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DRAFT Principal Process manual 6/14/12
Wisconsin Educator Effectiveness System
Developmental Pilot
Process Manual for Principal Evaluation of Practice
DRAFT
June 2012
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DRAFT Principal Process manual 6/14/12
Dear Wisconsin Education Leaders:
The great state of Wisconsin has been recognized as an educational leader in this nation for some time
as our work has always been focused around student achievement. It’s no surprise that as a nation,
educational reform initiatives are focused on teacher quality as it is the most significant factor impacting
student achievement. Wisconsin’s record of educational achievement is the result of the hard work of
so many quality educators and education leaders focused on improving outcomes for all students.
For the past two years, the state has been working to develop a new evaluation system for teachers and
principals – a system that focuses on professional growth, and student achievement. Together,
stakeholder groups representing teachers, administrators, school boards, higher education, and others
have developed the Wisconsin Educator Effectiveness System which is grounded on the 2011 Interstate
Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards and—for
principals—the 2008 Interstate School Leaders Licensure Consortium (ISLLC) Educational Leadership
Policy Standards. The implementation of this evaluation system represents the best thinking of
stakeholders statewide.
This Wisconsin Educator Effectiveness Process Guide is an essential tool in ensuring the success of this
effort. The intent of the Educator Effectiveness System is to support educators in professional
development for the benefit of our students. In addition to this process guide, training and ongoing
professional development will strengthen district implementation as the state works toward successful
statewide implementation of the system in 2014-15.
This work represents a significant change for our educational system, and a transformation such as this
takes time and practice. This gradual implementation will allow schools to be well supported and
successful, and provides feedback opportunities that will help to inform the refinement of the
components as we near statewide implementation. Continued communication and feedback from
districts and stakeholder groups will help the state of Wisconsin to develop one of the best evaluation
systems in the country.
Sincerely,
Tony Evers, PhD
State Superintendent
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TABLE OF CONTENTS
Letter from State Superintendent Tony Evers
Developmental Pilot Introduction
Section 1: The Principal Evaluation Process at a Glance
Section 2: Principal Practice Measure – Wisconsin Principal Effectiveness Framework
Section 3: The Principal Practice Evaluation Process – Steps, Tasks and Forms
Orientation
Self-Reflection and Educator Effectiveness Plan
Evaluation Planning Session
Observations and Evidence Collection
Mid-Year Review
Rating of Practice
Final Evaluation Conference
Use of Evaluation Results
Developmental Pilot Evaluation Process Responsibilities
Section 4: Developmental Pilot
Purpose and Basic Design
Participating Districts’ Roles in the Developmental Pilot
Principal Evaluation During the Developmental Pilot
Section 5: Definitions
Section 6: Frequently Asked Questions
Appendices
APPENDIX A: Wisconsin Framework for Educator Effectiveness Design Team Report and
Recommendations
APPENDIX B: Alignment of WI Principal Effectiveness Framework with ISLLC Standards
APPENDIX C: Wisconsin Principal Effectiveness Framework
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APPENDIX D: Blank Forms
APPENDIX E: Evidence Sources
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DRAFT Principal Process manual 6/14/12
DEVELOPMENTAL PILOT INTRODUCTION
Thank you for participating in the Developmental Pilot for evaluating principal practice. Your
involvement in this pilot is a critical part of learning how this evaluation process works and can
potentially be improved. This pilot follows a six-month design process that was carried out by Wisconsin
educators. The focus this year is only on the principal practice components of the Educator Effectiveness
System. This includes the use of a rubric, evidence sources, and a process for carrying out evaluation
activities. This pilot does not include outcome measures that will be part of the full Educator
Effectiveness System. The outcome measures will be pilot tested in 2013-14 (for more information, see
Wisconsin Framework for Educator Effectiveness Design Team Report and Recommendations, Appendix
A)
This guide is organized into six sections to help evaluators and principals as they test the process for
evaluating principal practice:
Section 1 provides a brief overview of the evaluation process
Section 2 gives an overview of the Wisconsin Principal Effectiveness Framework, the rubric for
principal practice evaluation
Section 3 provides an in-depth description of the process for principal evaluation.
