Provide differentiated support for districts
• Populate and launch online Resource Bank
• Develop state data collection and monitoring system
• Develop tools for district implementation of system
Year Two 2012-13 Pilot and Rollout
• CDE ACTIVITIES
• Usability study of rubrics
• Support pilot districts through resources, training, tools, etc.
• Convene pilot districts to share lessons learned
• Analyze pilot district data and make adjustments as needed
• Train ALL non-pilot districts that are using the state model
• Make Recommendations on other licensed personnel (OLP) to State Board of Education (SBE)
Year Three 2013-14 Pilot and
Rollout
• CDE ACTIVITIES
• Statewide assistance on rollout of evaluation systems
• Develop evaluation system for other licensed personnel
• Support all districts through resources, trainings, tools, etc.
• Convene pilot districts to share lessons learned
• Analyze state data and make adjustments to the system as needed
• Validate teacher and principal rubrics
• Dev. criteria for evaluation training courses for approval by CDE
Year Four 2014-15 Full Statewide
Implementation
• CDE ACTIVITIES
• Finalize statewide implementation of teacher/principal systems
• Pilot OLP rubrics
• Continue support to districts via resources and training
• Ensure there are evaluator training courses throughout the state
• Analyze data and make adjustments as needed
• Make recommendations to SBE this year and all following years for Continuous Improvement
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Requirements for the Model Evaluation System for Principals and Assistant Principals
All evaluation systems in Colorado must adhere to the same quality standards to determine performance levels
and adhere to requirements that will ensure accurate measurement and analysis of data; at the same time, local
communities will make important decisions about the “how” of evaluation that can be tailored to fit local
objectives and needs. The Colorado Model Evaluation System for Principals and Assistant Principals is a high-
quality, implementation-ready system with associated tools and supports available to all of Colorado’s school
districts. The Colorado Department of Education will support pilot districts during the pilot test and rollout period
of implementation to ensure that the resulting state model system is workable in and credible to the field,
adaptable for use under the varying contexts represented by the collection of districts, and scientifically sound in
terms of its psychometric properties.
Districts may choose to develop their own systems if they ensure that all required elements are included and state
technical guidelines are met. Lessons learned from implementation of both the state model system and unique
district systems will be integrated and used to improve the state model system at the close of the 2011-15 pilot
and rollout period.
Purposes of the Evaluation
The expected outcomes of Colorado’s principal/assistant principal evaluation system are found in the Licensed
Personnel Performance Evaluation Act, as amended by S.B. 10-191 (CRS 22-9-101, et. Seq.) According to
statute, the purposes of the evaluation are to:
Serve as a basis for the improvement of instruction;
Enhance the implementation of programs of curriculum;
Serve as a measurement of the Professional Performance and development of licensed personnel; and
Provide a basis for making decisions in the areas of hiring, compensation, promotion, assignment,
professional development, earning and retaining non-probationary status, dismissal, and non-renewal of
contract.
Key Priorities for Colorado’s Educator Performance Evaluation System
Key priorities inform every aspect of the Principal/Assistant Principal Evaluation System. Successful
implementation of the system is dependent upon attending to the priorities, which should be treated as
assumptions or guiding principles for the evaluation system. They are stated here to emphasize their importance.
Priority One: Data Should Inform Decisions, but Human Judgment Will Always Be an Essential
Component of Evaluations
While the technical nature of this user’s guide may give the impression that evaluation is a scientific process that
relies solely on objective data, evaluations ultimately rely on the perception and judgment of individuals. Like
other decisions that rely on human judgment, evaluations are subject to error and even bias. The processes and
accompanying materials included in this guide are directed towards the improvement of individual judgment and
minimization of error and bias. For example, it is absolutely essential that evaluators have adequate training to
exercise judgment in a way that is fair. It is also essential that evaluators understand the various ways to measure
performance and the benefits and limitations of these methods, so they can make appropriate decisions about their
implications. The most technically impressive evaluation system will fail if the human aspects of the system are
neglected. The implementation of the recommended evaluation system is designed to provide as much learning as
possible about ways to inform human decision-making in order to make fair, reliable and credible judgments. In
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addition, the state and its districts will need to actively use data to identify when evaluations are inappropriate,
inaccurate, or inconsistent.
Priority Two: The Implementation and Assessment of the Evaluation System Must Embody Continuous
Improvement
The model principal evaluation system will be implemented over a four-year period, with development and beta-
testing activities beginning in 2011 and full statewide implementation in place by May 2015. The design of this
pilot and rollout period is intended to capture what works and what doesn’t (and why), and provide multiple
opportunities to learn from failure and to spread success. In that spirit, the state will monitor and act on the
following:
How well the model evaluation system addresses the purposes as articulated in S.B. 10-191;
What school districts do that works or does not work;
What other states do that works;
Changes in assessment practice and tools expected over the next few years, especially with respect to
student growth; and
Partially Proficient research and best practice findings with respect to educator evaluations.
As more states and districts across the country experiment with improved performance evaluation systems for
their educators, more evidence will arise that should continue to inform Colorado’s system. The system described
in this guide represents the best possible approach for measuring professional performance against Colorado’s
Quality Standards for Principals, however it will be adjusted or adapted as new knowledge is made available
either from the pilot and field tests or from similar experiences reported by other states.
Priority Three: The Purpose of the System is to Provide Meaningful and Credible Feedback That Improves
Performance
The goal of Colorado’s performance evaluation system is to provide honest and fair assessments about educator
performance and meaningful opportunities to improve. If evaluators simply label and sort educators but fail to
provide teachers and leaders with actionable information and opportunities for improvement, the evaluation
system will have failed in its purpose. Students will be limited in their ability to perform at their best, and
educators will not receive the support they need.
The collection of information about educator effectiveness and feedback to educators will take place on an
ongoing basis, and not be restricted to the dates and processes set for formal evaluations. Teachers and principals
should discuss instructional improvement frequently both formally and informally throughout the year. The
performance evaluation system provides just one forum for such discussions.
Priority Four: The Development and Implementation of Educator Evaluation Systems Must Continue To
Involve All Stakeholders in a Collaborative Process
Change is always difficult, and communication is vital. Every stakeholder, from students and families, teachers,
related service providers, administrators, school board members, and others, needs to be operating with the same
information and with a clear picture of what the new system is, how it will be implemented, and how it will
impact them. The new evaluation system and its goals of continuous learning provide opportunities to engage the
parents and guardians of students and the students themselves in a collaborative process to assure that every
student has his or her best chance of graduating from high school and being prepared for academia or a career.
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Priority Five: Educator Evaluations Must Take Place within a Larger System That Is Aligned and
Supportive
Improving the ways educators are evaluated will lead to improvement in their effectiveness and, in turn, to
improved outcomes for students. For this to occur, evaluators must be part of a larger system that is also effective.
Educator evaluation systems in which alignment occurs across all levels and components of the system, and
among all positions being evaluated are most likely to be supportive of educators and to lead to improvements in
performance. School districts that use the Colorado Model Educator Evaluation System are committed to the
process of ensuring that the education system operates in a way that is coherent and supportive of both educator
effectiveness and student outcomes.
Evaluation System Components
Principals have many areas of responsibility. They are the holders of the school’s vision for itself and facilitators
of the strategies needed to accomplish the school’s goals. They provide instructional leadership to their teachers,
manage interpersonal dynamics within the school and external relations outside the school, and oversee budget,
human resources, and other operational functions. Ultimately, the principal is held accountable for the success of
the school.
Principals in Colorado will be evaluated on student growth as well as their demonstrated leadership abilities,
including their ability to effectively support the teachers in their schools. The use of Professional Performance
Plans will guide their professional planning, goal-setting, professional development, and evaluation criteria. The
Model Educator Evaluation System for Colorado Principals includes the following components:
The Statewide Definition of Principal Effectiveness:
Effective principals in the state of Colorado are responsible for the collective success of their
schools, including the learning, growth and achievement of both students and staff. As the
school’s primary instructional leader, effective principals enable critical discourse and data-
driven reflection about curriculum, assessment, instruction, and student progress, and create
structures to facilitate improvement. Effective principals are adept at creating systems that
maximize the utilization of resources and human capital, foster collaboration, and facilitate
constructive change. By creating a common vision and articulating shared values, effective
principals lead and manage their schools in a manner that supports the school’s ability to promote
equity and to continually improve its positive impact on students and families.
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The Seven Colorado Principal Quality Standards and Their Related Elements and Artifacts2
This section provides Colorado’s principal quality standards, their associated elements, and examples of evidence
that can be used to demonstrate performance on each.
Standard I: Principals demonstrate strategic leadership.
a. Vision, Mission and Strategic Goals: Principals
develop the vision, mission, values, beliefs and goals
of the school, collaboratively determining the
processes used to establish these attributes, and
facilitate their integration into the life of the school
community.3 Principals engage all stakeholders in
building a shared vision of student learning outcomes
for the school community that reflects the State of
Colorado’s definition of school readiness, and
Colorado’s definition of postsecondary and workforce
readiness, including student readiness for global
citizenship. They ensure that the school’s mission and
strategic goals all directly support this vision of student
success, in a way that is aligned with district priorities.
b. School Improvement Plan: Principals ensure that
the unified improvement plan provides the
structure for the vision, values, goals, and changes
necessary for improved achievement and
developmental outcomes for all students, and
provides for tracking of progress based on data.
Principals ensure that the school improvement plan is
an actionable, meaningful plan that includes the
implementation of strategies to identify and support
student engagement, healthy development, attendance
and successful completion of school for all students.
The plan should be reviewed frequently and revised to
adjust strategies based on progress toward goals. The
principal shall ensure that any school improvement
plans are aligned with and mutually supportive of each
other and existing district plans.
c. Leading Change: Principals collaboratively develop a vision and implementation strategies for
improvements and changes which result in improved achievement and developmental outcomes for
all students. Principals demonstrate the ability to effectively manage organizational change, developing
2 State Council for Educator Effectiveness: Report and Recommendations Executive Summary (April 2011).
http://www.cde.state.co.us/EducatorEffectiveness/downloads/Report%20&%20appendices/SCEE_Report_Appendix_8b-TAG_Principal_Standards_Work_Group.pdf. Downloaded September 11, 2011. 3 For all Principal Quality Standards, bolded text represents mandatory language that must be addressed in evaluating
principal performance. Un-bolded text contains descriptions intended to assist districts in developing or choosing
observation and measurement tools. Both bolded and un-bolded text were considered in the development of the rubric and
its accompanying materials for the Model Evaluation System for Principals and Assistant Principals.
Examples of Evidence that Can Be Used for Standard I
Unified Improvement Plan
Number and percent of Highly Effective, Effective, and Ineffective Teachers
Teacher, staff, supervisor, parent, student, and community feedback
Teacher turnover rates
High school graduation rates disaggregated by race/ethnicity, gender, socio-economic status, and other factors
Meeting agendas, minutes, and rosters
Quarterly reports to SAC
Teacher lesson plans
Emails and other correspondence to staff
Descriptions of processes and procedures
ICAP
Parent newsletters
School vision, mission, and goals
Business and/or community resource agreements
Student achievement data
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and fostering a collaborative culture that inspires innovation, creativity, and continuous school
improvement. They model self-awareness, reflective practice, transparency and ethical behavior.
Principals analyze organizational practices and make changes as necessary based on a review of data.
They understand the implications of changes for the school community, and demonstrate flexibility and
adaptability. Principals can clearly define and communicate challenges to all stakeholders in their school
community and can implement problem-solving strategies to seek positive solutions to school challenges.
d. Distributive Leadership: Principals create and utilize processes to distribute leadership and
decision making throughout the school. Where appropriate, they involve staff, parent/guardians and
students in decisions about school governance, curriculum and instruction. Principals build internal
capacity by creating opportunities for staff to demonstrate leadership, by assuming decision-making roles
both inside and outside of the school.
Standard II: Principals demonstrate instructional leadership
a. Curriculum, Instruction, Learning, and
Assessment: Principals enable school-wide
conversations about standards for curriculum,
instruction, assessment, and data on student
learning based on research and best practices, and
ensure that the ideas developed are integrated into
the school’s curriculum and instructional
approaches. Principals demonstrate current knowledge
of research in teaching, learning and child
development, and ensure that their schools provide a
comprehensive education that promotes cognitive,
physical, mental, social emotional health and growth.
They ensure that an age-appropriate curriculum
consistent with the Colorado Academic Standards is
taught and monitored through effective formative
assessment practices, and the use of summative
assessments. They engage staff in developing knowledge about student development, curriculum,
instruction, assessment, and analysis and use of data in order to establish and achieve high expectations
for students. Principals ensure high expectations for all students, including students identified as gifted,
students with disabilities, and students considered “at risk” of school failure.
b. Instructional Time: Principals create processes and schedules which maximize instructional,
collaborative, and preparation time. They ensure that teachers and other adults working with students
have time, structures, opportunities and the expectation of planning, working, reflecting and celebrating
together to improve instructional practice.
c. Implementing High-Quality Instruction: Principals support teachers through feedback and
appropriate professional development in order to ensure that rigorous, relevant, and appropriate
instruction and learning experiences, aligned across P-20, are delivered to and for all students. They
demonstrate current knowledge of best practices in PK-20 instruction and assessment, and are able to
monitor delivery of high-quality instruction. They encourage and support teachers in utilizing research-
based methods to develop and employ multiple instructional approaches; developing personalized
learning opportunities for diverse learners; planning lessons that allow students to apply and demonstrate
learning connections in creative and meaningful ways; integrating technology and formative assessment
Examples of Evidence that Can Be Used for Standard II
Unified Improvement Plan
Number and percent of Highly Effective, Effective, and Ineffective Teachers
Teacher, staff, supervisor, parent, student, and community feedback
Teacher turnover rates
Documentation of progress monitoring
Master schedule
Student achievement data
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practices into instruction to increase student engagement and learning; and using multiple methods of
progress monitoring to track student learning and adjust instruction as needed. Principals ensure that the
school’s structures and daily schedules are supportive these instructional goals. They are good listeners
and coaches and are able to give and receive feedback.
d. High Expectations for All Students: Principals hold all staff accountable for setting and achieving
rigorous performance goals for all students, and empower staff to achieve these ambitious student
outcomes. Principals make available to the school community, as appropriate, data about student
performance. Principals actively engage the school community to interpret and respond to available data
on student achievement and other performance indicators. Principals collect and analyze available data
regularly to monitor progress and make appropriate adjustments designed to improve performance
outcomes. Principals ensure that data are turned into meaningful information that can be used by teachers,
students and parents/guardians to identify goals, implement evidence-based strategies, monitor and
evaluate the impact of instructional programs, and promote organizational learning.
Standard III: Principals Demonstrate School Cultural and Equity Leadership
a. Intentional and Collaborative School Culture:
Principals articulate and model a clear vision of
the school’s culture, and involve students, families,
and staff in creating a climate that supports it.
Principals articulate a strong and clear vision for the
school’s culture, and foster broad ownership among
the school community for that vision. Principals
deploy school structures in a manner the supports the
culture. They build relationships that create a trusting,
collaborative, innovative, respectful and supportive
school culture where teachers want to work, students
want to learn and all families feel welcomed and
empowered to help their students succeed.
b. Commitment to the Whole Child: Principals value
the cognitive, physical, mental, social, and
emotional health and growth of every student.
Principals build a school culture that supports
comprehensive education that promotes cognitive, physical, mental, social and emotional health and
growth of students. They engage school and community-based resources to support students and their
families.
c. Equity Pedagogy: Principals demonstrate a commitment to a diverse population of students by
creating an inclusive and celebratory school culture, and provide direction in meeting the needs of
diverse student talents, experiences, and challenges. Principals ensure that all adults in the school have
high expectations for all students, and believe that all students can reach those high expectations. They
support the use of a variety of teaching styles designed to meet the diverse needs of individual students.
Students’ individual backgrounds are valued as a resource, and principals advocate for approaches to
instruction and behavioral supports that build on student strengths.
d. Efficacy, Empowerment, and a Culture of Continuous Improvement: Principals and their
leadership team foster a school culture that encourages continual improvement through innovation,
risk-taking, and an honest assessment of outcomes. Principals foster a school culture which supports
Examples of Evidence that Can Be Used for Standard III
Unified Improvement Plan
Number and percent of Highly Effective, Effective, and Ineffective Teachers
Teacher, staff, supervisor, parent, student, and community feedback
Teacher turnover rates
High school graduation rates disaggregated by race/ethnicity, gender, socio-economic status, and other factors
Student achievement data
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and celebrates ongoing efforts at improvement through innovation and risk-taking. They facilitate candid
discussions with the school community about student achievement and other performance indicators.
They recognize the achievements of individuals and the school as a whole while acknowledging areas
needing improvement by modeling self-awareness, transparency and ethical behavior.
Standard IV: Principals Demonstrate Human Resource Leadership
a. Professional Development/Learning
Communities: Principals ensure that the school is
a professional learning community that provides
opportunities for collaboration, fosters teacher
learning, and develops teacher leaders in a
manner that is consistent with local structures,
contracts, policies, and strategic plans. Principals
communicate regularly about the changing context
for teaching and learning, and create a collaborative
culture and overall structure for on-going learning
that fosters teacher learning and develops teacher
leaders.
b. Recruiting, Hiring, Placing, Mentoring, and
Dismissal of Staff: Principals establish and
effectively manage processes and systems that
ensure a high-quality, high-performing staff,
including an overall count and percentage of
effective teachers that reflects the school’s
improvement priorities. Principals include in their
professional development plan explicit reference to
the ways in which they intend to address the counts
and percentages of effective teachers in the building.
They recruit, retain and support high quality and effective teachers and staff, and implement a systemic
process for comprehensive, effective, and research-based professional development, coaching and
mentoring that is differentiated for adults to support student learning. As appropriate, principals create
school-wide structures that ensure that teacher candidates and other educator interns provide support for
students, and increase embedded professional learning opportunities for experienced educators in the
school. They demonstrate the ability to dismiss staff members who are ineffective or otherwise
unsatisfactory after plans for professional improvement and support have proven unsuccessful.
c. Teacher and Staff Evaluation: Principals evaluate staff performance using the district’s educator
evaluation system in order to ensure that teachers and other staff are evaluated in a fair and
equitable manner with a focus on improving performance and, thus, student achievement. They
implement a systemic process for evaluation of all staff members that leads to the continuous
improvement of performance. For teachers, this includes the provision of frequent and timely feedback
and supports. Principals recognize and celebrate quality teachers, and provide professional development
coaching for teachers needing support in order to improve instruction and student learning outcomes.
