A performance assessment and development model for school principals

  • 202 Pages
  • 4.40 MB
  • English

Educational leadership., School administrators -- Rating of., School management and organization., School principals -- Rating of., School principals -- Trainin
Statementby James S. Phelps.
SeriesCanadian theses = Thèses canadiennes
The Physical Object
Paginationx, 202 leaves
ID Numbers
Open LibraryOL18468958M
ISBN 100315543094

The T-PESS Rubric should be completed by principals as a self-assessment of the performance during the year. Appraisers will use the rubric to complete their assessment of the principals’ performance for the same time period. Likewise, the principal and evaluator will use thisFile Size: 2MB.

Read a report examining how school districts work to establish an approach to principal performance evaluation and help school leaders improve.

principals expressed limited satisfaction with the professional development they had received. Read about the research behind an assessment of school leaders that focuses on their work toward. APPRAISAL SELF-ASSESSMENT Principal performance appraisal procedures at our school reflect the belief that professional practice evolves through constant, highly-refined reflection by principals of their approaches, assumptions and results in leading the school in carrying out its mission and goals as stated in the school’s charter, and.

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The article presents a conceptual model of effective school leadership which is based on the experience and knowledge gained from research work done with high-performing principals in the Jamaican.

Advocating For Performance Assessment. Whenever you gather with other professionals, parents, your supervisor, principal, or members of your school board, use the opportunity to promote the use of some kind of performance assessment in early childhood classrooms.

Summative Report Form and Working Templates. The Education Act and Regulation /10 Principal/Vice-Principal Performance Appraisal set out the timelines, processes, and steps that are required, as outlined in the Principal and Vice-principal Technical Requirements Manual, (PDF, MB).

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The ministry provides a mandatory Summative Report Form and sample working templates for school. In developing their school’s improve-ment plan, the principal, staff, school council, parents, and other community members work through a variety of activities focused on three areas of priority: curriculum delivery, school environment, and parental involvement.

For each of these areas, schools establish the following: • a goal statement. The extent to which current assessment practices relate to what principals do, how and whether they relate to accepted leadership standards, and what the supervisor has as useful data besides just test scores to assess principals’ performance, varies widely.

The rubrics are designed to give principals and other school-based administrators an end-of-the-year assessment of where they stand in all performance areas – and detailed guidance for improvement.

These rubrics are not checklists for school visits. To knowledgeably fill out the rubrics, a supervisor needs to have been in the. Producing school leaders capable of creating an environment that optimizes student learning involves four major tasks: defining standards for school principals; recruiting and developing leaders; ensuring that principals receive ongoing professional development; and evaluating their performance.

These foundational principles for school leaders are designed to serve as a broad set of national guidelines that states can use as a model for developing or updating their own standards. PSEL provides guidance and insights about the traits, functions of work, and responsibilities of school leaders.

So, the school principal must be politician, economist, psychologist and sociologist. Culture, ethnicity, gender and religion of the school population may diverse and customers of the school require satisfying their needs.

This paper of characteristics of effective principal discusses how perfect school principals. assessments of teachers’ skills, collected via a survey of elementary school principals in an anonymous midsize district in the western United States, to the test performance of the teachers’ students.

The researchers asked principals to rate teachers in their schools (N = teachers) on. School leadership candidates required to submit a performance assessment now have another assessment choice — the ETS ® Performance Assessment for School Leaders (PASL).

The PASL assessment allows you to demonstrate the application of knowledge and skills identified as relevant and important for beginning school leaders.

set of tools that provide principals a means to understand the shift from a 20th century principal to a 21st Century School Principal. The platform of the 21st CTLL is collaboration throughou t the school, shared leadership to develop widespread learning, and understanding of strong student -centered instruction interwoven with technology.

corE dEsIGN PrINcIPLEs This model is built on seven core design principles that we believe make it applicable and meaningful to educators and leaders across the nation. Evaluate principals on practice and outcomes: Principals are responsible for a great many things, but no evaluation system can measure every principal responsibility.