Section 4 describes the Developmental Pilot
Section 5 lists some terminology and definitions of key terms used in this guide
Section 6 addresses answers to some frequently asked questions
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SECTION 1: THE PRINCIPAL EVALUATION PROCESS AT A GLANCE
The Wisconsin Principal Evaluation system is structured on a performance management cycle. Figure 1
identifies the key components in the cycle.
Orientation
SelfReflection
and Educator
Effectiveness
Plan
Use of
Evaluation
Results
Final
Evaluation
Conference
Evaluation
Planning
Session
Observations
and Evidence
Collection
Rating of
Performance
Mid-Year
Review
Figure1: Principal Evaluation Cycle
Orientation: Principal and evaluator review the evaluation policy and procedures, evaluation rubrics,
timelines and necessary forms.
Self-Reflection and Educator Effectiveness Plan: Principal reviews the Principal Effectiveness rubric, selfevaluates, sets goals and completes the Educator Effectiveness Plan (EEP).
Evaluation Planning Session: Principal and supervisor meet to review EEP and set evidence collection
schedule.
Observations and Evidence Collection: Throughout the year, principals are observed and gather other
evidence to submit for evaluation. They should receiving on-going feedback.
Mid-Year Review: Principal and evaluator meet to discuss progress on EEP.
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Rating of Practice: During the second half of the year, evaluator rates practice, using evidence, according
to the rubric.
Final Evaluation Conference: Principal and evaluator meet to review evidence collected, EEP, progress
made on goals, and Professional Practice Rating.
Use of Evaluation Results: Personalized professional development based on evaluation results. Set new
goals for following year’s EEP.
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SECTION 2: PRINCIPAL PRACTICE MEASURE – WI PRINCIPAL EFFECTIVENESS FRAMEWORK
The Wisconsin Principal Effectiveness Framework was developed by the Principal Work Group to use for
principal evaluation and professional development. The Framework is comprised of the evaluation
rubric and related forms and processes. The Principal Effectiveness Rubric is aligned with the 2008
Interstate School Leaders Licensure Consortium (ISLLC) standards and the Wisconsin Educator Standards
for Administrators (for alignment to ISLLC, see Appendix B). The Principal Work Group reviewed several
examples of principal rubrics and compared those examples to the ISLLC standards. The Work Group
then selected the Indiana RISE rubric as a base model. The model was substantially revised to reflect
school leadership priorities for Wisconsin and to better align with the ISLLC standards.
The rubric is organized into two domains, five components and twenty-three elements. The two
domains are Teacher Effectiveness and Leadership Actions. The Teacher Effectiveness domain
emphasizes the important influence effective leaders make on two components which are key drivers of
student and organizational learning: human resource leadership and instructional leadership. The
Leadership Actions domain includes three components: personal behavior, intentional and collaborative
school climate, and school management. The components are identified by 23 elements that specify
leadership competencies. Each element includes a 4 level rubric with descriptions of levels of principal
performance characterized as ineffective, minimally effective, effective, and highly effective.
Together, the elements, components and domains are designed to help guide principal leadership
development across the career spectrum and to assess principal effectiveness. The domains,
components and elements are described below including examples of possible evidence sources. The
full rubric and the complete evidence source list linked to the elements can be found in Appendices C
and E.
Domain 1: Teacher Effectiveness: Effective school leadership builds, sustains and empowers effective
teaching through the intersection of human resource leadership and instructional leadership. As human
resource leaders, effective principals use strategies to hire, evaluate and support effective teachers. As
instructional leaders, they establish and maintain a school wide vision of high quality and rigorous
instruction for all students.
1.1 Human Resource Leadership: As effective human resource leaders, principals recruit, select, develop
and evaluate teaching staff with the competencies needed to carry out the school’s instructional
improvement strategies. Effective human resource leaders also develop and leverage teacher leadership
talent and foster distributed leadership.