Examples of Evidence that Can Be Used for Standard IV
Unified Improvement Plan
Number and percent of Highly Effective, Effective, and Ineffective Teachers
Teacher, staff, supervisor, parent, student, and community feedback
Teacher turnover rates
Personnel evaluation records
Student achievement data
Professional development plan for the school
Agendas and rosters for professional development offerings
Agendas and rosters for professional learning community meetings
School budget
Student achievement data
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Standard V: Principals Demonstrate Managerial Leadership
a. School Resources and Budget: Principals establish
systems for marshaling all available school
resources to facilitate the work that needs to be
done to improve student learning, achievement,
and healthy development for all students. They
implement effective operational systems to use time,
personnel, technology and resources to support student
learning. Within the parameters of the district and
economic environment, principals ensure that all
school operation systems are managed according to
principles of business management, budgeting and
accounting practices.
b. Conflict Management and Resolution: Principals
effectively and efficiently manage the complexity of
human interactions and relationships, including
those among and between parents/guardians,
students, and staff. They demonstrate awareness of
potential problems and areas of conflict within the
school, and create processes to resolve areas of
conflict which allows diverse interests to be heard and
respected. Using a creative problem solving approach,
principals resolve conflicts to ensure the best interest
of students and the school.
c. Systematic Communication: Principals facilitate the design and utilization of various forms of
formal and informal communication with all school stakeholders. Principals communicate the
school’s distinctive learning environment and student learning results in an open and transparent manner,
in order to attract parent and community support.
d. School-wide Expectations for Students and Staff: Principals understand the importance of clear
expectations, structures, rules, and procedures for students and staff. They promote cultural
competence among teachers, staff and students, and foster respects for individual needs and differences
among students, staff and families. Principals design and implement a plan for proactive student
discipline that addresses discrimination, harassment and bullying, and safeguards the values of
democracy, equity, citizenship, patriotism, and diversity among students, staff and parents/guardians.
e. Supporting Policies and Agreements: Principals familiarize themselves with state and federal laws,
and district and board policies, including negotiated agreements, and establish processes to ensure
they are consistently met.
Examples of Evidence that Can Be Used for Standard V
Unified Improvement Plan
Number and percent of Highly Effective, Effective, and Ineffective Teachers
Teacher, staff, supervisor, parent, student, and community feedback
Teacher turnover rates
School policies and procedures manual
Emails to staff, parents, students and the community
Minutes of parent and community meetings
Rosters of meeting attendees
Faculty meeting minutes
School Budges
Discipline referrals
Communication logs
Student achievement data
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Standard VI: Principals Demonstrate External Development Leadership
a. Family and Community Involvement and
Outreach: Principals design structures and
processes which result in family and community
engagement, support, and ownership of the
school. They create a culture of engagement and
communication with families and community to
build relationships that support students and families
to improve student learning, achievement and
healthy development, and school performance.
Principals engage parents/guardians in
understanding and taking part in activities to
improve their student’s learning, and partner with
school- and community-based resources to support
students and their families. They build and sustain
school-community partnerships with businesses and other civil and social organizations to ensure
multiple learning opportunities for students.
b. Professional Leadership Responsibilities: Principals strive to improve the profession by
collaborating with their colleagues, district leadership, and other stakeholders to drive the
development and successful implementation of initiatives that better serve students, teachers, and
schools at all levels of the education system. They ensure that these initiatives are consistent with state
and federal laws, district and board policies, and negotiated agreements where applicable. Principals act
as leaders in the field to influence local/district/state or national decisions that have an effect on student
learning. They are aware of state and federal laws, and district and board policies including negotiated
agreements, and ensure that the protocols and processes they adopt in their schools are consistent with
these requirements. As necessary they advocate for changes that better serve students, teachers and
schools. They establish and maintain systems to protect the confidentiality of student records and family
communications.
c. Advocacy for the School: Principals develop systems and relationships to leverage the district and
community resources available to them both within and outside of the school in order to maximize
the school’s ability to serve the best interests of students and families. Principals look for ways to
leverage and develop district and community resources at their disposal, and to advocate for what they
need to meet the needs of their schools. They understand and work collaboratively within the governance
structure of the school, including with district leadership and the local school board, where consistent
with local district practice, in order to improve governing relationships and develop clarity about each
body’s roles and responsibilities in educating students.
Examples of Evidence that Can Be Used for Standard VI
Unified Improvement Plan
Number and percent of Highly Effective, Effective, and Ineffective Teachers
Teacher, staff, supervisor, parent, student, and community feedback
Teacher turnover rates
Student achievement data
DRAFT – September 18, 2012
Colorado Model Educator Evaluation System for Principals and Assistant Principals Page 16
Standard VII: Principals Demonstrate Leadership around Student Growth
a. Student Academic Achievement and Growth:
Principals take responsibility for ensuring all
students are progressing toward post-secondary
and workforce readiness by high school graduation.
Principals prepare students for success by ensuring
mastery of Colorado Academic Standards, including
21st century skills.
b. Student Growth and Development: Principals take
responsibility for facilitating the preparation of
students with the skills, dispositions, and attitudes
necessary for success in postsecondary education,
work, and life, including democratic and civic
participation.
c. Use of Data: Principals use evidence to evaluate the performance and practices of their schools, in
order to continually improve attainment of student growth.
Measurement Framework
The measurement framework provides a body of evidence concerning principal performance, including:
Measures of leadership practice (Standards I-VI) that include teacher and staff perceptions and the
distribution of effectiveness ratings of teachers in the school, and that may include multiple other
measures
Multiple measures of student academic growth and achievement (Standard VII) that include
measures contained in the School Performance Framework and at least one other measure, and that
are consistent with student growth measures used to evaluate teachers in the school
Procedures for weighting measures of performance that ensure that measures of student growth and
achievement represent at least 50 percent of total performance measures
Procedures for conducting evaluations that ensure that data is regularly collected, associated
feedback and improvement opportunities are regularly provided, and principals receive a formal
evaluation and performance standard designation by the end of each academic year
The state scoring framework that assigns principals to performance standards based on their measured
effectiveness, developed by the State Council for Educator Effectiveness illustrates the relationships of the system
components and the weight the professional practice plays with respect to student growth. This document deals
wholly with professional practice and the determination of principal and assistant principal ratings on
Quality Standards I through VI. As Exhibit 2 illustrates, Standard VII will be included in the measure of
Student Growth.
Examples of Evidence that Can Be Used for Standard VII
Unified Improvement Plan
Number and percent of Highly Effective, Effective, and Ineffective Teachers
Teacher, staff, supervisor, parent, student, and community feedback
Teacher turnover rates
Student achievement logs
Common assessment data
DRAFT – September 18, 2012
Colorado Model Educator Evaluation System for Principals and Assistant Principals Page 17
Exhibit 2: Framework for System to Evaluate Principals
DRAFT – September 18, 2012
Colorado Model Educator Evaluation System for Principals and Assistant Principals Page 18
Colorado’s Model Principal/Assistant Principal Evaluation System
Colorado’s Model Educator Evaluation System for Principals and Assistant Principals is built upon this definition
as well as on the standards discussed in the previous section. This manual describes the components, processes,
and materials needed to adequately implement the system and provides examples of completed evaluations for
principals at different levels of performance. As Exhibits 3 and 4 illustrate, the evaluation system consists of 9
steps, beginning with training and ending with the development of school goals and an individual professional
performance plan for the subsequent year. In addition, Exhibit 5 provides an annual timeline for completion of
each of these steps and Exhibit 6 explains the responsibilities for the evaluator and evaluator before, during, and
after each step in the evaluation process.
Exhibit 3: Principal/Assistant Principal Evaluation Cycle
2.
Annual Orientation
3.
Self-Assessment
4.
Review of Annual Goals
and Performance
Plan
5.
Mid-Year Review
6.
Evaluator Assessment
7.
End-of-Year Review
8.
Final Ratings
9.
Goal-Setting and
Performance Planning
1. Training
DRAFT – September 18, 2012
Colorado Model Educator Evaluation System for Principals and Assistant Principals Page 19
Exhibit 4: Explanation of Each Step in Evaluation Process
1. Training
•Every person involved in using the Colorado Model Evaluation System for Principals and Assistant Principals must be trained by persons approved by the Colorado Department of Education to conduct such training. This process helps to ensure reliability and validity and makes certain that everyone has the same foundational knowledge to apply to this high stakes decision making process.
2.
Orientation
•Each district should provide an orientation on the evaluation system at the beginning of each school year, preferably prior to the opening of school and at a minimum within the first week of school. This will ensure that principals who are new to the system will have the knowledge they need to actively participate in their own evaluations. It will also provide a forum for district staff to review the system and learn of any changes made since the previous year.
3.
Self - Assessment
•Each principal or assistant principal should complete a self-assessment using the Rubric for Evaluating Colorado’s Principals and Assistant Principals at the beginning of the school year. This step in the process provides the person being evaluated with an opportunity to reflect on personal performance over the course of the previous year and in the context of the students, teachers, and school for the current year.
4.
Review of Goals and
Performance Plan
•As soon as the principal’s/assistant principal’s self-assessment has been completed, the evaluator and person being evaluated should review the school’s annual goals as well as the performance plan for the person being evaluated. This step allows the principal/assistant principal to consider the unique context for that year with respect to the school’s culture, student body, community issues, and changes in district initiatives and to adjust professional and school goals.
5. Mid - Year Review
•The principal/assistant principal and evaluator should schedule time to review progress toward achieving school and personal goals. As a result of this review, every person being evaluated should have a clear understanding of their potential effectiveness rating based on evidence available to date.
6. Evaluator Assessment
•Evaluators should review the performance of principals and assistant principals throughout the year and record their ratings on the rubric as such information is collected. This is not an end of the year activity, but rather one that is conducted in a consistent and ongoing manner. The evaluator should complete the rubric prior to the end-of-year review.
7. End-of-Year Review
•The evaluator and principal/assistant principal being evaluated discuss the principal/assistant principal’s performance ratings, self-assessment ratings, artifacts, and any evidence needed to support either the self-assessment or evaluator ratings.
8. Final Ratings
•Should the evaluator and the principal/assistant principal being evaluated not agree on the final ratings during the end-of-year review, they should determine what additional evidence is needed in order to arrive at the correct rating. The suggested two-week period provides adequate time to collect and summarize the evidence and have a discussion to determine final ratings.
9.
Goal-Setting & Performance
Planning
•Using the element and standard ratings, comments, and artifacts discussed during the end-of-year review and the establishment of final ratings, the principal/assistant principal will develop a professional performance plan designed to address any areas in which growth and develop are needed, professional development or training required, and other resources needed to fully implement the professional performance plan.
DRAFT – September 18, 2012
Colorado Model Educator Evaluation System for Principals and Assistant Principals Page 20
Exhibit 5: Suggested Annual Timeline for Conducting Evaluation
1. Training
•2011-12: October 2011
•Subsequent Years: Prior to the opening of school
2.
Orientation
•2011-12: October 2011
•Subsequent Years: Within the first week of school
3.
Self - Assessment
•2011-12: October 2011
•Subsequent Years: Within the first two weeks of school
4.
Review of Goals and
Performance Plan
•2011-12: November 2011
•Subsequent Years: End of September
5. Mid - Year Review
•2011-12: Prior to beginning of second semester
•Subsequent Years: Prior to beginning of second semester
6. Evaluator Assessment
•2011-12: May 15
•Subsequent Years: May 15
7. End-of-Year Review
•2011-12: End of May
•Subsequent Years: End of May
8. Final Ratings
•2011-12: Mid-June
•Subsequent Years: Mid-June
9.
Goal-Setting &
Performance Planning
•2011-12: End of June
•Subsequent Years: End of June
DRAFT – September 18, 2012
Colorado Model Educator Evaluation System for Principals and Assistant Principals Page 21
Exhibit 6: Evaluator and Evaluatee Responsibilities Before, During and After Each Step of
Evaluation Process
Evaluation
Process Step To
be
do
ne
by
:
To be done:
Before During After
Su
perin
ten
den
t Determine who will
evaluate each principal
and assistant principal
and notify all involved
of the assignments.
Evaluator Review and be
thoroughly familiar
with User’s Guide and
all other required
evaluation documents.
Actively participate in
all training activities to
assure that they have a
thorough understanding
of what’s expected and
when it’s expected to
be completed.
Discuss training and
jointly confirm
understanding of
expectations and how
they will be addressed
during the year. Evaluatee
Evaluator
Request information
about changes to
system since previous
year.
Discuss changes to
evaluation system since
previous year and agree
on how to address any
new requirements in
order to meet
expectations.
Prepare for completing
the year-long evaluation
process based on
current guidelines
discussed during
orientation. Evaluatee
Evaluator
Encourage evaluatee to
be thoughtful,
comprehensive and
honest in approach to
self-assessment.
Evaluatee Review rubric and other
evaluation materials.
Thoughtfully reflect on
past performance and
identification of
strengths and
weaknesses.
Review self-assessment
throughout the year to
make sure strengths are
maintained and
weaknesses addressed.
Evaluator
Hold beginning of year
conference with
evaluatee to determine
what sources of
evidence/artifacts will
be used to measure
performance against
professional practices.
Review Professional
Performance Plan,
Goal-Setting Form, and
prior years’ evaluations
to finalize goals and
performance plan.
Monitor progress
toward achieving goals
and addressing all items
in performance plan
throughout the year.
Evaluatee
Send Self-Assessment,
Professional
Performance Plan and
Goal-Setting Form to
evaluator so he/she has
time to review it.
Honestly and openly
discuss strengths and
weaknesses and what it
will require to maintain
strengths and improve
upon weaknesses.
Review Professional
Performance Plan and
Goal-Setting Form
periodically throughout
the year to ensure
adherence to both.
3. Self -
Assessment
4. Review of
Annual Goals and
Performance Plan
1. Training
2. Orientation
DRAFT – September 18, 2012
Colorado Model Educator Evaluation System for Principals and Assistant Principals Page 22
Evaluation
Process Step To
be
do
ne
by
:
To be done:
Before During After
Evaluator
Review Professional
Performance Plan and
Goal-Setting Form.
Discuss progress
toward achieving
annual school goals and
professional
performance goals.
Adjust Professional
Performance Plan if
necessary
Provide ongoing
feedback based on
multiple school visits,
data, targeted
development activities,
and other information.
Evaluatee
Provide Professional
Performance Plan and
Goal-Setting Form to
evaluator in time to
allow for review prior
to discussion.
Request discussions
with evaluator to share
progress and adjust
Professional
Performance Plan if
necessary.
Evaluator
Become familiar with
all materials collected
during the year for the
purpose of determining
levels of performance.
Assign rating level to
each standard and
element based on
performance associated
professional practices.
Provide a copy of the
rubric and other
materials used to
determine rating levels
to the principal/assistant
principal being
evaluated.
Evaluatee Provide all information
requested by evaluator.
Cooperate fully in the
assessment.
Objectively review
evaluator ratings and
prepare for End-of-Year
Review by collecting
additional artifacts/
evidence if necessary.
Evaluator
Schedule appointment
at the evaluatee’s
location to assure that
additional artifacts/
evidence will be
conveniently located
should it be necessary
to review them.
Reflect on the extent to
which Professional
Performance and
School Goals have
been met and determine
growth areas to target
during the coming year.
Provide written
comments to evaluatee
summarizing discussion
and noting any follow-
up necessary.
Evaluatee
Provide additional
artifacts/evidence to
support rating levels
under consideration.
Prepare additional
evidence if called for
during end-of-year
review.
5. Mid-Year Review
6. Evaluator
Assessment
7. End-of-Year
Review
DRAFT – September 18, 2012
Colorado Model Educator Evaluation System for Principals and Assistant Principals Page 23
Evaluator
Schedule appointment
to conduct final
performance discussion.
Assign a rating for each
element and standard to
determine professional
practices rating for the
year.
Process all necessary
paperwork and notify
Human Resources
Department of Final
Ratings for evaluate.
Evaluatee
Provide evaluator with
additional artifacts/
evidence prior to
appointment.
Openly and honestly
discuss year’s
performance and work
with evaluator to
determine final
professional practices
ratings for the year.
Sign off on Final
Ratings. If there is
disagreement between
evaluator and evaluatee
regarding rating level,
evaluatee should
complete all required
paperwork in order to
contest results.
Evaluator
Determine professional
development offerings
of the state and school
district for the coming
year and map them
against the evaluatee’s
materials.
Agree upon
professional
development and other
improvement necessary
during the coming year
as well as the resources
needed to complete the
work and how
accomplishment of
goals will be measured.
Offer suggestions for
revisions to Goal-
Setting Form and
Professional
Performance Plan as
appropriate and submit
all required paperwork.
Provide resources
necessary to implement
plans.
Evaluatee
Prepare Goal-Setting
Form and Professional
Performance Plan to be
used in discussion and
provide them to
evaluator in advance of
the discussion.
Revise Goal-Setting
Form and Professional
Performance plan in
alignment with
performance
discussions and final
ratings on professional
practices.
8. Final Ratings
9. Goal-Setting and
Performance Planning
DRAFT – September 18, 2012
Colorado Model Educator Evaluation System for Principals and Assistant Principals Page 24
The Evaluation Process: Components and Forms
The Colorado Model Educator Evaluation System for Principals and Assistant Principals is a straightforward,
standards-based approach to determining school administrators’ performance with respect to state standards. This
section of the guide provides guidance on the forms that are used to complete the process. These sample forms
describe the performance of a principal or assistant principal who is currently performing at a level that meets
state standards. Blank forms are included in Appendix B.
Keeping Track of Progress
One of the key issues that principal, assistant principals, superintendents, and
others who will use this process have discussed is the need to quickly and easily
keep track of their progress in completing the evaluation process throughout the
year. Exhibit 7 provides a simple form that may be used for that purpose.
Throughout this section, the illustration at right will be used to help the reader
understand where in the process each form or process will be used. The tracking
form is used throughout the evaluation process and will help evaluators and
persons being evaluated have a clear picture of what they have completed and their
next steps for adhering to evaluation requirements. Therefore, all of the
components in the illustration at right are identical.
DRAFT – September 18, 2012
Exhibit 7: Evaluation Process Tracking Form
Name: Tim Johnson
Position/Title: Principal
School(s): Park Street Middle School
Grade Level(s): 6 through 8
Date Developed: October 10, 2011
Date Revised: May 21, 2012
Supervisor Approval: _______________________________________
Evaluator Approval (if different from supervisor):_______________
Activity Date
Completed
Principal/Assistant
Principal Signature
Evaluator/ Supervisor
Signature Comments
Training
Orientation
Self-Assessment
Review of Annual Goals and
Performance Plan
Mid-Year Review
Evaluator Assesment
End-of-Year Review
Final Ratings
Goal-Setting and Performance
Planning
DRAFT – December 5, 2011
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 26
Rubric for Evaluating Colorado’s Principals and Assistant Principals
The centerpiece of Colorado’s Model Evaluation System for Principals is the rubric.
This standards-based instrument provides descriptions of professional practices for
each level of the performance continuum. Evaluators rate the principal/assistant
principal on each element of each standard and then use the ratings to determine the
overall rating on professional practices. This overall rating will account for up to 50%
of the principal effectiveness rating. Exhibit 8 illustrates the components of the rubric.
Explanations of the components are defined as follows:
Principal Quality Standards: To meet the requirements of S.B. 10-191, the State
Council for Educator Effectiveness recommended quality standards for principals to be
used by all districts in evaluating principals. These standards reflect the professional
practices and focus on student growth needed to achieve effectiveness as a principal.
Standards I-VI relate to professional knowledge and practices that contribute to
effective school leadership, while Standard VII establishes student growth as a
requirement for effectiveness as a principal. S.B. 10-191 requires that these standards
be used in all principal evaluation systems in Colorado.