The School Principal’s Role in Large-Scale Assessment 4 outcomes. The emphasis here is not on the assessment literacy of the principal, but on the principal‟s ability to engage others in using assessment data.

Earl and Katz () referred to the assessment and data knowledge base required by school administrators as “data literacy”.

Elementary School Principals, National Association of Secondary School Principals, National Association of School • Larger projects, such as an essay, a performance assessment, or a research project that progression from the selection and development of classroom assessments to the.

The principal should also recommend personal professional development goals based on the evaluation. These goals can be modified based on the ensuing discussions during the performance review.

The pastor/juridic person should review, possibly modify, and accept the personal professional development plan of the principal. 4 nat iona l educ at ion a ssoci at ion | 1 16th St., NW, WaShiNgtoN, D.C. 2 0 0 3 6 Teacher Assessment and Evaluation STEP TWO: be conducted by administrators, mentors, coaches, teachers themselves, or teachers’ Conduct ongoing, formative assessments of teachers’ skills, knowledge, and practices.

The assessments should inform teacher growth and development. for evaluating a principal’s performance. It is important to emphasize that what we are talking about here is not the principal’s school improvement plan, but rather a school improvement plan that was developed and is being implemented with and through members of the school.

The Texas Principal Evaluation & Support System (T-PESS) measures a principal's performance against the Texas Principal Standards with a principal rubric and measures of student growth. T-PESS combines that information into an overall measure of principal performance.

Principal Standards (o. to or inform the principal’s professional development plans, training, and goals. For example, if an assessment shows that a particular area of weakness consists of the infrequent use or analysis of student achievement data to inform school policy, the evaluation team members should work together to identify a range of individualized (or.

Principal Evaluation Handbook: This handbook describes the core design principles that underlie the evaluation model, outlining recommended approaches to measuring leadership practice and leaders’ influence on student learning.

It also outlines the evaluation process from start-to-finish, including goal setting and assessment, along with the. Honor Fede, Project Manager, Professional Development Services National Association of Elementary School Principals Duke Street Alexandria, Virginia Phone: Email: [email protected] Website: National Association of Secondary School Principals Association Drive Reston, Virginia Phone: Counsellor Performance Appraisal Programmes; it will assist school supervisors in the assessment of the principal for the purposes of appointment, professional development training and for the annual review of the principal ˇs performance.

The development of a strong performance. MeAsuring PrinCiPAl PerforMAnCe 1 introduction Assessing school principal performance is both necessary and challenging. It is necessary because principal performance assessments offer districts an additional mechanism to ensure accountability for results and reinforce the importance of strong leadership practices.

After all. • Offered at the School Site by Building leadership.

Description A performance assessment and development model for school principals PDF

• The Curriculum and Instruction department will be available to support buildings in planning and implementation of professional learning. • Professional development will be focused on the Instructional Initiatives, District Directed Objectives, SIP, and school determined areas of need.

Bend-La Pine School District Principal Performance Review and Evaluation System believed our work on principals’ development needed to fit tightly with our new teacher evaluation system.

Finally, we were committed to creating a system of support, rather than a assessment of the school's strengths and weaknesses. North Clackamas School District uses formative, annual evaluations for its junior principals and employs surveys and frequent observations to measure performance in preselected areas.

The formative evaluation for senior principals is less structured and encourages autonomous projects that will benefit both the principal and the district.

6. Principal completes a self-assessment of performance on the leadership standards and criteria. Documents and data used to support the measurable outcomes are prepared and presented to the superintendent/designee.

7. The official performance review document(s) is/are shared, clarified and discussed with the principal.School leaders need awareness about the actions that make them role models of professional development.

To sum it up, principals can be models through reflective practices, continuous learning. Return the completed form in a sealed envelope to the school principal. If you are having trouble viewing the document, you may download the document. Last Modified on January 8,