1.1.1
1.1.2
1.1.3
1.1.4
Recruiting & Selecting
Strategic Assignment of Teachers and Staff
to Positions in School
Evaluation of Teachers
Professional Development
Examples of Evidence for
1.1 Human Resource Leadership:
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1.1.5
Distributed Leadership
1.2 Instructional Leadership: As instructional leaders, principals work with the school community to
articulate a vision of improvement that is shared by all and verified by classroom observations and
feedback, collaborative work opportunities, and rigorous student learning objectives. They also create a
culture of achievement by setting clear staff and student achievement expectations, monitoring the use
of data for student growth, and maximizing time focused on instruction.
1.2.1
1.2.2
1.2.3
1.2.4
1.2.5
1.2.6
1.2.7
Living a Mission and Vision for ALL Students
High Expectations for Academic Achievement
Classroom Observations and Feedback
Instructional Time
Teacher Collaborations
Data Usage in Teams
Rigorous Student Learning Objectives
Examples of Evidence for
1.2 Instructional Leadership:
Domain 2: Leadership Actions: Effective principals take leadership actions that set the stage for
improved teaching and learning. They model professional and respectful personal behavior, facilitate a
collaborative and mutually supportive working environment that is focused on achievement for all
learners, and manage resources and policies in order to maximize success on the school’s instructional
improvement priorities.
2.1 Personal Behavior: Principals model professionalism by exhibiting ethical and respectful behavior.
They also maximize time focused on student learning; use feedback to improve school performance and
student achievement; and demonstrate initiative and persistence with the goals and activities to
improve performance.
2.1.1
2.1.2
2.1.3
2.1.4
Professionalism
Time Management
Using Feedback to Improve
School Performance and Student Achievement
Initiative and Persistence
Examples of Evidence for
2.1 Personal Behavior:
2.2 Intentional and Collaborative School Climate: Principals establish a climate of trust and
collaboration among school staff, students and the community and ensure that the school is inclusive,
culturally responsive and conducive to student learning. They build positive relationships by effectively
communicating, managing conflicts and forging consensus for improvement.
2.2.1
2.2.2
2.2.3
2.2.4
Building Positive Relationships
Communication
Conflict Management and Resolution
Forging Consensus for Improvement
Examples of Evidence for
2.2 Intentional and Collaborative
School Climate:
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2.3 School Management: Principals manage school finances and work within policies to create an
environment of school improvement and student achievement. They are active when policies should be
changed to better reflect school, district and state goals.
2.3.1
2.3.2
2.3.3
Managing the Learning Environment
Financial Management
Policy Management
Examples of Evidence for
2.3 School Management:
The Principal Effectiveness Rubric defines four levels of performance for each component. The levels of
performance describe leadership practice (not the principal). The levels of performance are defined as
follows:
Highly Effective
Effective
Minimally Effective
Ineffective
Refers to a principal who
does not convey
understanding of the
concepts underlying the
component.
Refers to a principal who
has the knowledge and
skills to effectively drive
student and
organizational learning,
but whose application is
inconsistent (perhaps due
to recently entering the
profession or recently
transitioning to a new
district or school).
Refers to a successful,
professional principal who
consistently leads at a
high level. It would be
expected that most
experienced principals
would frequently perform
at this level.
Refers to a principal who
involves staff, students
and community to create
a highly successful school.
Principals performing at
this level are leaders in
the field, both inside and
outside of their school.
Similarly, the Principal Effectiveness Rubric describes levels of performance specific to each element.
The following is an example of the rating rubric with descriptions of levels of performance pertaining to
element 1.2.1: Living a Mission and Vision for ALL Students, which falls under the component of
Instructional Leadership (see full rubric in Appendix C).