Rating Levels describe the principal’s performance on professional practices with
respect to state performance standards. Exhibit 6 further illustrates the focus of each
of the following rating levels:
Not Evident: Principal/Assistant Principal does not meet state performance standard and does not demonstrate
progress toward meeting standard.
Partially Proficient: Principal/Assistant Principal does not meet state performance standard but is demonstrating
progress toward meeting standard.
Proficient: Principal meets state performance standard.
Accomplished: Principal exceeds state standard.
Exemplary: Principal significantly exceeds state standard.
Elements of the Standard are the mandatory items that each Colorado district must address in its principal evaluation
system.
Professional Practices are the day-to-day activities conducted by principals as the go about their daily work.
Professional practices included in the rubric are those one would expect principals to demonstrate at each level of the
rating scale.
Examples of Artifacts: Artifacts are the documents, materials, processes, strategies, and other information that result
from the normal and customary day-to-day work of principals and assistant principals. To effectively address the
requirements of the evaluation system, it is not necessary for principals and assistant principals to collect all of the
artifacts listed as examples for each standard. In fact, they may choose not to use any artifacts so long as they and their
evaluators agree on their rating levels. Artifacts other than those included as examples may also be used. Artifacts are
used only if either the principal/assistant principal or the evaluator believes that additional evidence is required to
convince the other of the accuracy of the self-assessment as compared to the evaluator’s assessment of the
DRAFT – December 5, 2011
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 27
principal/assistant principal’s performance. As Exhibit 7 illustrates, artifacts may be used to provide evidence for
multiple standards.
Evidence Provided by Artifacts describes the unique information that each artifact used in the evaluation provides above
and beyond that provided by performance ratings. The evidence is used to support adjustments to ratings during the end-
of-year discussion between the principal/assistant principal and evaluator to determine final ratings for the
principal/assistant principal.
Comments may be provided by the principal/assistant principal and/or the evaluator. Both have the opportunity to
provide comments on the performance of the principal/assistant principal.
Summary of Ratings for the Standard: At the end of the rubric for each standard is a section for summarizing
individual element ratings for the standard. Summary rating are also included in the summary rating worksheet and the
one-page summary evaluation sheet, where the evaluator and the principal/assistant principal being evaluated will review
all standard and element ratings and determine the overall professional practices rating.
DRAFT – December 5, 2011
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 28
Exhibit 8: Components of the Rubric for Evaluating Colorado’s Principals
Standard I: Principals Demonstrate Strategic Leadership
Not Evident Partially Proficient Proficient Accomplished Exemplary
Element a: School Vision, Mission and Strategic Goals: Principals collaboratively develop the vision, mission, values,
expectations and goals of the school, collaboratively determine the processes used to establish these foundations, and facilitate
their integration into the life of the school community.
Vision, mission,
values, beliefs and
goals of school are:
Not evident or
familiar to staff
and other
stakeholders.
Developed by
school
administrators
working in
relative isolation.
Not integrated
into the life of the
school
community.
Vision, mission, values,
beliefs and strategic
goals of school are:
Developed through a
collaborative process
with staff and other
stakeholder groups.
Publicly available at
the school.
Part of routine school
communications with
staff and other
stakeholders.
Routinely updated.
. . . and
Establishes strategic goals
for students and staff that
are:
Focused on student
achievement.
Based on the analysis
of multiple sources of
information.
Aligned with district
priorities.
Measurable.
Rigorous.
Concrete.
. . . and
Staff incorporate
identified strategies
in their instructional
plans to assure that
students achieve
expected outcomes.
. . . and
Staff and other
stakeholders take
leadership roles
in updating the
school’s vision,
mission, and
strategic goals.
Staff assume
responsibility for
implementing the
school’s vision,
mission, and
strategic goals.
Examples of Artifacts That May Be Used to Support
Rating:
Evidence Provided by Artifact:
Unified Improvement Plan*
Number and Percent of Highly Effective,
Effective, and Ineffective Teachers*
Teacher Feedback*
Evaluator Comments: Ratings:* NE E P A Ex
a. School Vision, Mission, and
Strategic Goals
b. School Improvement Plan
c. Leading Change
d. Distributive Leadership
Overall Rating for Standard I
Response for Principal/Assistant Principal Being Evaluated:
Rating
Levels
Elements of the Standard
Professional
Practices
Evidence Provided by Artifacts
Summary of Ratings for the Standard
Principal Quality Standards
Examples of Artifacts
Evaluator Comments
Principal’s Response to Evaluation
DRAFT – December 5, 2011
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 29
Exhibit 9: Focus of Rubric Rating Levels
Standard I: Principals Demonstrate Strategic Leadership
Not Evident Partially Proficient Proficient Accomplished Exemplary
Element a: School Vision, Mission and Strategic Goals: Principals collaboratively develop the vision, mission, values, expectations
and goals of the school, collaboratively determine the processes used to establish these foundations, and facilitate their integration
into the life of the school community.
Vision, mission, values,
beliefs and goals of
school are:
Not evident or
familiar to staff and
other stakeholders.
Developed by
school
administrators
working in relative
isolation.
Not integrated into
the life of the
school community.
Vision, mission, values,
beliefs and strategic goals
of school are:
Developed through a
collaborative process
with staff and other
stakeholder groups.
Publicly available at
the school.
Part of routine school
communications with
staff and other
stakeholders.
Routinely updated.
. . . and
Establishes strategic goals
for students and staff that
are:
Focused on student
achievement.
Based on the analysis
of multiple sources of
information.
Aligned with district
priorities.
Measurable.
Rigorous.
Concrete.
. . . and
Staff incorporate
identified strategies
in their instructional
plans to assure that
students achieve
expected outcomes.
. . . and
Staff and other
stakeholders take
leadership roles in
updating the
school’s vision,
mission, and
strategic goals.
Staff assume
responsibility for
implementing the
school’s vision,
mission, and
strategic goals.
Not Evident describes practices of a principal who does not meet state performance standards and is not making progress toward meeting them.
The focus of Accomplished and Exemplary
ratings shifts to the outcomes of the principal’s
practices, including expectations for staff, students,
parents and community members, as a result of
practices exhibited under rating levels 2 and 3.
The focus of Partially Proficient and Proficient
levels is what principals do on a day-to-day basis to
achieve state performance standards and assure that
students are achieving at expected levels.
DRAFT – December 5, 2011
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 30
Exhibit 10: Crosswalk Between Artifacts and Standards
Artifacts Standards
I II III IV V VI
Unified Improvement Plan* ♦ ♦ ♦ ♦ ♦ ♦
Number and Percent of Ineffective, Effective, and Highly Effective Teachers* ♦ ♦ ♦ ♦ ♦ ♦
Teacher and Staff Feedback* ♦ ♦ ♦ ♦ ♦ ♦
Student Feedback ♦ ♦ ♦ ♦ ♦ ♦ Supervisor Feedback ♦ ♦ ♦ ♦ ♦ ♦ Teacher Turnover Rates ♦ ♦ ♦ ♦ ♦ ♦ High School Graduation Rates Disaggregated by Race/Ethnicity, Gender, Socio-
economic Status, and Other Factors
♦ ♦ ♦ ♦ ♦ ♦
Meeting Agendas, Minutes, and Rosters ♦
Quarterly Reports to SAC ♦
Teacher Lesson Plans ♦
Minutes of Planning Sessions ♦
Emails and other Correspondence to Staff, Parents, Students, and the Community ♦ ♦
Descriptions of Processes and Procedures ♦ ♦
ICAP ♦
Parent Newsletters ♦
School Vision, Mission, and Goals ♦
Business and/or Community Resource Agreements ♦
Student Achievement Data ♦ ♦ ♦ ♦ ♦ ♦
Documentation of Progress Monitoring ♦
Master Schedule ♦
Professional Development Plan for the School ♦
Agendas and Rosters for Professional Learning Community Meetings ♦
School Budget ♦ ♦
School Handbook ♦
Rosters of Meeting Attendees ♦
Discipline Referrals ♦
*All principals are required to discuss these artifacts with their supervisors/evaluators.
Except for the three required artifacts, those listed in Exhibit 8 are examples of items that may be used to provide
evidence of proficiency on any given standard. The evaluator or principal/assistant principal being evaluated may use
additional artifacts to address specific issues that need to be addressed.
Scoring the Rubric
Determining the principal’s professional practices rating is a three-step process that involves determining the ratings for
individual elements and standards and using those ratings to determine the overall rating on professional practices. The
three-step process for determining ratings is outlined below.
1. Rating the Elements
The principal/assistant principal or evaluator should score each element within a standard to determine the level of
performance for that element. For example, Standard I, Principals demonstrate strategic leadership, has four elements:
Element a: School Vision, Mission and Strategic Goals: Principals collaboratively develop the vision, mission,
values, expectations and goals of the school, collaboratively determine the processes used to establish these
foundations, and facilitate their integration into the life of the school community.
DRAFT – December 5, 2011
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 31
Element b: School Plan: Principals ensure that a plan is in place that supports improved academic achievement
and developmental outcomes for all students, and provides for data-based progress monitoring.
Element c: Leading Change: Principals solicit input and collaborate with staff and their school community to
implement strategies for change and improvements that result in improved achievement and developmental
outcomes for all students.
Element d: Distributive Leadership: Principals create and utilize processes to distribute leadership and support
collaborative efforts.
The person completing the rubric should score each element separately. The collective individual element scores will
determine the overall score for the standard and the scores for the standards will determine the overall professional
practices rating. The discussion below illustrates this process in a step-by-step format.
The rater should begin with the left-hand column of the rubric and mark each professional practice that describes the
performance of the principal/assistant principal for the period for which he or she is being evaluated. (See Exhibit 9.) To
determine the rating for each element, the rater:
1. Examines rating level Not Evident to determine whether any of the professional practices describe the behaviors
of the principal/assistant principal. If only the professional practice(s) described under rating level Not Evident
and no professional practices under any of the other rating levels are marked, the rating level for the element
under consideration is Not Evident. If, however, any of the professional practices under Partially Proficient,
Proficient, Accomplished, or Distinguished are marked, then the lowest rating the principal will receive is
Partially Proficient.
2. If the professional practices under rating level Not Evident are not marked, the rater moves to rating levels
Partially Proficient through Exemplary. For Standards I through VI, all professional practices that describe the
principal/assistant principal’s performance should be marked.
3. The rating for each element is the highest rating for which all professional practices are marked and all
professional below that level are marked. As illustrated in Exhibit 10, the principal/assistant principal would be
rated as Partially Proficient on the School Vision, Mission and Strategic Goals element. Even though at least one
professional practice under each rating level was marked, the level Partially Proficient is the highest rating for
which all professional practices were marked and all professional practices below that rating were marked.
Likewise, the principal/assistant principal would be rated as Partially Proficient on School Improvement Plan,
Accomplished on Leading Change and Exemplary on Distributive Leadership.
DRAFT – December 5, 2011
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 32
Exhibit 11: The Rubric Scoring Process Standard I: Principals Demonstrate Strategic Leadership
Not Evident Partially Proficient Proficient
(Meets State Standard) Accomplished Exemplary
a. School Vision, Mission and Strategic Goals: Principals collaboratively develop the vision, mission, values, expectations and goals of
the school, collaboratively determine the processes used to establish these foundations, and facilitate their integration into the life of the
school community.
There is inadequate
evidence that the vision,
mission, values, beliefs
and goals of school are:
Familiar to staff and
other stakeholders.
Collaboratively
developed by
school
administrators.
Integrated into the
life of the school
community..
The Principal assures that
the school’s vision,
mission, and strategic
goals are:
Developed through a
collaborative process
with staff and other
stakeholder groups.
Publicly available at
the school.
Part of routine school
communications with
staff and other
stakeholders.
Routinely updated.
. . . and
The Principal
collaboratively establishes
strategic goals that are:
Focused on student
achievement.
Based on the analysis
of multiple sources of
information.
Aligned with district
priorities.
Measurable.
Rigorous.
Concrete.
Utilizes stakeholder
groups to integrate the
vision, mission and
strategic goals into the
school.
. . . and
School staff members:
Incorporate strategies to
address strategic goals
into their instructional
plans.
. . . and
School staff and other
stakeholders:
Assume leadership
roles in updating the
school’s vision,
mission, and
strategic goals.
Assume
responsibility for
collaboratively
implementing the
school’s vision,
mission, and
strategic goals.
DRAFT – December 5, 2011
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 33
Exhibit 12: Example of Rating All Elements for a Standard
Standard I: Principals Demonstrate Strategic Leadership
Not Evident Partially Proficient Proficient Accomplished Exemplary
Element a: School Vision, Mission and Strategic Goals: Principals collaboratively develop the vision, mission, values, expectations
and goals of the school, collaboratively determine the processes used to establish these foundations, and facilitate their integration into
the life of the school community.
There is inadequate
evidence that the vision,
mission, values, beliefs
and goals of school are:
Familiar to staff and
other stakeholders.
Collaboratively
developed by
school
administrators.
Integrated into the
life of the school
community.
The Principal assures that
the school’s vision,
mission, and strategic
goals are:
Developed through a
collaborative process
with staff and other
stakeholder groups.
Publicly available at the
school.
Part of routine school
communications with
staff and other
stakeholders.
Routinely updated.
. . . and
The Principal
collaboratively establishes
strategic goals that are:
Focused on student
achievement.
Based on the analysis
of multiple sources of
information.
Aligned with district
priorities.
Measurable.
Rigorous.
Concrete.
Utilizes stakeholder
groups to integrate the
vision, mission and
strategic goals into the
school.
. . . and
School staff members:
Incorporate
strategies to address
strategic goals into
their instructional
plans.
. . . and
School staff and other
stakeholders:
Assume leadership
roles in updating the
school’s vision,
mission, and
strategic goals.
Assume
responsibility for
collaboratively
implementing the
school’s vision,
mission, and
strategic goals.
Element b: School Plan: Principals ensure that a plan is in place that supports improved academic achievement and developmental
outcomes for all students, and provides for data-based progress monitoring.
There is inadequate
evidence that the
Principal:
Implements systems
and processes for
planning and
managing change.
Works
collaboratively
develop the school
plan.
Monitors the
school’s progress
toward achieving
strategic goals and
objectives.
The Principal
communicates effectively
to staff and other
stakeholders:
Personal commitment to
continuous school and
district improvement.
Components of school’s
plan.
Progress toward
meeting school goals
and outcomes.
. . . and
The Principal establishes
clear and consistent
processes and systems to:
Monitor progress toward
achieving school goals
and student outcomes.
Regularly revise school
goals and outcomes
based on progress
monitoring data.
. . . and
School staff and other
stakeholders:
Adhere to
established
processes and
procedures.
Fully and
conscientiously
implement the school
plan.
Address barriers to
achieving school’s
vision, mission, and
strategic goals.
. . . and
School staff members
accept responsibility for:
Tracking progress of
all students.
Collaboratively
developing short-term
and long-term plans
to address barriers to
positive change.
DRAFT – December 5, 2011
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 34
Standard I: Principals Demonstrate Strategic Leadership
Not Evident Partially Proficient Proficient Accomplished Exemplary
Element c: Leading Change: Principals solicit input and collaborate with staff and their school community to implement strategies
for change and improvements that result in improved achievement and developmental outcomes.
There is inadequate
evidence that the
Principal:
Acknowledges the
importance of
meaningful change.
Has processes in place
for:
Resource allocation.
Addressing barriers
to change.
The Principal:
Embraces opportunities
to bring about positive
changes.
Provides support for
change efforts within
the school.
Coaches others in
leading change.
. . . and
The Principal establishes
clear and effective
processes to:
Select the school’s
leadership team.
Provide opportunities for
all staff to engage in
school change efforts.
Drive planning,
monitoring, and resource
allocation processes.
Manage change.
. . . and
School staff members:
Lead school planning
efforts.
Anticipate, identify
and address barriers to
positive change.
Take action to address
barriers to achieving
the school’s vision,
mission and goals.
. . . and
School staff members
accept responsibility
for:
Leading school
change efforts.
Using progress
monitoring data to
design plan
revisions.
Setting challenging
student learning
goals.
Element d: Distributive Leadership: Principals create and utilize processes to distribute leadership and support collaborative efforts
throughout the school among Teachers and Administrators.
There is inadequate
evidence that the
Principal:
Involves staff and
stakeholders in the
school’s decision
making processes.
Collects input from
staff and other
stakeholders.
Uses staff and
stakeholder input to
inform decisions.
The Principal:
Assumes responsibility
for decision making
process.
Includes parents,
families, and the larger
school community in
decision making
processes.
Makes decisions
unilaterally when
necessary.
. . . and
The Principal involves
school staff members in:
Selecting and
implementing effective
improvement strategies.
Monitoring progress
towards achieving the
school’s mission, vision
and goals.
Developing and
implementing the
school’s mission,
vision, and goals.
. . . and
School staff members
take responsibility for:
Monitoring progress
towards achieving the
vision, mission, and
strategic goals.
Leading planning and
monitoring efforts
. . . and
Staff and other
stakeholders:
Participate in
meaningful school
leadership activities.
Assume responsibility
for making decisions
related to
implementation of the
school plan.
DRAFT – December 5, 2011
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 35
2. Rating the Standards
The rating for each standard is determined by the total number of points accumulated on
individual element ratings for that standard. For example, a rating level of Not Evident
receives zero (0) points and a rating level of Exemplary receives four (4) points. As
Exhibit 11 illustrates, the points for each standard are added together and the rating for the
standard is determined based on the total number of points possible for that standard. In
this case, the ratings for individual elements add to six (6), which results in a rating of
Partially Proficient for the standard.
Exhibit 13: Determining the Rating for a Standard
Ratings: NE
(0)
PP
(1)
P
(2)
A
(3)
Ex
(4)
Total
Points Determining the Overall Standard
Rating:
0 to 2 points = Not Evident
3 to 6 points = Partially
Proficient
7 to 10 points = Proficient
11 to 14 points = Accomplished
15 to 16 points = Exemplary
Overall Rating for Standard I =
Partially Proficient
a. School Vision,
Mission, and
Strategic Goals
♦ 1
b. School Plan ♦ 1
c. Leading Change ♦ 3
d. Distributive
Leadership
♦ 1
Number of Points per
Rating at this Level 0 1 2 3 4
Total Points 3 3 6
3. Determining the Overall Professional Practices Rating
The overall rating for professional practices is determined by the individual ratings for the first six standards. The ratings
for Standard VII are used in the determination of performance on student growth. As Exhibits 12 and 13 below illustrate,
the rating for each standard is determined by the individual element ratings, and the standard ratings are used to determine
the overall rating on professional practices. Exhibit 12 provides an example of calculating the overall professional
practices rating when all standards are weighted equally, while Exhibit 13 demonstrates how to calculate the rating when
the district chooses to weight the standards differently.
Methodology for determining ratings on Standard VII will be developed during the 2011-12 school year. Standard VII is
included in all tables and forms but not ratings will be used during the beta test period. Standard VII and use of student
growth measures will be incorporated for the validity study beginning during the 2012-13 school year.
DRAFT – December 5, 2011
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 36
Exhibit 14: Determining the Overall Professional Practices Rating (all standards weighted equally)
Standard Element
Rating Not
Evident
Partially
Proficient Proficient Accomplished Exemplary
(0 pts.) (1 pt.) (2 pts.) (3 pts.) (4 pts.)
I.
Strategic Leadership
a. School Vision, Mission and Strategic Goals ♦
b. School Plan ♦
c. Leading Change ♦
d. Distributive Leadership ♦
Overall Rating for Standard I ♦
II.
Instructional
Leadership
a. Curriculum, Instruction, Learning and
Assessment ♦
b. Instructional Time ♦
c. Implementing High Quality Instruction ♦
d. High Expectations for All Students ♦
e. Instructional Practices ♦
Overall Rating for Standard II ♦
III.
School Culture and
Equity Leadership
a. Intentional and Collaborative School
Culture ♦
b. Commitment to the Whole Child ♦
c. Equity Pedagogy ♦
d. Efficacy, Empowerment and a Culture of
Continuous Improvement ♦
Overall Rating for Standard III ♦
IV.
Human Resource
Leadership
a. Professional Development/Learning
Communities ♦
b. Recruiting, Hiring, Placing, Mentoring, and
Dismissal of Staff ♦
c. Teacher and Staff Evaluation ♦
Overall Rating for Standard IV ♦
V.
Managerial
Leadership
a. School Resources and Budget ♦
b. Conflict Management and Resolution ♦
c. Systematic Communication ♦
d. School-wide Expectations for Students and
Staff ♦
e. Supporting Practices and Agreements ♦
f. Ensuring an Orderly and Supportive
Environment ♦
Overall Rating for Standard V ♦
VI.
External Dev.
Leadership
a. Family and Community Involvement and
Outreach ♦
b. Professional Leadership Responsibilities ♦
c. Advocacy for the School ♦
Overall Rating for Standard VI ♦
Overall Rating for Professional Practices
Rating Scale for Overall Professional Practices Rating Total Points Overall Rating on Professional Practices
Total Points for Overall Ratings on Standards:
10 points
Overall Rating on Professional Practices for All
Standards = Partially Proficient
0 to 5 Not Evident
6 to 10 Partially Proficient
11 to 15 Proficient
16 to 20 Accomplished
21 to 24 Exemplary
DRAFT – December 5, 2011
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 37
Exhibit 15: Determining the Overall Professional Practices Rating (standards weighted by district)
Standard Element
Rating Not
Evident
Partially
Proficient Proficient Accomplished Exemplary
(0 pts.) (1 pt.) (2 pts.) (3 pts.) (4 pts.)
I.
Strategic Leadership
a. School Vision, Mission and Strategic Goals ♦
b. School Plan ♦
c. Leading Change ♦
d. Distributive Leadership ♦
Overall Rating for Standard I ♦
II.
Instructional
Leadership
a. Curriculum, Instruction, Learning and
Assessment ♦
b. Instructional Time ♦
c. Implementing High Quality Instruction ♦
d. High Expectations for All Students ♦
e. Instructional Practices ♦
Overall Rating for Standard II ♦
III.
School Culture and
Equity Leadership
a. Intentional and Collaborative School Culture ♦
b. Commitment to the Whole Child ♦
c. Equity Pedagogy ♦
d. Efficacy, Empowerment and a Culture of
Continuous Improvement ♦
Overall Rating for Standard III ♦
IV.
Human Resource
Leadership
a. Professional Development/Learning
Communities ♦
b. Recruiting, Hiring, Placing, Mentoring, and
Dismissal of Staff ♦
c. Teacher and Staff Evaluation ♦
Overall Rating for Standard IV ♦
V.
Managerial
Leadership
a. School Resources and Budget ♦
b. Conflict Management and Resolution ♦
c. Systematic Communication ♦
d. School-wide Expectations for Students and
Staff ♦
e. Supporting Practices and Agreements ♦
f. Ensuring an Orderly and Supportive
Environment ♦
Overall Rating for Standard V ♦
VI.
External Dev.
Leadership
a. Family and Community Involvement and
Outreach ♦
b. Professional Leadership Responsibilities ♦
c. Advocacy for the School ♦
Overall Rating for Standard VI ♦
Overall Rating for Professional Practices
DRAFT – December 5, 2011
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 38
Standard Rating
Number of
Points for this
Rating
Weight Assigned by
District (Total must
equal 100)
Weighted Points
for Standard
1 Partially
Proficient
1 10 10
2 Proficient 2 20 40
3 Proficient 2 35 70
4 Proficient 2 10 20
5 Partially
Proficient
1 15 15
6 Proficient 3 10 30
Total 12 100 185
Rating Scale for Overall Rating (standards weighted by district)
Total Points Overall Rating on Professional Practices
Total Points: 185
Overall Professional Practices Rating:
Accomplished
0 to 30 Not Evident
31 to 90 Partially Proficient
91 to 150 Proficient
151 to 210 Accomplished
211 to 240 Exemplary
The following set of exhibits provides an example of how to complete the summary forms, Professional
Performance plan, goal-setting form and the mid-year review.
DRAFT – December 5, 2011
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 39
Exhibit 16: Principal/Assistant Principal Summary Evaluation Worksheet
This form should be completed by the evaluator prior to the final evaluation and goal-setting meeting held each spring.
The school administrator and evaluator should discuss the contents of this form, the accompanying Summary Evaluation
Sheet, and the goal-setting form and agree on the professional practices ratings as well as the recommended actions for
improvement, resources needed to accomplish those actions, and a determination of how the school administrator and
evaluator will know improvements have been made.
Standard I: Principals Demonstrate Strategic Leadership
Elements NE PP P A Ex
Element a: School Vision, Mission and Strategic Goals: Principals collaboratively develop the vision,
mission, values, expectations and goals of the school, collaboratively determine the processes used to
establish these foundations, and facilitate their integration into the life of the school community. ♦
Element b: School Plan: Principals ensure that a plan is in place that supports improved academic
achievement and developmental outcomes for all students, and provides for data-based progress
monitoring. ♦
Element c: Leading Change: Principals solicit input and collaborate with staff and their school
community to implement strategies for change and improvements that result in improved achievement
and developmental outcomes for all students. ♦
Element d: Distributive Leadership: Principals create and utilize processes to distribute leadership and
support collaborative efforts throughout the school among Teachers and Administrators. ♦
Overall Rating for Standard I ♦ Comments:
Needs to improve planning processes within the school, particularly those related
to the development of the school’s strategic plan.
Wonderful work on change management and evaluating staff.
Recommended actions for improvement:
Mentoring and coaching by other principals who have well-established
strategic plans.
Training on how to do strategic and comprehensive planning.
Resources needed to complete these actions:
Registration fees and travel for training
Evidence or documentation to support ratings:
Unified Improvement Plan
Number and percent of Ineffective, Effective, and
Highly Effective Teachers
Teacher and Staff Feedback
Meeting agendas, minutes, and rosters
Quarterly Reports to SAC
Teacher Lesson Plans
Minutes of planning sessions
Teacher Turnover Rates
Supervisor feedback
Parent and community member feedback
Emails and memos to staff
Parent newsletters
Descriptions of processes and procedures ICAP
School vision, mission, and goals
Business and/or community resource agreements
DRAFT – December 5, 2011
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 40
Standard II: Principals Demonstrate Instructional Leadership
Elements NE PP P A Ex
Element a: Curriculum, Instruction, Learning and Assessment: Principals promote school-wide efforts
to establish, implement and refine appropriate expectations for curriculum, instructional practices,
assessment and use of data on student learning based on scientific research and evidence-based practices
that result in student academic achievement.
♦
Element b: Instructional Time: Principals create processes and schedules which maximize instructional,
collaborative and preparation time.
♦
Element c: Implementing High-quality Instruction: Principals support Teachers through ongoing,
actionable feedback and needs-based professional development to ensure that rigorous, relevant and
evidence-based instruction and authentic learning experiences meet the needs of all students and are
aligned across P-20.
♦
Element d: High Expectations for all Students: Principals hold all staff accountable for setting and
achieving rigorous performance goals for all students, and empower staff to achieve these goals across
content areas.
♦
Element e: Instructional Practices: Principals demonstrate a rich knowledge of effective instructional
practices, as identified by research on best practices, in order to support and guide Teachers in data-based
decision making regarding effective practices to maximize student success.
♦
Overall Rating for Standard II ♦
Comments:
Overall, a good job on developing a strong instructional program in the school.
Recommended actions for improvement:
During the coming year, suggest that you lead the school into deeper discussions
of how to assure that all groups of students are exposed to a more rigorous
approach to learning.
Resources needed to complete these actions:
Evidence or documentation to support ratings:
Unified Improvement Plan
Number and percent of Ineffective, Effective, and
Highly Effective Teachers
Supervisor Feedback
Teacher Feedback
TELL Survey
360 Survey
Parent Survey
Student Survey
Percent and number of Highly Effective, Effective,
and Ineffective Teachers
Revised curriculum and instructional approaches
used in the school
DRAFT – December 5, 2011
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 41
Standard III: Principals Demonstrate School Culture and Equity Leadership
Elements NE PP P A Ex
Element a: Intentional and Collaborative School Culture: Principals articulate, model and positively
reinforce a clear vision and values of the school’s culture, and involve students, families and staff in
creating an inclusive and welcoming climate that supports it.
♦
Element b: Commitment to the Whole Child: Principals promote the cognitive, physical, social and
emotional health, growth and skill development of every student. ♦
Element c: Equity Pedagogy: Principals demonstrate a commitment to a diverse population of students by
creating an inclusive and positive school culture, and provide instruction in meeting the needs of diverse
students, talents, experiences and challenges in support of student achievement.
♦
Element d: Efficacy, Empowerment and a Culture of Continuous Improvement: Principals and their
leadership team foster a school culture that encourages continual improvement through reliance on
research, innovation, prudent risk-taking, high expectations for all students and Teachers, and a valid
assessment of outcomes.
♦
Overall Rating for Standard III ♦
Comments:
It appears that, while good progress is being made in this area, there is still work
to be done on outcomes assessment and continuous improvement. Great work on
equity. It shows up as an area of strength in all of the feedback received this
year.
Recommended actions for improvement:
Study groups or professional learning communities devoted to use of data for the
purpose of improving the level and quality of involvement of all facets of the
school community.
Resources needed to complete these actions:
Evidence or documentation to support ratings:
Unified Improvement Plan
Number and percent of Ineffective, Effective, and
Highly Effective Teachers
Supervisor Feedback
Teacher Feedback
TELL Survey
360 Survey
Parent Survey
a. Student Survey
Percent and number of Highly Effective, Effective,
and Ineffective Teachers
Standard IV: Principals Demonstrate Human Resource Leadership
Elements NE PP P A Ex
Element a: Professional Development/Learning Communities: Principals ensure that the school is a
professional learning community that provides opportunities for collaboration, fosters Teacher learning and
develops Teacher leaders in a manner that is consistent with local structures, contracts, policies and
strategic plans.
♦
Element b: Recruiting, Hiring, Placing, Mentoring, and Dismissal of Staff: Principals establish and
effectively manage processes and systems that ensure a knowledgeable, high-quality, high-performing
staff.
♦
Element c: Teacher and Staff Evaluation: Principals evaluate staff performance using the District’s
Educator evaluation system in order to ensure that Teachers and staff are evaluated in a fair and equitable
manner with a focus on improving Teacher and staff performance and, thus, student achievement.
♦
Overall Rating for Standard IV ♦ Comments:
Overall, meeting standard here. Suggest that you use the suggestions from
Standard III above to also improve the work in this area. Nice job on the teacher
and staff evaluation in general. Keep up the good work and continue to take the
new system seriously.
Recommended actions for improvement:
Resources needed to complete these actions:
Evidence or documentation to support ratings:
Unified Improvement Plan
Number and percent of Ineffective, Effective, and
Highly Effective Teachers
Supervisor Feedback
Teacher Feedback
TELL Survey
360 Survey
Parent Survey
Student Survey
Percent and number of Highly Effective, Effective,
and Ineffective Teachers
DRAFT – December 5, 2011
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 42
Standard V: Principals Demonstrate Managerial Leadership
Elements NE PP P A Ex
Element a: School Resources and Budget: Principals establish systems for marshaling all available
school resources to facilitate the work that needs to be done to improve student learning, academic
achievement and overall healthy development for all students.
♦
Element b: Conflict Management and Resolution: Principals proactively and efficiently manage the
complexity of human interactions and relationships, including those among and between parents/guardians,
students and staff.
♦
Element c: Systematic Communication: Principals facilitate the design and utilization of various forms
of formal and informal communication with all school stakeholders. ♦
Element d: School-wide Expectations for Students and Staff: Principals ensure that clear expectations,
structures, rules and procedures are established for students and staff. ♦
Element e: Supporting Policies and Agreements: Principals regularly update their knowledge of federal
and state laws, and School District and board policies, including negotiated agreements, if applicable, and
establish processes to ensure that these policies, laws and agreements are consistently met and
implemented.
♦
Element f: Ensuring an Orderly and Supportive Environment: Principals ensure that the school
provides an orderly and supportive environment that fosters a climate of safety, respect, and well-being. ♦
Overall Rating for Standard V ♦
Comments:
Recommended actions for improvement:
1. Conduct a set of faculty meetings designed to develop and communicate
expectations for students, teachers and staff.
2. Develop a communications plan to assure that all students, parents and
community members understand the expectations and repercussions of not
meeting them.
3. Routinely monitor progress toward achieving expectations.
Resources needed to complete these actions:
Evidence or documentation to support ratings:
Unified Improvement Plan
Number and percent of Highly Effective, Effective,
and Ineffective Teachers
Supervisor Feedback
Teacher Feedback
TELL Survey
360 Survey
Parent Survey
Student Survey
Standard VI: Principals Demonstrate External Development Leadership
Elements NE PP P A Ex
Element a: Family and Community Involvement and Outreach: Principals design and/or utilize structures
and processes which result in family and community engagement, support and ownership for the school.
♦
Element b: Professional Leadership Responsibilities: Principals strive to improve the profession by
collaborating with their colleagues, School District leadership and other stakeholders to drive the
development and successful implementation of initiatives that better serve students, Teachers and schools
at all levels of the education system. They ensure that these initiatives are consistent with federal and state
laws, School District and board policies, and negotiated agreements where applicable.
♦
Element c: Advocacy for the School: Principals develop systems and relationships to leverage the School
District and community resources available to them both within and outside of the school in order to
maximize the school’s ability to serve the best interest of students and families.
♦
Overall Rating for Standard VI ♦
Comments:
Recommended actions for improvement:
Resources needed to complete these actions:
Evidence or documentation to support ratings:
Unified Improvement Plan
Supervisor Feedback
Teacher Feedback
TELL Survey
360 Survey
Parent Survey
Student Survey
Percent and number of Highly Effective, Effective,
and Ineffective Teachers
DRAFT – December 5, 2011
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 43
: Principa
lExhibit 17: Goal-Setting Form for Colorado Principals and Assistant Principals
Name: Tim Johnson Prior Year Evaluation Ratings by Standard:
Position/Title: Principal I. Strategic Leadership - Partially Proficient
School(s): Park Street Middle School II. Instructional Leadership - Proficient
Grade Level(s): 6 through 8 III. School Culture and Equity
Leadership -
Accomplished
Date Developed: May 14, 2011 IV. Human Resource Leadership - Partially Proficient
Date Revised: NA V. Managerial Leadership - Partially Proficient
Supervisor Approval: ___________________________ VI. External Development
Leadership –
Accomplished
Evaluator Approval (if different from
supervisor):______________
VII. Student Growth -
List at least three schools goals for the next school year that will help the school improve in terms of quality
teaching and improved student growth. Goals should be specific, measureable, and achievable within a two to
three year time frame. Action steps associated with each goal should be achievable within one year. These goals
should be aligned with the school improvement/unified improvement plan and address areas that need to be
improved according to the results of the ratings on professional practices. Please note that this process does not
require a goal for each standard, but rather that the principal/assistant principal prioritize the work that needs to be
done and address the standards most in need of improvement.
Std. Ratings by Element and
Standard
Goal(s) for
Standard
Action Steps to
Address Goal
Anticipated
Outcome(s)
Evidence of
Achievement of
Outcome(s)
Timeline
I.
Str
ate
gic
Lea
der
ship
a.
Vision, Mission
and Goals
Partially
Proficient
Build upon
accomplishe
d change
leadership
skills to
develop a
strong
strategic
plan for the
school.
1. Initiate an
internal planning
team to support
planning efforts.
2. Solicit
community
support.
3. Assign staff to
leadership roles
in the plan
development.
4. Align with
Unified
Improvement
Plan and other
district, state
and national
initiatives.
1. A
thoughtfully
constructed
and viable
plan for the
school for
the next 5 to
10 years.
2. Staff
members
comfortable
in leadership
roles.
3. Aligned
focus on
what is
important for
the school.
1. District approved
school strategic
plan.
2. Broad based input
into the plan.
3. Leadership from
across the school
community, not just
the principal’s/
assistant principal’s
office.
May 31,
2012
b.
School Plan
Partially
Proficient
c.
Leading Change
Accomplishe
d
d.
Distributive
Leadership
Partially
Proficient
Overall
Standard I
Partially
Proficient
DRAFT – December 5, 2011
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 44
II.
Inst
ruct
ion
al
Lea
der
ship
a.
Curriculum,
Instruction,
Learning and
Assessment
Proficient
Establish
high but
reasonable
expectation
s for all
students
and put
supports in
place to
assure that
they are
able to
meet them.
1. Conduct a
thorough review
of student data to
determine what
students currently
know and are able
to do.
2. Align student
skills and
knowledge with
district, state, and
national
requirements.
Determine
knowledge and
skill gaps and
areas of strength
for each student.
3. Teachers, parents,
specialists, and
the students
themselves
establish short-
term and long-
term strategies for
addressing skill
gaps.
1. Closing the
achievement
gap through
implementatio
n of
individualized
learning
programs and
support from
parents.
2. Students will
achieve to
higher levels.
1. CSAP
2. End of grade and
end of year tests
3. Classroom
assessments
May 31,
2012
b.
Instructional
Time
Proficient
c.
Implementing
High Quality
Instruction
Accomplished
d.
High
Expectations for
All Students
Partially
Proficient
e.
Instructional
Practices
Proficient
Overall
Standard II Proficient
III.
Sch
oo
l C
ult
ure
an
d E
qu
ity
Lea
der
ship
a.
Intentional and
Collaborative
School Culture
Proficient
b.
Commitment to
the Whole Child
Proficient
c.
Equity Pedagogy Proficient
e.
Efficacy,
Empowerment
and a Culture of
Continuous
Improvement
Accomplished
Overall
Standard III Proficient
IV.
Hu
ma
n R
eso
urc
e L
ead
ersh
ip
a.
Professional
Development/
Learning
Communities
Proficient
b.
Recruiting,
Hiring, Placing,
Mentoring, and
Dismissal of Staff
Proficient
c.
Teacher and Staff
Evaluation
Proficient
Overall
Standard IV
Proficient
DRAFT – December 5, 2011
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 45
V.
Ma
na
ger
ial
Lea
der
ship
a.