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Component
Ineffective (1)
Minimally Effective (2)
Effective (3)
Highly Effective (4)
1.2 Instructional Leadership
As instructional leaders, principals work with the school community to articulate a vision of improvement that is
shared by all and verified by classroom observations and feedback, collaborative work opportunities, and rigorous
student learning objectives. They also create a culture of achievement by setting clear staff and student
achievement expectations, monitoring the use of data for student growth, and maximizing time focused on
instruction.
Living a
1.2.1
Fails to define
Defines a schoolImplements a
Implements a
a school-wide
wide instructional
school-wide
school-wide
Mission
instructional
vision and/or
instructional
instructional
and Vision
vision and/or
mission
vision with
vision with
for ALL
mission
input from a
input from a
Implements a
Students
OR
broad
broad
school-wide
representation
representation
Implements a
instructional vision
of
of
school-wide
with the
stakeholders
stakeholders
instructional
involvement of
vision without
some stakeholders ,
The mission
The mission
cultivating
but the ownership
and vision is
and vision is
commitment
of the school’s
visible, known
visible and
to ownership
vision and/or
and accepted
known by
of the vision
mission is not
by most
almost all
and/or
shared widely
students and
students and
mission, as
among other
staff
staff
evidenced by a
teachers, students
Principal,
lack of student
and community
students, staff,
and teacher
members
and
involvement,
community as
awareness and
a whole
buy-in
assume
responsibility
for the
school’s vision,
mission and
values
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SECTION 3: THE PRINCIPAL PRACTICE EVALUATION PROCESS – STEPS, TASKS AND FORMS
The following section details the 8 steps in the process for Principal Evaluation, including descriptions of
each task, timing, principal and evaluator responsibilities and necessary forms used during the
Developmental Pilot.
Step 1: Orientation – Summer or September of 2012
The orientation process for the Developmental Pilot is initiated with training for principals. The
Department of Public Instruction hosts this training for three days during the summer of 2012. (This
section should be edited after training has been finalized) In addition to covering the expectations and
formative aspects of the Developmental Pilot, the training familiarizes participants with the WI Principal
Effectiveness Framework and its uses for evaluating principal practice. All principal evaluators (typically
superintendents or their designees) participating in the Developmental Pilot have additional training
time to carry out practice evaluations in order to become certified observers for the 2011 Framework
prior to conducting evaluations.
During the orientation, principals review evaluation policies and procedures with their supervisor, and
receive the necessary evaluation forms. Evaluation forms given to the principal include: Self-Rating
Form, Educator Effectiveness Plan (EEP), Mid-Year Review Form, and Final Evaluation Form. Blank forms
are included in Appendix D. At the orientation the Evaluation Planning Session is scheduled.
Step 2: Self-Reflection and Educator Effectiveness Plan – September
In September, after the orientation, the principal develops an Educator Effectiveness Plan (EEP). Before
developing an EEP, the principal goes through the self-rating process. The self-rating process begins
with a review of the Wisconsin Principal Effectiveness Rubric. The principal then self-rates using the
Self-Rating Form (see below; a blank form is found in Appendix D).
[insert exemplum of self-rating form]
After self-rating, the principal creates two to three professional growth goals related to components
that were identified as areas for development. The two to three professional growth goals guide the
evaluation activities for the year, but all of the components from the WI Principal Rubric will be assessed
for final evaluation purposes. The professional growth goals are then translated into an EEP (See below;
the blank EEP form is found in Appendix D). The principal will include the following information on the
EEP:
1. Two to three goals related to practice
2. Component(s) related to the goal
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3.
4.
5.
6.
Strategies and timeline to achieve the goal
Resources needed to achieve the goal
How progress toward the goal will be measured
What evidence will be collected to demonstrate progress, and what progress is expected by the
Mid-Year Review
[insert example of completed EEP]
The EEP and the Self-Rating Form are submitted to the evaluator prior to the Evaluation Planning
Session.