School Resources
and Budget
Partially
Proficient
By June
2012,
establish a
communica
tion system
for internal
and
external
purposes
that will
enable all
interested
stakeholder
s to stay
informed
about the
work of the
school and
the
progress
students
and
teachers are
making
toward
achieving
the
school’s
goals.
1. Revamp the
school newsletter
to focus on
progress toward
meeting school
goals.
2. Create a student-
led newsletter to
share news of
importance to
students.
3. Develop email
listservs to
distribute just-in-
time information
to all school
groups.
Members of the
school
community will
be better
informed about
the school goals
and objectives
and more willing
to support efforts.
1. Copies of
newsletters and
samples of email
messages.
2. Documentation of
stakeholder
activities for and
with the school.
b.
Conflict
Management and
Resolution
Partially
Proficient
c.
Systematic
Communication
Not Evident
d.
School-wide
Expectations for
Students and
Staff
Partially
Proficient
e.
Supporting
Policies and
Agreements
Not Evident
f.
Ensuring an
Orderly and
Supportive
Environment
Proficient
Overall
Standard V Partially
Proficient
DRAFT – December 5, 2011
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 46
VI.
Ex
tern
al
Dev
elo
pm
ent
Lea
der
ship
a.
Family and
Community
Involvement and
Outreach
Accomplished
b.
Professional
Leadership
Responsibilities
Accomplished
c.
Advocacy for the
School
Accomplished
Overall Standard VI Accomplished
DRAFT – December 5, 2011
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 47
Exhibit 18: Principal Professional Performance Plan
Name: Tim Johnson Evaluation Ratings by Standard:
Position/Title: Principal I. Strategic Leadership - Partially Proficient
School(s): Park Street Middle School II. Instructional Leadership – Proficient
Grade Level(s): 6 through 8 III. School Culture and Equity
Leadership -
Proficient
Date Developed: May 17, 2012 IV. Human Resource
Leadership –
Proficient
Date Revised: _____________________________________________ V. Managerial Leadership – Partially Proficient
Supervisor Approval: ______________________________________ VI. External Development
Leadership -
Accomplished
Evaluator Approval (if different from supervisor):______________ VII. Student Growth -
Record three Professional Performance goals aligned with your evaluation results. Your goals should be specific and
measurable. While each of the goals is important, they should be listed in rank order with the most important listed
first. Also record the action steps required to address each growth goal. Please insert additional rows if additional
steps are needed.
Action Step
Who is
responsible for
support and/or
mentoring?
Role of Responsible
Person
Data to be collected
to demonstrate
progress
Dates data
will be
collected (at
least twice
during the
year)
Evidence of Progress
Toward Achieving Goal
Professional Performance Goal #1: Improve strategic leadership skills.
1. Distribute
leadership
tasks
throughout
the school.
Assoc. Supt. For
Curriculum and
Instruction
Monitor progress of
plan development,
coach Arne when he
needs it to keep
efforts moving
forward. Offer
suggestions about
who should be in
leadership roles.
Names of people
involved in
developing plan,
their roles and
responsibilities, and
how they perceive
their reception as
school leaders.
1. Prior to
team
selection.
2. Upon plan
completio
n
School staff and
stakeholders will report
that they have assumed
more responsible
leadership roles within
the school, and they will
be able to discuss what
this has meant to them
personally and to their
future efforts to improve
school culture and
instructional quality.
2. Include
maintenance
of high
quality
school
leadership in
strategic
plan.
Principals, Tim
Johnson
Routinely (at least
monthly) review the
status of planning
efforts with an eye
toward who is
working well and
who isn’t, who needs
support, and whether
the project is on time.
Qualitative data
related to staff
members’ perceived
abilities to complete
tasks and beliefs
about willingness to
continue working on
this effort during
subsequent years.
1. Prior to
first
meeting of
team.
2. Upon plan
completio
n.
Staff members will report
that they are more likely
to continue in school
leadership roles at the
close of the year than
they were at the
beginning of the year.
3. Provide for
routine
update of
strategic
plan, with
staff leading
revision
efforts.
Principal, Tim
Johnson
Build into the
strategic plan a
requirement that it be
reviewed and updated
at least annually, with
a major update when
goals have been met
or every five (5)
Copy of strategic
plan.
May 15, 2012 Some previously resistant
staff members will
volunteer to be planning
team leaders and to lead
the revision efforts on a
long-term basis.
DRAFT – December 5, 2011
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 48
Action Step
Who is
responsible for
support and/or
mentoring?
Role of Responsible
Person
Data to be collected
to demonstrate
progress
Dates data
will be
collected (at
least twice
during the
year)
Evidence of Progress
Toward Achieving Goal
years.
Professional Performance Goal #2: Improve personal communication skills.
1. Attend
CASE
workshop on
effective
communicati
on strategies.
Assistant
Superintendent for
Curriculum and
Instruction
CASE Facilitator
Help principal apply
skills learned during
workshop.
TELL survey results
on communication
within the school.
Beginning of
year (collected
by principal)
End of year
(collected
through TELL)
TELL survey will
indicated that school staff
believe they are better
informed about what is
going on in the school
and how they can help to
support improvement
strategies.
2. Ask
principal of
Elm Street
Elementary
School to
mentor my
communicati
on skills.
Principal of Elm
Street Elementary
School
Assistant
Superintendent for
Curriculum and
Instruction
Be available to
answer questions,
observe behaviors,
review materials, and
other activities
designed to improve
quality of
communication.
Samples of
communications
shared within school
community.
During first
month of
school.
During last
month of
school.
Improvements in the
quality, frequency, and
topics included in internal
communications.
3.
Professional Performance Goal #3:
1.
2.
3.
DRAFT – December 5, 2011
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 49
Exhibit 19: Mid-Year Performance Discussion
Name: __________________________________________________
Position/Title: ____________________________________________
School(s): ________________________________________________
Grade Level(s): ___________________________________________
Date: __________________________________________
Supervisor or Evaluator Approval:
______________________________________
School Goals and Action Steps Status of Action Steps
Barriers to
Successful
Completion by
Year End
Strategies to
Address Barriers Comments
Professional Performance
Goals and Action Steps Status of Action Steps
Barriers to
Successful
Completion by
Year End
Strategies to
Address Barriers Comments
1.
2.
3.
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 50
Glossary
NOTE: Items in this section marked with an “*” were taken directly from the “Rules for Administration of a Statewide
System to Evaluate the Effectiveness of Licensed Personnel Employed by School Districts and Boards of Cooperative
Services” approved by the Colorado Department of Education.
Administrator* means any person who administers, directs, or supervises the education instructional program, or a
portion thereof, in any school or School District in the state and who is not the chief executive officer or an assistant chief
executive officer of such school or a person who is otherwise defined as an Administrator by his or her employing School
District or BOCES.
Aggregation is the combining of multiple measures.
Analyzing student growth for “non-tested” subjects and grades: methods that should be used to analyze the evidence
and data elicited from the measurement tools for courses without at least two years of state summative assessment data.
Analyzing student growth for “tested” subjects and grades: methods that should be used to analyze the evidence and
data elicited from the measurement tools for courses without at least two years of state summative assessment data.
Artifacts are the documents, materials, processes, strategies, and other information that result from the normal and
customary day-to-day work of principals and assistant principals. To effectively address the requirements of the
evaluation system, it is not necessary for principals and assistant principals to collect all of the artifacts listed as examples
for each standard. In fact, they may choose not to use any artifacts so long as they and their evaluators agree on their
rating levels. Artifacts other than those included as examples may also be used. Artifacts are used only if either the
principal/assistant principal or the evaluator believes that additional evidence is required to convince the other of the
accuracy of the self-assessment as compared to the evaluator’s assessment of the principal/assistant principal’s
performance.
BOCES* or Board of Cooperative Services shall have the same meaning as provided in section 22-5-103 (2), C.R.S.
Classroom Observations: Used to measure observable classroom processes including specific teacher practices, aspects
of instruction, and interactions between teachers and students. Classroom observations can measure broad, overarching
aspects of teaching or subject-specific or context-specific aspects of practice.
Colorado Academic Standards* mean the standards adopted by the State Board pursuant to section 22-7-1005, C.R.S.,
that identify the knowledge and skills that a student should acquire as the student progresses from preschool through
elementary and secondary education, and include English language proficiency standards. Section 22-7-1013, C.R.S.,
requires each local education provider to ensure that its preschool through elementary and secondary education standards
meet or exceed the Colorado Academic Standards. When referenced in these rules, the Colorado Academic Standards may
be substituted with these locally adopted standards.
Colorado Model Evaluation System: The fair, equitable, and valid educator evaluation system provided by the Colorado
Department of Education to Colorado’s school districts to enable them to meet the requirements of S.B. 10-191.
Comments may be provided by the principal/assistant principal and/or the evaluator. Both have the opportunity to
provide comments on the performance of the principal/assistant principal.
Department* means the Colorado Department of Education created pursuant to section 24-1-115, C.R.S.
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 51
Educator* means a Principal, Administrator, or Teacher.
Element* means the detailed description of knowledge and skills that contribute to effective teaching and leading, and
which corresponds to a particular Principal Quality Standard or Teacher Quality Standard.
Equity Pedagogy* refers to a commitment to a diverse population of students, demonstrated by the creation of an
inclusive and positive school culture and strategies that meet the needs of diverse student talents, experiences and
challenges. Equity pedagogy values students’ individual backgrounds as a resource and utilizes approaches to instruction
and behavioral supports that build on student strengths.
Evaluatee: Person being evaluated.
Evidence Provided by Artifacts describes the unique information that each artifact used in the evaluation provides above
and beyond that provided by performance ratings. The evidence is used to support adjustments to ratings during the end-
of-year discussion between the principal/assistant principal and evaluator to determine final ratings for the
principal/assistant principal.
Expected Growth is a student’s expected/predicted performance on a current year test given his or her previous year’s
test score. This information is obtained by regressing the current year test score on the prior year test score. In other
words, estimating expected growth addresses the question, “Compared to students with the same prior test score, is the
current year test score higher or lower than would be expected?”
Formative Assessment is a process used by teachers and students during instruction that provides feedback to adjust
ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
Gain Score Model: A gain score model measures year-to-year change by simply subtracting the prior year score from
the current year score.
Growth Models: Traditional definitions of growth models indicate they are models that measure student achievement
growth from one year to the next by tracking the same students. This model addresses the question, “How much, on
average, did students’ performance change from one grade to the next?” To permit meaningful interpretation of student
growth, the model implicitly assumes that the measurement scales across grades are vertically linked (i.e., that student
scores on different tests across grades are directly comparable and represent a developmental continuum of knowledge
and skill). An alternate understanding of growth models as put forth by Damian Betebenner is a model that examines
performance of students with identical prior achievement scores and computes a percentile for each student indicating the
probability of that outcome given the student’s starting point, which can be used to gauge whether or not the student’s
growth was atypically high or low (Growth, Standards and Accountability, The Center for Assessment, April 2009:
http://www.nciea.org/publications/growth and Standard_DB09.pdf).
Interim Assessments: A term generally used to refer to medium scale, medium-cycle assessments currently in wide use.
Interim assessments: 1) evaluate students’ knowledge and skills relative to a specific set of academic goals, typically
within a limited time frame, and, 2) are designed to inform decisions at both the classroom and beyond the classroom
level, such as the school or district level. Thus, they may be given at the classroom level to provide information for the
teacher, but unlike true formative assessments, the results of interim assessments can be meaningfully aggregated and
reported at a broader level.
Licensed Personnel* mean any persons employed to instruct students or to administer, direct, or supervise the
instructional program in a school in the state that hold a valid license or authorization pursuant to the provision of article
60.5 of title 22, Colorado Revised Statutes.
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 52
Measures of Student Academic Growth* mean the methods used by School Districts and BOCES for measuring
Student Academic Growth in order to evaluate Licensed Personnel.
Multiple Measures of Student Learning: The various types of assessments of student learning, including for example,
value-added or growth measures, curriculum-based tests, pre-/post- tests, capstone projects, oral presentations,
performances, or artistic or other projects.
Multiple Measures of Teacher/Principal/Assistant Principal Performance: The various types of assessments of
teachers’ performance, including, for example, classroom observations, student test score data, self-assessments, or
feedback from other staff members, parents, students, or community members.
Non-tested Grades and Subjects: The grades and subjects that are not required to be tested under the Federal
Elementary and Secondary Education Act.
Norm-referenced: A type of test or assessment that yields an estimate of the tested individual’s performance evaluation
relative to a predefined population, with respect to the trait being measured. This type of test determines whether the test
taker performed better or worse than other test takers, but not whether the test taker knows either more or less material
than is necessary for a given purpose.
Other Assessments: The development and/or adaptation of other measures of student growth for non-tested grades and
subjects used across schools or districts. These measures may include early reading measures; standardized end-of-course
assessments; formative assessments; benchmark, interim, or unit assessments; and standardized measures of English
language proficiency. Other assessments may be developed at either the state education agency or local education agency
level. Teacher-developed assessments of student learning or growth also may fall into this category when those
assessments meet expectations for rigor and comparability across classrooms in a district or across classrooms statewide.
Performance Evaluation Rating* means the summative evaluation rating assigned by a School District or BOCES to
licensed personnel and reported to the Department on an annual basis. It is the equivalent of a “performance standard,” as
defined in section 22-9-103 (2.5), C.R.S.
Performance Standards: Levels of effectiveness established by rule of the state board pursuant to section
22-9-105.5(10).
Pilot Period* means the time during which the Department will collaborate with School Districts and BOCES to develop,
define, and improve the State Model System. The Pilot Period will end on July 2013 or when the State Model System
based on the Principal and Teacher Quality Standards has been completed, and the commissioner has provided notice of
such implementation to the revisor of statutes, whichever is later.
Policy: The formal guidance needed to coordinate and execute activity throughout an institution. When effectively
deployed, policy statements help focus attention and resources on high priority issues – aligning and merging efforts to
achieve the institutional vision. Policy provides the operational framework within which the institution functions.
Principal* means a person who is employed as the chief executive officer or an assistant chief executive officer of a
school in the state and who administers, directs, or supervises the education program in the school.
Principal Evaluation System Framework* means the complete evaluation system that all School Districts and BOCES
shall use to evaluate Principals employed by them. The complete Principal Evaluation System Framework includes the
following component parts: (i) definition of Principal Effectiveness set forth in section 2.01 of these rules, (ii) the
Principal Quality Standards described in section 2.02 of these rules, (iii) required elements of a written evaluation system
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 53
described in section 5.01 of these rules, and (iv) the weighting and aggregation of evidence of performance that are used
to assign a Principal to one of four Performance Evaluation Ratings as described in section 2.03 of these rules.
Principal Professional Performance Plan* means the plan required by section 22-9-105.5 (3), C.R.S., and is a written
agreement developed by a Principal and School District administration or local school board that outlines the steps to be
taken to improve the Principal's effectiveness. The Principal Professional Performance Plan shall include professional
development opportunities.
Principal Quality Standard*” means the Professional Practice or focus on Student Academic Growth needed to achieve
effectiveness as a Principal.
Professional Practice* means the behaviors, skills, knowledge and dispositions that Educators should exhibit. Teacher
Quality Standards I-V and Principal Quality Standards I-VI address the Professional Practice standards for Educators in
Colorado.
Quality Standards for Professional Practice: The behaviors, skills, knowledge, and dispositions teachers should
exhibit. Within the Council’s proposed framework, these are the 6 (teachers) or 7 (principals) major categories that serve
as the basis of judging educators as effective or not.
Rating Scale: Describes the principal’s performance on professional practices with respect to state performance
standards.
Not Evident: Principal/Assistant Principal does not meet state performance standard and does not demonstrate
progress toward meeting standard.
Partially Proficient: Principal/Assistant Principal does not meet state performance standard but is demonstrating
progress toward meeting standard.
Proficient: Principal meets state performance standard.
Accomplished: Principal exceeds state standard.
Exemplary: Principal significantly exceeds state standard.
Reliability: The ability of an instrument to measure consistently across different raters and contexts.
Resource Bank: A collection of tools, materials, and other resources provide by the Colorado Department of Education to
enable Colorado’s school districts to implement the Colorado Model Evaluation System and meet the requirements of
S.B. 10-191.
School Administrator: See “Administrator.”
School District or District* means a School District organized and authorized by section 15 of Article IX of the state
constitution and organized pursuant to article 30 of title 22, Colorado Revised Statutes.
State Board* means the State Board of Education established pursuant to Section 1 of Article IX of the state constitution.
State Council* means the state council for Educator effectiveness established pursuant to article 9 of title 22.
School Improvement Plan: See Unified Improvement Plan.
Senate Bill 10-191: Known as the ENSURING QUALITY INSTRUCTION THROUGH EDUCATOR
EFFECTIVENESS (EQUITEE) bill, S.B. 10-191 is the guiding legislation for Colorado’s work on educator effectiveness
issues.
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 54
(http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/EF2EBB67D47342CF872576A80027B078?open&file=19
1_enr.pdf)
Shared Attribution or Measures of Collective Performance: The use of measures required by the current provisions of
the Elementary and Secondary Education Act and/or other standardized assessments used to measure the performance of
groups of teachers. Measures of collective performance may assess the performance of the school, grade level,
instructional department, teams or other groups of teachers. These measures can take a variety of forms including
schoolwide student growth measures, team-based collaborative achievement projects, and shared value-added scores for
co-teaching situations.
Stakeholders: Teachers, parents, students, community members, business persons, and others who have an interest in the
well-being of the school.
State Model System* means the personnel evaluation system and supporting resources developed by the Department,
which meets all of the requirements for local personnel evaluation systems that are outlined in statute and rule.
State Scoring Framework: This framework outlines how data collected around the professional practice of teachers,
principals, and assistant principals and the student growth outcomes for students in the school should be combined in
order to make a singular judgment about the person being evaluated.
State Scoring Framework Matrix: A matrix that will be adopted by all districts statewide to assign teachers and
principals to appropriate performance standard ratings based on locally-calculated professional practice and student
growth scores. The process of assigning cut scores and determining where performance ratings go within the matrix will
be undertaken by CDE after examining the data gathered during the pilot and rollout phases.
Statewide Summative Assessments* mean the assessments administered pursuant to the Colorado student assessment
program created in section 22-7-409, C.R.S., or as part of the system of assessments adopted by the State Board pursuant
to section 22-7-1006, C.R.S.
Student Academic Growth means the change in student achievement against Colorado Academic Standards for an
individual student between two or more points in time, which shall be determined using multiple measures, one of which
shall be the results of Statewide Summative Assessments, and which may include other standards-based measures that are
rigorous and comparable across classrooms of similar content areas and levels. Student Academic Growth also may
include gains in progress towards postsecondary and workforce readiness, which, for Principals, may include performance
outcomes for successive student cohorts. Student Academic Growth may include progress toward academic and functional
goals included in an individualized education program and/or progress made towards Student Academic Growth
Objectives.
Student Academic Growth Objectives* mean a participatory method of setting measurable goals, or objectives for a
specific assignment or class, in a manner aligned with the subject matter taught, and in a manner that allows for the
evaluation of the baseline performance of students and the measureable gain in student performance during the course of
instruction.
Summary of Ratings for the Standard: At the end of the rubric for each standard is a section for summarizing
individual element ratings for the standard. Summary rating are also included in the summary rating worksheet, where the
evaluator and the principal/assistant principal being evaluated will review all standard and element ratings and determine
the overall professional practices rating.
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 55
Teacher* means a person who holds an alternative, initial, or professional Teacher license issued pursuant to the
provisions of article 60.5 of title 22 and who is employed by a School District, BOCES or a charter school in the state to
instruct, direct, or supervise an education program.
Teacher Evaluation System Framework* means the complete evaluation system that all School Districts and BOCES
shall use to evaluate Teachers employed by them. A diagram of the complete Teacher Evaluation System Framework
includes the following component parts: (i) definition of Teacher Effectiveness set forth in section 3.01 of these rules, (ii)
the Teacher Quality Standards described in section 3.02 of these rules, (iii) required elements of a written evaluation
system described in section 5.01 of these rules, (iv) the weighting and aggregation of evidence of performance to assign a
Teacher to one of four Performance Evaluation Ratings as described in section 3.03 of these rules, and (iv) the opportunity
to appeal an ineffective rating as contemplated in section 22-9-105.5(3)(e)(VII), C.R.S.
Teacher Feedback: SB. 10-191 requires that all educator evaluation systems include opportunities for teachers to
provide feedback on the performance of their principals. The Colorado Model Educator Evaluation System provides this
opportunity through the use of required artifacts described for each standard. There are a number of possibilities for
artifacts that may be used to satisfy this requirement. The CDE provides the TELL survey at no charge to schools and
districts. In addition, a number of districts are already using the ValEd principal feedback system and the Balanced
Leadership Profile as feedback measures. Should districts choose, they may also develop their own measures or adopt
other measures to satisfy this requirement.
Teacher Quality Standard* means the Professional Practices or focus on Student Academic Growth needed to achieve
effectiveness as a Teacher.
Teacher Turnover Rate: The rate at which teachers leave a school prior to retirement. This is calculated by dividing the
number of teachers who resign from or transfer out of a school by the total number of teachers who work at the school.
TELL Survey: The Teaching Empowering Leading and Learning Survey is a statewide survey of school based educators
to assess teaching conditions at the school, district and state level. (http://www.tellcolorado.org/)
Unified Improvement Plan* means the school plan required pursuant to section 22-11-210, C.R.S.
Unique Identifier: Numbers that are assigned to each student and teacher.
Validity: The ability of an instrument to measure the attribute it intends to measure.
Value-Added Models (VAMs): Complex statistical models that attempt to determine how specific teachers and schools
affect student achievement growth over time. This model generally uses at least two years of students’ test scores and
may take into account other student- and school-level variables, such as family background, poverty, and other contextual
factors. VAMs attempt to determine the extent to which changes in student performance can be attributed to a specific
school and/or teacher compared with that of the average school or teacher.
Weighting: How much a particular measurement tool, student growth measure or quality standard determines overall
performance when multiple measures are combined into a single rating.
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 56
Appendices
A. Resources
B. Blank Forms a. Evaluation Process Tracking Form
b. Rubric for Evaluating Colorado’s Principals and Assistant Principals
c. Summary Evaluation Worksheet
d. Summary Evaluation Sheet
e. Goal-Setting Form for Colorado Principals and Assistant Principals
f. Principal Professional Performance Plan
g. Mid-Year Performance Discussion
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 57
Appendix A: Resources
Resource Bank
Senate Bill 10-191 requires that the Colorado Department of Education make available to schools and school districts
tools and materials that they can use to support their educator evaluation efforts. These materials will be collected in a
resource bank that is available to anyone who is interested in using it. The Resource Bank is intended to provide
meaningful support and resources to realize Colorado's vision for Educator Effectiveness which is: Effective educators
for every student, effective leaders for every school. Users may access the resource bank at the following address:
http://www.cde.state.co.us/EducatorEffectiveness/ResourceBank.asp.
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 58
Appendix B: Blank Forms
Evaluation Process Tracking Form p. 58
Rubric for Evaluating Colorado’s Principals and Assistant Principals p. 59
Summary Evaluation Worksheet p. 80
Summary Evaluation Sheet p. 84
Goal-Setting Form for Colorado Principals and Assistant Principals p. 86
Principal Professional Performance Plan p. 88
Mid-Year Performance Discussion p. 89
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 59
Evaluation Process Tracking Form
Name: ____________________________________________________
Position/Title: ______________________________________________
School(s): __________________________________________________
Grade Level(s): _____________________________________________
Date Developed: ____________________________________________
Date Revised: ______________________________________________
Supervisor Approval: _______________________________________
Evaluator Approval (if different from supervisor):_______________
Activity Date
Completed
Principal/Assistant
Principal Signature
Evaluator/ Supervisor
Signature Comments
Training
Orientation
Self-Assessment
Review of Annual Goals and
Performance Plan
Mid-Year Review
Evaluator Assessment
End-of-Year Review
Final Ratings
Goal-Setting and Performance
Planning
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 60
Rubric for Evaluating Colorado’s Principals and Assistant Principals
Standard I: Principals Demonstrate Strategic Leadership
Not Evident Partially Proficient Proficient
(Meets State Standard) Accomplished Exemplary
Element a: School Vision, Mission and Strategic Goals: Principals collaboratively develop the vision, mission, values, expectations
and goals of the school, collaboratively determine the processes used to establish these foundations, and facilitate their integration into
the life of the school community.
There is inadequate
evidence that the
vision, mission, values,
beliefs and goals of
school are:
Familiar to staff
and other
stakeholders.
Collaboratively
developed by
school
administrators.
Integrated into the
life of the school
community.
The Principal assures
that the school’s vision,
mission, and strategic
goals are:
Developed through a
collaborative process
with staff and other
stakeholder groups.
Publicly available at
the school.
Part of routine school
communications with
staff and other
stakeholders.
Routinely updated.
. . . and
The Principal
collaboratively
establishes strategic goals
that are:
Focused on student
achievement.
Based on the analysis
of multiple sources of
information.
Aligned with district
priorities.
Measurable.
Rigorous.
Concrete.
Utilizes stakeholder
groups to integrate
the vision, mission
and strategic goals
into the school.
. . . and
School staff members:
Incorporate
strategies to address
strategic goals into
their instructional
plans.
. . . and
School staff and other
stakeholders: Assume leadership
roles in updating the
school’s vision,
mission, and
strategic goals.
Assume
responsibility for
collaboratively
implementing the
school’s vision,
mission, and
strategic goals.
Element b: School Plan: Principals ensure that a plan is in place that supports improved academic achievement and developmental
outcomes for all students, and provides for data-based progress monitoring.
There is inadequate
evidence that the
Principal: Implements systems
and processes for
planning and
managing change.
Works
collaboratively
develop the school
plan.
Monitors the
school’s progress
toward achieving
strategic goals and
objectives.
The Principal
communicates
effectively to staff and
other stakeholders:
Personal commitment
to continuous school
and district
improvement.
Components of
school’s plan.
Progress toward
meeting school goals
and outcomes.
. . . and
The Principal establishes
clear and consistent
processes and systems to:
Monitor progress
toward achieving
school goals and
student outcomes.
Regularly revise
school goals and
outcomes based on
progress monitoring
data.
. . . and
School staff and other
stakeholders:
Adhere to
established
processes and
procedures.
Fully and
conscientiously
implement the
school plan.
Address barriers to
achieving school’s
vision, mission, and
strategic goals.
. . . and
School staff members accept responsibility
for:
Tracking progress
of all students.
Collaboratively
developing short-
term and long-term
plans to address
barriers to positive
change.
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 61
Standard I: Principals Demonstrate Strategic Leadership
Not Evident Partially Proficient Proficient
(Meets State Standard) Accomplished Exemplary
Element c: Leading Change: Principals solicit input and collaborate with staff and their school community to implement strategies
for change and improvements that result in improved achievement and developmental outcomes.
There is inadequate
evidence that the
Principal:
Acknowledges the
importance of
meaningful change.
Has processes in place
for:
Resource
allocation.
Addressing barriers
to change.
The Principal:
Embraces
opportunities to bring
about positive
changes.
Provides support for
change efforts within
the school.
Coaches others in
leading change.
. . . and
The Principal establishes
clear and effective
processes to:
Select the school’s
leadership team.
Provide opportunities
for all staff to engage
in school change
efforts.
Drive planning,
monitoring, and
resource allocation
processes.
Manage change.
. . . and
School staff members:
Lead school
planning efforts.
Anticipate, identify
and address barriers
to positive change.
Take action to
address barriers to
achieving the
school’s vision,
mission and goals.
. . . and
School staff members accept responsibility
for:
Leading school
change efforts.
Using progress
monitoring data to
design plan
revisions.
Setting challenging
student learning
goals.
Element d: Distributive Leadership: Principals create and utilize processes to distribute leadership and support collaborative efforts
throughout the school among Teachers and Administrators.
There is inadequate
evidence that the
Principal:
Involves staff and
stakeholders in the
school’s decision
making processes.
Collects input from
staff and other
stakeholders.
Uses staff and
stakeholder input to
inform decisions.
The Principal:
Assumes
responsibility for
decision making
process.
Includes parents,
families, and the
larger school
community in
decision making
processes.
Makes decisions
unilaterally when
necessary.
. . . and
The Principal involves
school staff members in:
Selecting and
implementing
effective improvement
strategies.
Monitoring progress
towards achieving the
school’s mission,
vision and goals.
Developing and
implementing the
school’s mission,
vision, and goals.
. . . and
School staff members
take responsibility for:
Monitoring progress
towards achieving
the vision, mission,
and strategic goals.
Leading planning
and monitoring
efforts
. . . and
Staff and other
stakeholders:
Participate in
meaningful school
leadership
activities.
Assume
responsibility for
making decisions
related to
implementation of
the school plan.
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 62
Examples of Artifacts That May Be Used to
Support Rating: Evidence Provided by Artifact:
Unified Improvement Plan*
Teacher Feedback*
Parent Feedback
Student Feedback
Supervisor Feedback
Meeting agendas, minutes, and rosters
Quarterly Reports to SAC
Teacher Lesson Plans
Minutes of Planning Sessions
Teacher Turnover Rates
Emails and memos to staff
Descriptions of processes and procedures
ICAP
Parent newsletters
School vision, mission, and goals
Business and/or community resource
agreements
Ratings:
(# points per rating at this level)
NE
(0)
PP
(1)
P
(2)
A
(3)
Ex
(4)
Total
Points 0 to 2 points = Not Evident
3 to5 points = Partially Proficient
6 to 10 points = Proficient
11 to 13 points = Accomplished
14 to 16 points = Exemplary
Overall Rating for Standard I =
_________________
a. School Vision, Mission, and Strategic Goals
b. School Improvement Plan
c. Leading Change
d. Distributive Leadership
Total Points
Evaluator Comments:
Response of Principal/Assistant Principal Being Evaluated:
*Artifact is required for all principals and assistant principals.
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 63
Standard II: Principals Demonstrate Instructional Leadership Not Evident Partially Proficient Proficient
(Meets State Standard)
Accomplished Exemplary
Element a: Curriculum, Instruction, Learning and Assessment: Principals promote school-wide efforts to establish, implement
and refine appropriate expectations for curriculum, instructional practices, assessment and use of data on student learning based on
scientific research and evidence-based practices that result in student academic achievement.
There is inadequate
evidence that the
Principal provides
coaching and
development to assist
instructional staff in:
Differentiating
instruction.
Analyzing student
work.
Monitoring student
progress.
Applying research
based strategies.
Aligning
instructional
strategies with
student
performance
standards.
The Principal
reinforces instructional
initiatives through:
School wide
activities.
The school’s
curriculum.
Communication
with staff.
Consistent and
ongoing use of
data for decision
making.
Supports coaching
and development
efforts to assist
instructional staff.
. . . and
The Principal
implements an
instructional approach
that is:
Reflective of input
from staff with
expertise in content
areas.
Focused on
improving student
performance.
Aligned with student
performance
standards.
Supported by
research.
Enhanced by the use
of appropriate
technologies.
Regularly evaluates
the effectiveness of
curriculum,
instruction, and
assessment
strategies used with
students.
. . . and
School staff members:
Develop and
implement ideas for
improving student
learning.
Use evidence-based
practices.
Collaborate on school
improvement issues.
Use ideas generated
during collaborative
discussions to inform
school planning
efforts
Refine curriculum,
instruction, and
assessment approaches
based on data, school
wide discussions and
idea generation.
. . . and
School staff and
stakeholders:
Initiate classroom
based changes based
on discussions with
colleagues and results
of data analysis.
Reflect on their
performance and its
impact on student
progress.
Make corrections to
their instructional
approaches based on
personal reflection.
Use evidence-based
strategies appropriate
for addressing school
and student needs.
Element b: Instructional Time: Principals create processes and schedules which maximize instructional, collaborative and
preparation time.
There is inadequate
evidence that the
Principal: Limits interruptions
to instruction
throughout the day.
The Principal: Manages time so
teaching and
learning are the
school’s top
priority.
Implements a
master schedule
providing planning
and collaboration
time for all
teachers.
. . . and
The Principal: Quickly and
efficiently resolves
issues that could
potentially disrupt
the school day.
Implements
procedures
prohibiting
unnecessary
interruptions to the
school day.
. . . and
School staff members
protect instructional time
by:
Assuring that students
stay on task.
Limiting transitions
that can influence
time available.
. . . and
School staff members:
Advocate to
administrators for
uninterrupted
instructional time.
Monitor students’
time on task.
Adjust instructional
strategies to
maximize time on
task.
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 64
Standard II: Principals Demonstrate Instructional Leadership Not Evident Partially Proficient Proficient
(Meets State Standard)
Accomplished Exemplary
Element c: Implementing High-quality Instruction: Principals support Teachers through ongoing, actionable feedback and needs-
based professional development to ensure that rigorous, relevant and evidence-based instruction and authentic learning experiences
meet the needs of all students and are aligned across P-20.
There is inadequate
evidence that the
Principal: Provides job
embedded or
standards based
professional
development.
Coaching of staff
address immediate
issues with respect
to long-term goals.
The Principal:
Aligns professional
development
offerings with the
school’s most
critical needs.
Actively engages in
professional
development
activities along with
staff.
Provides feedback to
teachers regarding their
performance that is:
Actionable.
Timely.
. . . and
The Principal targets
professional
development toward
improvement of:
Relevance of
learning experiences.
Quality of classroom
instruction.
Ability of teachers to
meet the needs of all
students.
Alignment with P-
20.
Monitors teachers’
use of instructional
strategies and
approaches learned
through professional
development.
. . . and
Staff members:
Collaboratively plan
for effective
instruction.
Participate in
professional
development activities
designed to develop
and sustain their
leadership capacity.
Expands professional
development
opportunities by
creating job
embedded training
activities.
. . . and
Staff members:
Identify their
professional
development needs.
Plan short- and
long-term
professional
development
activities to address
identified needs.
Monitor their
performance
following
professional
development to
ensure they apply
lessons learned.
Element d: High Expectations for all Students: Principals hold all staff accountable for setting and achieving rigorous performance
goals for all students, and empower staff to achieve these goals across content areas.
There is inadequate
evidence that the
Principal leads the
development of student
outcomes and educator
goals that are:
Rigorous.
Consistently
addressed.
Aligned with
district priorities.
Based on multiple
sources of
information.
The Principal:
Communicates a
belief in high
measurable goals
outcomes for
students and staff.
Sets high,
measurable goals
for student learning.
. . . and
The Principal:
Holds staff
accountable for
achieving student
achievement goals.
Personifies high
expectations for
staff and other
stakeholders by
conscientiously
pursuing stated
goals.
. . . and
School staff members: Set rigorous but
achievable individual
learning/growth
goals for students.
Participate in the
development of
rigorous but
achievable school
goals.
. . . and
School staff members: Take responsibility
for ensuring that all
students achieve the
rigorous outcomes
established for them.
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 65
Standard II: Principals Demonstrate Instructional Leadership
Not Evident Partially Proficient Proficient
(Meets State Standard) Accomplished Exemplary
Element e: Instructional Practices: Principals demonstrate a rich knowledge of effective instructional practices, as identified by
research on best practices, in order to support and guide Teachers in data-based decision making regarding effective practices to
maximize student success.
There is inadequate
evidence that the
Principal:
Provides
instructional
coaching for
teachers.
Stays abreast of
evidence based
practices associated
with improved
student learning.
The Principal:
Participates in
professional
development and
adult learning
activities to
understand evidence
based student
learning research.
Provides data-based
feedback on
instructional practices
to teachers.
. . . and
The Principal:
Evaluates
professional
development
activities to assure
that they result in
improved
instructional and
assessment
practices.
Supports Teacher
efforts to conduct
action research.
. . . and
School staff members:
Use data to guide
and support
instructional
changes.
Collects, analyzes,
and shares data
related to changes to
instructional
practices.
. . . and
School staff members:
Shares knowledge of
school successes
with staff,
colleagues, and
others interested in
making positive
school changes.
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 66
Examples of Artifacts That May Be Used to
Support Rating: Evidence Provided by Artifact:
Unified Improvement Plan*
Teacher Feedback*
Supervisor Feedback
Parent Feedback
Student Feedback
Documentation of Progress Monitoring
Master Schedule
Student Achievement Data
Teacher Turnover Rates
Ratings:
(# points per rating at this level)
NE
(0)
PP
(1)
P
(2)
A
(3)
Ex
(4)
Total
Points 0 to 3 points = Not Evident
4 to 7 points = Partially Proficient
8 to 12 points = Proficient
13 to 16 points = Accomplished
17 to 20 points = Exemplary
Overall Rating for Standard II = _
________________
a. Curriculum, Instruction, Learning and
Assessment
b. Instructional Time
c. Implementing High-Quality Instruction
d. High Expectations for all Students
e. Instructional Practices
Total Points
Evaluator Comments:
Response from Principal/Assistant Principal Being Evaluated:
*Artifact is required for all principals and assistant principals.
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 67
Standard III: Principals Demonstrate School Culture and Equity Leadership
Not Evident Partially Proficient Proficient
(Meets State Standard) Accomplished Exemplary
Element a: Intentional and Collaborative School Culture: Principals articulate, model and positively reinforce a clear
vision and values of the school’s culture, and involve students, families and staff in creating an inclusive and welcoming
climate that supports it.
There is inadequate
evidence that the
Principal:
Establishes a school
culture that is
welcoming to
visitors.
Communicates with
families and the
community:
Frequently.
Focusing on
including them in
the school’s
activities.
In an inclusive
manner.
The Principal: Communicates to
families and the
community the
importance of their
involvement.
Invites families and
community members
into the school to
participate in:
Decision making
processes.
Parent conferences.
Activities to learn
about how to help
students.
. . . and
The Principal: Establishes an
inclusive school
culture based on
collaboration
among and
between students,
parents, staff, and
the community.
Consistently
monitors school
culture to ensure
that it is conducive
to student learning.
Engages staff,
parents, students,
and others in
meaningful
discussions to
address issues
before they
become
challenging.
. . . and
Parents, families,
and community
members participate
in:
A wide variety of
meaningful
activities.
Decision making
processes related
to their children’s
education.
. . . and
Parents and school
staff members:
Seek
opportunities to
collaborate on
student learning
initiatives.