Step 3: Evaluation Planning Session – September or October
In September or October the principal meets with his or her evaluator to review their Educator
Effectiveness Plan. The principal and the evaluator will complete the following activities:
1. Review and agree upon goals, strategies, timeline, resource needs, evidence and progress
expected by the Mid-Year Review.
2. Set the evaluation schedule for the year, including scheduling a minimum of two observations,
agreeing on the timing of additional evidence collection, and scheduling the Mid-Year Review.
Evidence collection needs to be scheduled and monitored to ensure adequate information is
obtained to assess each component.
Step 4: Observations and Evidence Collection – October through March
Observations and data collection occur from October through March. A minimum of two observations
are required as well as two to three informal school visits or walkthroughs. Observations may include
principal’s interactions or principal’s activities (leading a team meeting) relevant to the component
being assessed. The evaluator uses the Observation/Artifact Form to document the observations.
Formative feedback to the principal is required within one week of the observation. The
Observation/Artifact Form may be used as a feedback form. Data collected may include interviews,
surveys, or artifacts as determined during the Evaluation Planning Session. A complete list of possible
and required artifacts linked to the components and elements of the WI Principal Effectiveness Rubric is
provided in Appendix C. Data collected is documented using the Observation/Artifact Form (see
example below; the blank Observation/Artifact Form is found in Appendix D). Formative feedback is
not required for each piece of evidence that is collected.
[insert completed example of an observation/artifact form]
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Step 5: Mid-Year Review – January or February
In January or February the principal and their evaluator meet to discuss progress on the principal’s EEP.
Prior to the Mid-Year Review, the principal will complete and submit to the evaluator the Mid-Year
Review Form documenting progress on the EEP; identifying any barriers to success and modifications to
strategies to achieve goals if necessary (see example below; the blank Mid-Year Review Form is found in
Appendix D).
[insert completed example of a mid-year review form]
The principal will also provide the evaluator with any necessary evidence prior to the Mid-Year Review.
During the Review the principal and the evaluator will discuss progress on the EEP, agree upon any
adjustments necessary, and review evidence collected. The evaluator may provide initial performance
ratings.
Step 6: Rating of Performance– February through end of school year
Throughout the school year, as evaluators gather evidence, this evidence is used to rate a principal’s
practice, using the Principal Effectiveness Framework rubric and its levels of performance. Evaluators
use the Principal Observation/Artifact Form to record the alignment of the source of evidence with a
level of performance description from the domain and component relevant to the particular form of
evidence (see example below; the blank form is found in Appendix D).
[insert example of principal observation/artifact form]
Step 7: Final Evaluation and Final Evaluation Conference – May or June
In May or June the principal and their evaluator meet to discuss performance goal achievement and the
principal’s EEP. Prior to the Final Evaluation Conference, the principal updates his or her EEP and
submits it and any required evidence to the evaluator. During the Conference the principal and the
evaluator review the EEP and go through the Final Evaluation Form (see example below; a blank Final
Evaluation Form is found in Appendix D). The evaluator provides the principal with formative feedback,
identifies areas of growth for the following year, and provides a Professional Practice Rating. The
principal has the opportunity to sign off on the Professional Practice Rating and provide comments on
the evaluation.
[insert completed example of a final evaluation form]
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Step 8: Use of Evaluation Results – end of evaluation year, beginning of following year
Principals use the evaluation results to inform their performance goals and professional development
for the following year. During the Developmental Pilot NO evaluation results may be used for
employment purposes or other high-stakes decision-making.
Developmental Pilot Evaluation Process Responsibilities
The following lists the responsibilities for Principals and for the Evaluators of Principals during the
evaluation process.