Parents have a sense
of ownership
regarding:
Their children’s
education;
Increasing the
consistency and
intensity of their
involvement.
Inviting other
parents to join
them in school
activities.
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 68
Element b: Commitment to the Whole Child: Principals promote the cognitive, physical, social and emotional health,
growth and skill development of every student.
There is inadequate
evidence that the
Principal:
Understands the
interconnectedness
of students’
physical, cognitive,
social, and
emotional health.
The Principal: Conveys an
understanding of
the importance of
the
interconnectedness
of students’
cognitive, physical,
social and
emotional health.
. . . and
The Principal: Implements an
approach to
learning that
integrates research
based practices to
address students’
cognitive,
physical, social
and emotional
health and welfare.
Monitors school
activities and
initiatives to
assure that all of
the students’ needs
are addressed.
. . . and
School staff
members: Are well versed in
identifying and
addressing the
needs of the
whole child.
Seek advice of
experts who can
help address
student needs
when necessary.
. . . and
School staff
members
Implement an
approach to
teaching that
addresses student
needs in a holistic,
integrated, and
comprehensive
manner.
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 69
Standard III: Principals Demonstrate School Culture and Equity Leadership
Not Evident Partially Proficient Proficient
(Meets State Standard) Accomplished Exemplary
Element c: Equity Pedagogy: Principals demonstrate a commitment to a diverse population of students by creating an
inclusive and positive school culture, and provide instruction in meeting the needs of diverse students, talents, experiences
and challenges in support of student achievement.
There is
inadequate
evidence that the
principal:
Sets
expectations that
are the same for
students with
and
understanding of
their unique
backgrounds,
needs, or skills.
The Principal: Understands the
diversity of the
school community.
Articulates the
need for
developing cultural
understanding.
Recognizes that
diversity is an asset
to the school.
Provides all
students
opportunities to
showcase their
skills and talents.
. . . and
The Principal sets the
expectation that all
students will:
Achieve one year
of growth for one
year of instruction.
Graduate from high
school.
Be college or career
ready at time of
high school
graduation.
Demonstrates an
appreciation for
and sensitivity to
diversity in the
school community.
Implements
activities and
services to assist
students and
families from
diverse cultures.
. . . and
School staff
members:
Implement
culturally
responsive
instructional
approaches.
Ensure that all
students are
treated with
respect and
dignity.
Recognize
students for their
unique talents
and skills.
. . . and
School staff members
and the community: Initiate actions that
encourage an
inclusive climate of
respect for student
diversity.
Students:
Accept and respect
students who are
different from them.
Expect their peers to
value diversity.
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 70
Element d: Efficacy, Empowerment and a Culture of Continuous Improvement: Principals and their leadership team foster a
school culture that encourages continual improvement through reliance on research, innovation, prudent risk-taking, high
expectations for all students and Teachers, and a valid assessment of outcomes.
There is inadequate
evidence that the
Principal:
Routinely uses
data and
assessments to
monitor
progress.
Encourages staff
and other
stakeholders to
use data to
identify needed
improvements to
teaching and
learning
activities.
The Principal: Communicates the
need for using
data for decision
making.
Develops the
capacity of staff
and other
stakeholders to
use data for
decision making.
. . . and
The Principal: Models appropriate
and consistent use
of data to monitor
performance and
inform decision
making.
Creates a culture of risk
taking and learning
within the school by:
Developing new
initiatives and
monitoring their
impact on student
learning.
Eliminating
ineffective activities
and initiatives.
Fostering the use of
data to continually
learn about the
impact of school
initiatives.
. . . and
School staff members
participate in the
evaluation of:
Instructional
approaches.
Progress toward
achieving goals
and outcomes.
. . . and
School staff members. Monitor and
evaluate progress
toward achieving
school goals and
student outcomes.
Recommend:
Activities and
initiatives for
elimination or scale
back.
Evidence based
programs, practices,
and instructional
programs for
implementation.
Examples of Artifacts That May Be Used to
Support Rating: Evidence Provided by Artifact:
Unified Improvement Plan*
Teacher Feedback*
Supervisor Feedback
Parent Feedback
Student Feedback
Teacher Turnover Rates
High School Graduation Rates
Disaggregated by Race/Ethnicity, Gender,
SES, and other factors
Ratings:
(# points per rating at this level)
NE
(0)
PP
(1)
P
(2)
A
(3)
Ex
(4)
Total
Points
0 to 2 points = Not Evident
3 to 5 points = Partially Proficient
6 to 10 points = Proficient
11 to 13 points = Accomplished
14 to 16 points = Exemplary
Overall Rating for Standard III =
__________________
a. Intentional and Collaborative School
Culture
b. Commitment to the Whole Child
c. Equity Pedagogy
d. Efficacy, Empowerment and a Culture of
Continuous Improvement
Total Points
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 71
Evaluator Comments:
Response from Principal/Assistant Principal Being Evaluated:
*Artifact is required for all principals and assistant principals.
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 72
Standard IV: Principals Demonstrate Human Resource Leadership
Not Evident Partially Proficient Proficient
(Meets State Standard) Accomplished Exemplary
a. Element a: Professional Development/Learning Communities: Principals ensure that the school is a professional learning
community that provides opportunities for collaboration, fosters Teacher learning and develops Teacher leaders in a manner that
is consistent with local structures, contracts, policies and strategic plans.
There is inadequate
evidence that the
Principal provides
professional
development that is:
Of high quality.
Tailored to meet
staff needs.
Focused on
student learning.
Research based.
Job embedded.
The Principal provides
professional
development that is:
Designed to meet
student learning
needs.
Aligned with the
school improvement
plan.
. . . and
The Principal: Demonstrates a
commitment to
professional
development by
participating in
professional
development that is
aligned with the
needs of the school
and staff.
Coaches staff to
assume leadership
roles within the
school.
Provides
opportunities for
staff to use
leadership skills.
. . . and
School staff members: Participate in
professional
development
offerings to
enhance their
performance.
Reflect on personal
performance.
Identify
professional
development needs
based on personnel
and program
evaluation results.
Select most
appropriate
methods for
obtaining such
training.
. . . and
School staff members take
responsibility for their own
learning by:
Participating in
professional learning
communities.
Assuming leadership
roles within
professional learning
communities.
Collaborating with
colleagues to identify
solutions to difficult
problems.
Identifying and
communicating their
professional
development needs.
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 73
Standard IV: Principals Demonstrate Human Resource Leadership
Not Evident Partially Proficient Proficient
(Meets State Standard) Accomplished Exemplary
b. Element b: Recruiting, Hiring, Placing, Mentoring, and Dismissal of Staff: Principals establish and effectively manage
processes and systems that ensure a knowledgeable, high-quality, high-performing staff.
There is inadequate
evidence that the
Principal:
Considers school and
district strategic goals
and student outcomes
when making
personnel decisions
such as:
Recruiting staff.
Hiring staff.
Assigning staff.
Evaluating staff.
Dismissing staff.
The Principal: Adheres to district and
state policies and
procedures related to
personnel activities.
Makes personnel
assignments within
the parameters of
district policy.
Provides support for
new teachers and staff
members to help
ensure their success.
. . . and
The Principal: Fosters positive
professional
relationships with
staff.
Takes steps to
address low
performing teachers
in ways that will
improve their
performance.
Places personnel in
positions to ensure
that all students have
equal access to
highly effective
teachers.
Dismisses or does
not rehire teachers
when necessary.
. . . and
School staff members:
Readily accept
school placements
where they are
needed most in order
to address student
learning needs.
Accept responsibility
for maintaining their
qualifications to
address needs of
students.
. . . and
School staff members: Use the advice of
coaches, mentors,
and/or experts in
various fields in
order to improve
their practice.
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 74
Standard IV: Principals Demonstrate Human Resource Leadership
Not Evident Partially Proficient Proficient
(Meets State Standard) Accomplished Exemplary
Element c: Teacher and Staff Evaluation: Principals evaluate staff performance using the District’s Educator evaluation system in
order to ensure that Teachers and staff are evaluated in a fair and equitable manner with a focus on improving Teacher and staff
performance and, thus, student achievement.
There is
inadequate
evidence that the
Principal:
Understands the
importance of
consistent and
rigorous
evaluations of
school staff
members.
The Principal:
Conducts staff evaluation
activities:
In line with district
policies.
On time.
Using multiple
measures.
Uses evaluation
results to identify
professional
development and
growth needs of
teachers and staff.
. . . and
The Principal:
Provides on-going
coaching for staff
whose performance
needs improvement.
. . .and
School staff members:
Reflect on their
practice for the
purpose of
improving
performance.
Hold themselves
accountable for
meeting or
exceeding student
outcomes and
school goals.
. . . and
School staff members
hold themselves
accountable for:
Following the
district’s evaluation
process.
Reflecting on
personnel evaluation
results.
Improving
performance over
time.
Examples of Artifacts That May Be Used to
Support Rating: Evidence Provided by Artifact:
Unified Improvement Plan*
Number and Percent of Ineffective,
Effective, and Highly Effective Teachers*
Teacher Feedback*
Supervisor Feedback
Parent Feedback
Student Feedback
Personnel Evaluation Records
Teacher Turnover Rates
Professional Development Plan for the School
Agendas and Rosters for Professional
Development Offerings
Agendas and Rosters for Professional Learning
Community Meetings
Ratings:
(# points per rating at this level)
NE
(0)
PP
(1)
P
(2)
A
(3)
Ex
(4)
Total
Points
0 to 1 points = Not Evident
2 to 4 points = Partially Proficient
5 to 7 points = Proficient
8 to 10 points = Accomplished
11 to 12 points = Exemplary
Overall Rating for Standard IV =
___________________
a. Professional Development/Learning
Communities
b. Recruiting, Hiring, Placing, Mentoring, and
Dismissal of Staff
c. Teacher and staff evaluation
Total Points
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 75
Evaluator Comments:
Response from Principal/Assistant Principal Being Evaluated:
*Artifact is required for all principals and assistant principals.
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 76
Standard V: Principals Demonstrate Managerial Leadership Not Evident Partially Proficient Proficient
(Meets State Standard)
Accomplished Exemplary
Element a: School Resources and Budget: Principals establish systems for marshaling all available school resources to
facilitate the work that needs to be done to improve student learning, academic achievement and overall healthy
development for all students. There is inadequate
evidence that the
Principal:
Follows standard
accounting
procedures in
managing the
school’s budget.
Manages school’s
budget with respect
to district guidelines.
Uses discretionary
funds only for
activities that support
for teaching and
learning.
Aligns management
structures with
student and staff
needs.
The Principal:
Focuses school
resources on
teaching and
learning.
Allocates resources
according to
priority needs.
Allocates resources
in ways that support
the attainment of
strategic goals and
student outcomes.
Commits time and
fiscal resources to:
Continuous school
improvement.
Professional
development.
. . . and
The Principal:
Manages and
monitors fiscal,
physical, and
personnel resources
efficiently and
effectively.
Creates management
structures to support
the alignment of
resource use with
school goals and
student outcomes.
Fully funds instructional
initiatives necessary to
achieve school goals and
student outcomes by:
Leveraging resources
Eliminating
ineffective programs.
Prioritizing school
budget.
. . . and
School staff members:
Support the
development of
external
partnerships that
support teaching
and learning.
. . . and
School staff members
accept responsibility for:
Using school
resources for the
benefit of students.
Fully supporting the
alignment of
resources with school
goals and student
outcomes.
Participating in the
budgeting and
prioritization process
as requested.
Element b: Conflict Management and Resolution: Principals proactively and efficiently manage the complexity of human
interactions and relationships, including those among and between parents/guardians, students and staff.
There is inadequate
evidence that the
Principal:
Builds relationships
between and among
staff members in
order to manage
conflict and defuse
tense or problematic
situations as they
arise.
The Principal:
Interacts with
students, staff and
other stakeholders
as needed in order to
defuse potentially
stressful situations.
. . . and
The Principal:
Resolves issues as
they arise to prevent
long-term problems.
Models fairness and
consistency when
dealing with
students and staff.
. . . and
School staff members:
Manage conflicts or
tense situations in
order to build
positive relationships
with each other.
Accept responsibility
for building positive
relationships with
students, colleagues,
and members of the
community.
Establish counseling
interventions as
needed.
. . . and
School staff members
and students accept
responsibility for their
own relationships by:
Anticipating
problems and
adjusting behaviors to
avoid negative
situations.
Adhering to
operational norms in
professional learning
communities.
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 77
Standard V: Principals Demonstrate Managerial Leadership
Not Evident Partially Proficient Proficient
(Meets State Standard) Accomplished Exemplary
Element c: Systematic Communication: Principals facilitate the design and utilization of various forms of formal and informal
communication with all school stakeholders.
There is inadequate
evidence that the
Principal:
Communicates with
students, parents and
the community on a
regular basis.
Responds to contact
from parents and
community members
in a timely and
meaningful manner.
The Principal:
Communicates with
students, staff, and
the community to
address immediate
activities or potential
problems.
Responds to contact
from parents and
community members
to address specific
needs or issues.
Prioritizes
communication as a
high need area for
the school.
Invites parents and
the community to
share ideas and
concerns.
. . . and
The Principal:
Invites parents and
the community to
lead communication
activities.
Communicates with
students, staff,
parents and other
stakeholders on a
regular basis.
Responds
meaningfully and
promptly to contact
from families and
community
members.
Offers a variety of
venues for
communication.
. . . and
School staff members
promote frequent and
meaningful:
Opportunities for
discussions with
parents and
community
members.
Use of existing
communication
structures such as
newsletters and blogs
to expand and
enhance
communication
between the
classroom and the
school community.
. . . and
School staff
members:
Develop effective
strategies to sustain
positive
meaningful
communications
with parents,
students, and the
community.
Element d: School-wide Expectations for Students and Staff: Principals ensure that clear expectations, structures, rules and
procedures are established for students and staff.
There is inadequate
evidence that the
Principal:
Has established
school rules and
procedures.
Sets clear
expectations for
students and staff.
The Principal:
Adheres to rules and
procedures required
by district
administration.
Enforces rules and
procedures among
all members of the
school community
Routinely reviews
and revises rules and
procedures to assure
their continued
relevance.
. . . and
The Principal: Establishes and
clearly articulates
high expectations
for all students and
staff.
Demonstrates values,
beliefs and attitudes
that inspire students
and staff to higher
levels of
performance.
. . . and
School staff members: Engage in developing
high expectations for
learning and improved
performance.
Encourage students to
reach high levels of
performance.
Monitor student
progress toward
achieving
expectations.
. . . and
School staff
members:
Monitor their
performance.
Strive to achieve
high school-wide
expectations.
Students:
Monitor their
performance.
Strive to achieve
expectations set by
their teachers,
parents and
themselves.
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 78
Standard V: Principals Demonstrate Managerial Leadership
Not Evident Partially Proficient Proficient
(Meets State Standard) Accomplished Exemplary
Element e: Supporting Policies and Agreements: Principals regularly update their knowledge of federal and state laws, and School
District and board policies, including negotiated agreements, if applicable, and establish processes to ensure that these policies, laws
and agreements are consistently met and implemented.
There is inadequate
evidence that the
Principal:
Complies with
district policies and
negotiated
agreements.
Is familiar with state
and federal laws and
district and state
policies.
The Principal:
Understands and
complies with district
and board policies
and state and federal
laws.
Inquires about
policies/laws prior to
making decisions.
Establishes
procedures to protect
the confidentiality of
staff and student
information.
. . . and
The Principal:
Efficiently and
effectively
manages school
or district
contractual
arrangements.
Conscientiously
and routinely
studies changes to
laws and policies
to maintain the
school’s
compliance.
Provides
meaningful and
timely input into
the development
of district and
board policy.
. . . and
School staff members
accept responsibility
for:
Adhering to all
school and district
policies and
procedures.
. . . and
School staff members: Provide school and/or
district administrators
input about the
effectiveness of
policies and
procedures.
Suggest new or revised
policies and
procedures to help
assure student success.
Element f: Ensuring an Orderly and Supportive Environment: Principals ensure that the school provides an orderly and
supportive environment that fosters a climate of safety, respect, and well-being.
There is inadequate
evidence that the
Principal:
Understands the
importance of
establishing a safe,
positive, and
supportive school
culture.
The Principal:
Establishes rules and
procedures to
maintain a safe and
positive school
culture.
. . . and
The Principal:
Expects students
and teachers to
respect diverse
interests and
attitudes.
Creates
mechanisms to
ensure all
stakeholder
voices are heard
and respected.
Addresses safety
issues
immediately and
efficiently.
. . . and
School staff members: Demonstrate
respectful behavior
toward students,
parents,
stakeholders, and
colleagues.
Freely and openly
express their
opinions and
recommendations.
Consistently and
conscientiously
monitor the school
environment to
sustain a positive
learning
environment.
. . . and
School staff members
initiate activities designed
to
Improve school safety.
Encourage respect
between and among
students and
colleagues.
Inform administrators
about potential
problems before they
escalate.
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 79
Examples of Artifacts That May Be Used to
Support Rating: Evidence Provided by Artifact:
Unified Improvement Plan*
Teacher Feedback*
# and % of Highly Effective, Effective,
and Ineffective Teachers
Parent Feedback
Student Feedback
School Handbook
School Policies and Procedures Manual
Emails to staff, parents, students, and the
community
Minutes of Parent and Community
Meetings
Rosters of Meeting Attendees
Faculty Meeting Minutes
School Budget
Discipline Referrals
Communication logs
Teacher Turnover Rate
Ratings:
(# points per rating at this level)
NE
(0)
PP
(1)
P
(2)
A
(3)
Ex
(4)
Total
Points
0 to 4 points = Not Evident
5 to 9 points = Partially Proficient
10 to 14 points = Proficient
15 to 19 points = Accomplished
20 to 24 points = Exemplary
Overall Rating for Standard V =
_____________________
a. School Resources and Budget
b. Conflict Management and Resolution
c. Systematic Communication
d. School-wide Expectations for Students and
Staff
e. Supporting Policies and Agreements
f. Ensuring an Orderly and Supportive
Environment
Total Points
Evaluator Comments:
Response of Principal/Assistant Principal Being Evaluated:
*Artifact is required for all principals and assistant principals.
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 80
Standard VI: Principals Demonstrate External Development Leadership
Not Evident Partially Proficient Proficient
(Meets State Standard) Accomplished Exemplary
Element a: Family and Community Involvement and Outreach: Principals design and/or utilize structures and processes which
result in family and community engagement, support and ownership for the school.
There is inadequate
evidence that the
Principal:
Understands the
importance of
and/or how to reach
out to the
community to
become involved in
school activities.
Establishes a
welcoming and
inviting approach
to parents and
community
members as visitors
to the school or
individual
classrooms.
The Principal:
Conducts some
community outreach
activities.
Invites families to
participate in
parent/teacher
conferences and
other activities
specifically focused
on their children.
. . . and
The Principal
encourages families and
community members to
become engaged in:
Student learning
initiatives.
School decision
making processes.
Invites parents and
community members
to serve on decision
making committees.
Maximizes the use of
community resources
and agencies to
provide health,
social, and other
services to students
and families.
. . . and
School staff members: Support family and
community
involvement for the
benefit of student
learning.