Principal responsibilities
Actively participate in evaluation activities
Attend the evaluation Orientation
Reflect on practice, review the Wisconsin Principal Effectiveness Rubric and complete the SelfRating of Performance
Based on the Self-Rating of Performance, identify 2-3 goals for 2 components using the EEP
form
Submit the Self-rating of performance and the EEP to the evaluator prior to the Evaluation
Planning Session
Meet with evaluator for the Evaluation Planning Session, discuss actions needed to achieve
goals identified in EEP, agree upon measures of goal completion and mid-year progress to be
assessed at Mid-year Review; determine evidence sources; schedule observations and outline
timing/process for other evidence collection
Prepare for Observations
Provide evaluator with Data as appropriate prior to Mid-Year Review and prior to Final
Evaluation Conference
Prepare for the Mid-Year Review, document status of goals, evidence of progress, if appropriate
identify any barriers to success and necessary modifications to strategies using the Mid-year
Review Form
Meet with evaluator for the Mid-Year Review, review progress on EEP, provide evidence and
adjust strategies if necessary
Prepare for the Final Evaluation Conference, update EEP and provide any evidence requested
by evaluator
Meet with the evaluator for the Final Evaluation Conference, review EEP and goal achievement;
sign off on the Professional Practice Rating
Use Evaluation results to inform performance goals and professional development planning for
the following year
Evaluator responsibilities:
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Schedule and facilitate the Orientation, discuss evaluation policy and procedures, provide
necessary forms
Review EEP prior to the Evaluation Planning Session
Schedule and facilitate the Evaluation Planning Session, discuss actions needed to achieve goals
identified in EEP, agree upon measures of goal completion and mid-year progress to be assessed
at Mid-Year Review; determine evidence sources; schedule observations and outline
timing/process for other evidence collection
Complete a minimum of two Observations, document using the Observation/Artifact Form
Complete 2-3 informal Observations (school visits/walkthroughs), document using the
Observation/Artifact Form
Provide written or verbal formative feedback within one week of the observations,
Observation/Artifact Form can be used for formative feedback
Monitor Data collection throughout the year, document data collection with
Observation/Artifact Form
Determine an initial Rating of Performance (optional) to share with principal during Mid-Year
Review
Prepare for and schedule the Mid-Year Review; review EEP progress and evidence collected
Facilitate the Mid-Year Review using the Mid-Year Review form; review progress on EEP, adjust
strategies and collect evidence if necessary, provide formative feedback, and initial performance
rating
Prepare for and schedule the Final Evaluation Conference, review EEP and data collected, assign
rating level for each element
Facilitate the Final Evaluation Conference using the Final Evaluation Form; review goal
achievement, provide formative feedback, identify growth areas for the following year, and
provide Professional Practice Rating
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SECTION 4: DEVELOPMENTAL PILOT
Purpose and Basic Design
During the 2012-13 school year, the Developmental Pilot of the Wisconsin Educator Effectiveness (EE)
System will be evaluated by researchers from the Wisconsin Center for Education Research (WCER) at
UW-Madison. The purpose of the evaluation is to study the quality of implementation of certain aspects
of the EE System and to provide responsive feedback to stakeholders as these aspects of EE are tested
by schools and districts. Parts of the evaluation will include analysis of implementation data,
observations, surveys of teachers and principals, and interviews and focus groups of participating
teachers, principals, and others. Topic areas will include understanding, attitudes, training received and
needed, data utilization, and feedback on the pilot implementation.
Since parts of the WI EE System are still in development, the evaluation will not yet focus on impact of
the System on teacher effectiveness or student learning. The success of the evaluation will be
determined by the pilot’s use of information obtained for improving the execution of the system to
match its intended design. In subsequent years, the evaluation will gradually change to focus more on
impact, as the system’s aspects become more routinized.
Participating Districts’ Roles in the Developmental Pilot
Districts and the individual teachers and principals participating in the Developmental Pilot are expected
to assist in the data collection necessary for evaluating the Pilot. This may include participating in
individual or group interviews (focus groups), completing surveys, and/or sharing documents, data and
other exercises relevant to the System, as requested by DPI and the evaluation team at WCER. This
feedback will be critical as DPI works to learn from educators in the pilot and make needed adjustments
in the System.