Use resources
provided by the
community and
outside agencies to
support learning in
the classroom.
. . . and
School staff members:
Encourage families
and community
members to hold
responsible and
meaningful positions
on school committees
and task forces.
Sustain meaningful
parent and
community
involvement
throughout the school
year.
Element b: Professional Leadership Responsibilities: Principals strive to improve the profession by collaborating with their
colleagues, School District leadership and other stakeholders to drive the development and successful implementation of initiatives
that better serve students, Teachers and schools at all levels of the education system. They ensure that these initiatives are consistent
with federal and state laws, School District and board policies, and negotiated agreements where applicable.
There is inadequate
evidence that the
Principal:
Understands the need
for strong
community and
organizational
relationships.
The Principal:
Interacts with
community
agencies and key
stakeholders.
Understands the
network of agencies
that provide health,
social, and other
services to families.
. . . and
The Principal:
Establishes and
maintains strong
positive relationships
with key community
stakeholders and
external agencies.
Assures that all
school activities
meet all applicable
rules, regulations,
policies and laws.
Maximizes the
impact of
community, district,
state and national
relationships to
benefit the school.
. . . and
School staff members:
Accept
responsibility for:
Adhering to all
applicable rules,
regulations,
policies, and laws.
Utilizing available
external resources
for the benefit of
students.
. . . and
School staff members
and parents:
Provide
support/feedback to
enhance the
opportunities for all
students to be
successful and
workforce ready.
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 81
Standard VI: Principals Demonstrate External Development Leadership
Not Evident Partially Proficient Proficient
(Meets State Standard) Accomplished Exemplary
Element c: Advocacy for the School: Principals develop systems and relationships to leverage the School District and community
resources available to them both within and outside of the school in order to maximize the school’s ability to serve the best interest of
students and families.
There is inadequate
evidence that the
Principal:
Engages community
members and key
stakeholders in the
school’s activities.
Understands the
community and the
issues it is facing.
Recognizes that
diversity is an asset
to the school
community.
The Principal:
Solicits community
input and uses the
input to inform
decisions.
Involves
community
stakeholders in the
school’s activities.
Understands
community values,
interests, and
needs.
Identifies and
engages key
community
stakeholders.
. . . and
The Principal:
Advocates
throughout the school
community for
activities and
initiatives that
support teaching and
learning.
Expands personal
reach and sphere of
influence throughout
the district and
beyond in order to
maximize support for
school activities and
initiatives and
activities.
. . . and
School staff members:
Engage health,
social, and other
services to help
meet the needs of
students and
families.
Maintain strong
relationships with
key community
stakeholders.
. . . and
School staff members:
Support initiatives to
bring the community
into the school
facility to better
understand its
initiatives, culture,
and needs.
Examples of Artifacts That May Be Used to
Support Rating: Evidence Provided by Artifact:
Unified Improvement Plan
Number and Percent of Highly Effective,
Effective, and Ineffective Teachers
Teacher Feedback
Supervisor Feedback
Parent Feedback
Student Feedback
Community Feedback
Teacher Turnover Rate
Ratings:
(# points per rating at this level)
NE
(0)
PP
(1)
P
(2)
A
(3)
Ex
(4)
Total
Points
0 to 1 points = Not Evident
2 to 4 points = Partially Proficient
5 to 7 points = Proficient
8 to 10 points = Accomplished
11 to 12 points = Exemplary
Overall Rating for Standard VI =
___________________
a. Family and Community Involvement and
Outreach
b. Professional Leadership Responsibilities
c. Advocacy for the School
Total Points
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 82
Evaluator Comments:
Response of Principal/Assistant Principal Being Evaluated:
*Artifact is required for all principals and assistant principals.
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 83
Principal/Assistant Principal Summary Evaluation Worksheet
This form should be completed by the evaluator prior to the final evaluation and goal-setting meeting held each spring.
The school administrator and evaluator should discuss the contents of this form, the accompanying Summary Evaluation
Sheet, and the goal-setting form and agree on the professional practices ratings as well as the recommended actions for
improvement, resources needed to accomplish those actions, and a determination of how the school administrator and
evaluator will know improvements have been made.
Standard I: Principals Demonstrate Strategic Leadership
Elements NE PP P A Ex
Element a: School Vision, Mission and Strategic Goals: Principals collaboratively develop the vision,
mission, values, expectations and goals of the school, collaboratively determine the processes used to
establish these foundations, and facilitate their integration into the life of the school community.
Element b: School Plan: Principals ensure that a plan is in place that supports improved academic
achievement and developmental outcomes for all students, and provides for data-based progress
monitoring.
Element c: Leading Change: Principals solicit input and collaborate with staff and their school
community to implement strategies for change and improvements that result in improved achievement
and developmental outcomes for all students.
Element d: Distributive Leadership: Principals create and utilize processes to distribute leadership and
support collaborative efforts throughout the school among Teachers and Administrators.
Overall Rating for Standard I Comments:
Recommended actions for improvement:
Resources needed to complete these actions:
Evidence or documentation to support ratings:
Unified Improvement Plan
Number and percent of Ineffective, Effective, and
Highly Effective Teachers
Teacher and Staff Feedback
Meeting agendas, minutes, and rosters
Quarterly Reports to SAC
Teacher Lesson Plans
Minutes of planning sessions
Teacher Turnover Rates
Supervisor feedback
Parent and community member feedback
Emails and memos to staff
Parent newsletters
Descriptions of processes and procedures ICAP
School vision, mission, and goals
Business and/or community resource agreements
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 84
Standard II: Principals Demonstrate Instructional Leadership
Elements NE PP P A Ex
Element a: Curriculum, Instruction, Learning and Assessment: Principals promote school-wide efforts
to establish, implement and refine appropriate expectations for curriculum, instructional practices,
assessment and use of data on student learning based on scientific research and evidence-based practices
that result in student academic achievement.
Element b: Instructional Time: Principals create processes and schedules which maximize instructional,
collaborative and preparation time.
Element c: Implementing High-quality Instruction: Principals support Teachers through ongoing,
actionable feedback and needs-based professional development to ensure that rigorous, relevant and
evidence-based instruction and authentic learning experiences meet the needs of all students and are
aligned across P-20.
Element d: High Expectations for all Students: Principals hold all staff accountable for setting and
achieving rigorous performance goals for all students, and empower staff to achieve these goals across
content areas.
Element e: Instructional Practices: Principals demonstrate a rich knowledge of effective instructional
practices, as identified by research on best practices, in order to support and guide Teachers in data-based
decision making regarding effective practices to maximize student success.
Overall Rating for Standard II
Comments:
Recommended actions for improvement:
Resources needed to complete these actions:
Evidence or documentation to support ratings:
Unified Improvement Plan
Number and percent of Ineffective, Effective, and
Highly Effective Teachers
Supervisor Feedback
Teacher Feedback
TELL Survey
360 Survey
Parent Survey
Student Survey
Percent and number of Highly Effective, Effective,
and Ineffective Teachers
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 85
Standard III: Principals Demonstrate School Culture and Equity Leadership
Elements NE PP P A Ex
Element a: Intentional and Collaborative School Culture: Principals articulate, model and positively
reinforce a clear vision and values of the school’s culture, and involve students, families and staff in
creating an inclusive and welcoming climate that supports it.
Element b: Commitment to the Whole Child: Principals promote the cognitive, physical, social and
emotional health, growth and skill development of every student.
Element c: Equity Pedagogy: Principals demonstrate a commitment to a diverse population of students by
creating an inclusive and positive school culture, and provide instruction in meeting the needs of diverse
students, talents, experiences and challenges in support of student achievement.
Element d: Efficacy, Empowerment and a Culture of Continuous Improvement: Principals and their
leadership team foster a school culture that encourages continual improvement through reliance on
research, innovation, prudent risk-taking, high expectations for all students and Teachers, and a valid
assessment of outcomes.
Overall Rating for Standard III
Comments:
Recommended actions for improvement:
Resources needed to complete these actions:
Evidence or documentation to support ratings:
Unified Improvement Plan
Number and percent of Ineffective, Effective, and
Highly Effective Teachers
Supervisor Feedback
Teacher Feedback
TELL Survey
360 Survey
Parent Survey
Student Survey
Percent and number of Highly Effective, Effective,
and Ineffective Teachers
Standard IV: Principals Demonstrate Human Resource Leadership
Elements NE PP P A Ex
Element a: Professional Development/Learning Communities: Principals ensure that the school is a
professional learning community that provides opportunities for collaboration, fosters Teacher learning and
develops Teacher leaders in a manner that is consistent with local structures, contracts, policies and
strategic plans.
Element b: Recruiting, Hiring, Placing, Mentoring, and Dismissal of Staff: Principals establish and
effectively manage processes and systems that ensure a knowledgeable, high-quality, high-performing
staff.
Element c: Teacher and Staff Evaluation: Principals evaluate staff performance using the District’s
Educator evaluation system in order to ensure that Teachers and staff are evaluated in a fair and equitable
manner with a focus on improving Teacher and staff performance and, thus, student achievement.
Overall Rating for Standard IV Comments:
Recommended actions for improvement:
Resources needed to complete these actions:
Evidence or documentation to support ratings:
Unified Improvement Plan
Number and percent of Ineffective, Effective, and
Highly Effective Teachers
Supervisor Feedback
Teacher Feedback
TELL Survey
360 Survey
Parent Survey
Student Survey
Percent and number of Highly Effective, Effective,
and Ineffective Teachers
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 86
Standard V: Principals Demonstrate Managerial Leadership
Elements NE PP P A Ex
Element a: School Resources and Budget: Principals establish systems for marshaling all available
school resources to facilitate the work that needs to be done to improve student learning, academic
achievement and overall healthy development for all students.
Element b: Conflict Management and Resolution: Principals proactively and efficiently manage the
complexity of human interactions and relationships, including those among and between parents/guardians,
students and staff.
Element c: Systematic Communication: Principals facilitate the design and utilization of various forms
of formal and informal communication with all school stakeholders.
Element d: School-wide Expectations for Students and Staff: Principals ensure that clear expectations,
structures, rules and procedures are established for students and staff.
Element e: Supporting Policies and Agreements: Principals regularly update their knowledge of federal
and state laws, and School District and board policies, including negotiated agreements, if applicable, and
establish processes to ensure that these policies, laws and agreements are consistently met and
implemented.
Element f: Ensuring an Orderly and Supportive Environment: Principals ensure that the school
provides an orderly and supportive environment that fosters a climate of safety, respect, and well-being.
Overall Rating for Standard V
Comments:
Recommended actions for improvement:
Resources needed to complete these actions:
Evidence or documentation to support ratings:
Unified Improvement Plan
Number and percent of Highly Effective, Effective,
and Ineffective Teachers
Supervisor Feedback
Teacher Feedback
TELL Survey
360 Survey
Parent Survey
Student Survey
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 87
Standard VI: Principals Demonstrate External Development Leadership
Elements NE PP P A Ex
Element a: Family and Community Involvement and Outreach: Principals design and/or utilize structures
and processes which result in family and community engagement, support and ownership for the school.
Element b: Professional Leadership Responsibilities: Principals strive to improve the profession by
collaborating with their colleagues, School District leadership and other stakeholders to drive the
development and successful implementation of initiatives that better serve students, Teachers and schools
at all levels of the education system. They ensure that these initiatives are consistent with federal and state
laws, School District and board policies, and negotiated agreements where applicable.
Element c: Advocacy for the School: Principals develop systems and relationships to leverage the School
District and community resources available to them both within and outside of the school in order to
maximize the school’s ability to serve the best interest of students and families.
Overall Rating for Standard VI
Comments:
Recommended actions for improvement:
Resources needed to complete these actions:
Evidence or documentation to support ratings:
Unified Improvement Plan
Supervisor Feedback
Teacher Feedback
TELL Survey
360 Survey
Parent Survey
Student Survey
Percent and number of Highly Effective, Effective,
and Ineffective Teachers
DRAFT – December 5, 2011
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 88
Principal/Assistant Principal Summary Evaluation Sheet D
This form provides a summary of the school administrator’s ratings on all elements and standards and should be used to
guide discussions regarding strengths and areas needing improvement. It may also be used to guide the development of
the principal’s growth plan and development of personal and school goals for the subsequent year.
Standard Element
Rating Not
Evident
Partially
Proficient Proficient Accomplished Exemplary
(0 pts.) (1 pt.) (2 pts.) (3 pts.) (4 pts.)
I.
Strategic
Leadership
a. School Vision, Mission and Strategic Goals
b. School Plan
c. Leading Change
d. Distributive Leadership
Overall Rating for Standard I
II.
Instructional
Leadership
a. Curriculum, Instruction, Learning and Assessment
b. Instructional Time
c. Implementing High Quality Instruction
d. High Expectations for All Students
e. Instructional Practices
Overall Rating for Standard II
III.
School Culture
and Equity
Leadership
a. Intentional and Collaborative School Culture
b. Commitment to the Whole Child
c. Equity Pedagogy
d. Efficacy, Empowerment and a Culture of
Continuous Improvement
Overall Rating for Standard III
IV.
Human
Resource
Leadership
a. Professional Development/Learning Communities
b. Recruiting, Hiring, Placing, Mentoring, and
Dismissal of Staff
c. Teacher and Staff Evaluation
Overall Rating for Standard IV
V.
Managerial
Leadership
a. School Resources and Budget
b. Conflict Management and Resolution
c. Systematic Communication
d. School-wide Expectations for Students and Staff
e. Supporting Practices and Agreements
f. Ensuring an Orderly and Supportive Environment
Overall Rating for Standard V
VI.
External Dev.
Leadership
a. Family and Community Involvement and Outreach
b. Professional Leadership Responsibilities
c. Advocacy for the School
Overall Rating for Standard VI
Overall Rating for Professional Practices
DRAFT – December 5, 2011
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 89
Rating Scale for Overall Professional Practices Rating
Record Scores on This Evaluation
Standard
Overall Rating for Each Standard
Not Evident
Partially Proficient
Proficient
Accomplished
Exemplary
Number of Points for Each Standard
Not Evident = 0
Partially Proficient = 1
Proficient = 2
Accomplished = 3
Exemplary = 4
I.
II.
III.
IV.
V.
VI.
Total Points
Determine the Overall Rating Based on Total Points for Standards
Total Points
for all Six
Standards
Overall Rating on
Professional
Practices
Total Points for Overall Ratings on
Standards:
_______ points
Overall Rating on Professional Practices
for All Standards = __________________
0 to 5 Not Evident
6 to 10 Partially Proficient
11 to 15 Proficient
16 to 20 Accomplished
21 to 24 Exemplary
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 90
Goal-Setting Form for Colorado Principals and Assistant Principals
Name: ________________________________________ Prior Year Evaluation Ratings by Standard:
Position/Title: __________________________________ Strategic Leadership
School(s): ______________________________________ Instructional Leadership
Grade Level(s): _________________________________ School Culture and Equity Leadership
Date Developed: _________________________________ Human Resource Leadership
Date Revised: _________________________________ Managerial Leadership
Supervisor Approval: ___________________________ External Development Leadership
Evaluator Approval (if different from supervisor):______________ Student Growth
List at least three schools goals for the next school year that will help the school improve in terms of quality teaching and
improved student growth. Goals should be specific, measureable, and achievable within a two to three year time frame.
Action steps associated with each goal should be achievable within one year. These goals should be aligned with the
school improvement/unified improvement plan and address areas that need to be improved according to the results of the
ratings on professional practices. Please note that this process does not require a goal for each standard, but rather that the
principal/assistant principal prioritize the work that needs to be done and address the standards most in need of
improvement.
Std
. Ratings by Element and
Standard
Goal(s) for
Standard
Action Steps to
Address Goal
Anticipated
Outcome(s)
Evidence of
Achievement of
Outcome(s)
Timeline
I.
Str
ate
gic
Lea
der
ship
a. Vision, Mission and
Goals
b. School Plan
c. Leading Change
d. Distributive Leadership
Overall Standard I
II.
Inst
ruct
ion
al
Lea
der
ship
a. Curriculum,
Instruction, Learning
and Assessment
b. Instructional Time
c. Implementing High
Quality Instruction
d. High Expectations for
All Students
e. Instructional Practices
Overall Standard II
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 91
III.
Sch
oo
l C
ult
ure
an
d
Eq
uit
y L
ead
ersh
ip
a. Intentional and
Collaborative School
Culture
b. Commitment to the
Whole Child
c. Equity Pedagogy
d. Efficacy, Empowerment
and a Culture of
Continuous Improvement
Overall Standard III
IV.
Hu
ma
n R
eso
urc
e
Lea
der
ship
a. Professional
Development/ Learning
Communities
b. Recruiting, Hiring,
Placing, Mentoring, and
Dismissal of Staff
c. Teacher and Staff
Evaluation
Overall Standard IV
V.
Ma
na
ger
ial
Lea
der
ship
a. School Resources and
Budget
b. Conflict Management
and Resolution
c. Systematic
Communication
d. School-wide
Expectations for Students
and Staff
e. Supporting Policies and
Agreements
f. Ensuring an Orderly and
Supportive Environment
Overall Standard V
VI.
Ex
tern
al
Dev
elo
pm
ent
Lea
der
ship
a. Family and Community
Involvement and
Outreach
b. Professional Leadership
Responsibilities
c. Advocacy for the School
Overall Standard VI
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 92
Principal Professional Performance Plan
Name: __________________________________________________ Evaluation Ratings by Standard:
Position/Title: ____________________________________________ I. Strategic Leadership -
School(s): ________________________________________________ II. Instructional Leadership -
Grade Level(s): ___________________________________________ III. School Culture and Equity
Leadership -
Date Developed: __________________________________________ IV. Human Resource Leadership -
Date Revised: _____________________________________________ V. Managerial Leadership -
Supervisor Approval: ______________________________________ VI. External Development
Leadership -
Evaluator Approval (if different from supervisor):______________ VII. Student Growth -
Record three Professional Performance goals aligned with your evaluation results. Your goals should be specific and
measurable. While each of the goals is important, they should be listed in rank order with the most important listed
first. Also record the action steps required to address each growth goal. Please insert additional rows if additional
steps are needed.
Action Step
Who is
responsible
for support
and/or
mentoring?
Role of Responsible
Person
Data to be
collected to
demonstrate
progress
Dates data
will be
collected (at
least twice
during the
year)
Evidence of Progress Toward
Achieving Goal
Professional Performance Goal #1: 1. 2. 3.
Professional Performance Goal #2: 1. 2. 3.
Professional Performance Goal #3: 1. 2. 3.
DRAFT – September 18, 2012
Guide for Evaluating Colorado’s Principals and Assistant Principals Page 93
Mid-Year Performance Discussion
Name: __________________________________________________
Position/Title: ____________________________________________
School(s): ________________________________________________
Grade Level(s): ___________________________________________
Date: __________________________________________
Supervisor or Evaluator Approval: ________________________________
School Goals and Action Steps Status of Action Steps
Barriers to
Successful
Completion by
Year End
Strategies to
Address Barriers Comments
Professional Performance
Goals and Action Steps Status of Action Steps
Barriers to
Successful
Completion by
Year End
Strategies to
Address Barriers Comments
1.
2.
3.