Since Educator Effectiveness system is still in development, any outcomes, including educator evaluation
ratings, should NOT be used for employment other high-stakes decision-making. If an educator is
identified during the Pilot as needing assistance, that individual should be removed from participation in
the pilot study and the district should implement their existing personnel support structures to address
the situation.
Principal Evaluation During the Developmental Pilot
Principals will be evaluated by their supervising administrator (the superintendent or a designee) and
possibly by a peer evaluator. Those districts piloting the principal practice evaluation process will
typically include 3-5 principals. This paragraph needs to be checked for accuracy after the pilot process
has been developed.
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SECTION 5: DEFINITIONS
The following are definitions for terminology relevant to the principal practice evaluation system during
the Developmental Pilot.
Artifacts – forms of evidence that support an educator’s evaluation. They may be observation forms in
the case of practice observation, but can be other documents such as meeting agendas, school
newsletters, or School Improvement Plans. Artifacts may take forms other than documents, such as
videos of practice, portfolios or other forms of evidence.
Components – the descriptions of the distinct aspects of a domain, there are 5 components in the WI
Model Educator Effectiveness System Principal Evaluation rubric. These 5 components are further
subdivided into 23 elements.
Developmental Pilot – the limited test of a system to further refine its components, processes and
timelines. The Wisconsin Model Educator Effectiveness System is undergoing a Developmental Pilot in
2012-2013 in approximately 100 volunteer districts across the state.
Domains – There are two Domains, or broad areas of leadership responsibility in the Wisconsin Principal
Effectiveness Rubric: Teacher Effectiveness and Leadership. Under each domain, two to three
components describe the distinct aspects of a domain.
Educator Effectiveness System– the Wisconsin state model for teacher and principal evaluation, built by
and for Wisconsin educators. Its primary purpose is to support a system of continuous improvement of
educator practice—from pre-service to inservice—that leads to improved student learning. WI EE is
legislatively mandated by 2011 Wisconsin Act 166.
Educator Effectiveness Plan (EEP) – a document that lists the specific year-long goals for an educator,
along with the actions, resource needs needed to attain these goals and the measures necessary to
evaluate the progress made on them. The EEP also reviews the progress made on each goal at the end
of the year, and serves as the organizer for feedback given by the educator’s evaluator during the Final
Evaluation Conference.
Elements - The most specific level of description in the Wisconsin Principal Effectiveness Rubric. Two to
five elements describe specific features of each component. There are 23 elements in the Professional
Practice Framework for Principals.
Evaluation Planning Session – A conference in the fall during which a principal and his or her primary
evaluator discuss the principal’s Self-Rating and Educator Effectiveness Plan, agree upon goals and
actions needed to meet goals, set an evaluation schedule and schedule observations and the timing and
process for other evidence collection.
Evaluation Rubric – an evidence-based set of criteria across different domains of professional practice
that guide an evaluation. Practice is rated across four rating categories that differentiate effectiveness,
with each rating tied to specific look-fors to support the ratings.
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Evidence collection – the systematic gathering of evidence that informs an educator’s practice
evaluation. In the WI EE system, multiple forms of evidence are required to support an educator’s
evaluation, and are identified in the EEP.
Final Evaluation Conference – an educator and his/her evaluator meet to discuss achievement of the
goals identified in the Educator Effectiveness Plan, review collected evidence, discuss results and final
ratings.
Formative Evaluation – the systematic gathering of information with the purpose of understanding an
educator’s strengths and weaknesses in order to improve teaching and learning.
Framework – the combination of the evaluation rubric, the collection and rating of evidence sources,
and the process for evaluating an educator. The Framework is the basis for the evaluation process and
the determination of an overall performance rating.
Indicators/Look-fors – These are observable pieces of information for evaluators to look for during an
observation. Indicators are listed under each of the elements in the evidence list.
Inter-Rater Reliability – The extent to which two or more evaluators agree on the rating an educator
receives after an observation.
Mid-Year Review - A conference in the middle of the academic year in which the primary evaluator and
the principal meet to discuss performance in professional practice thus far.
Observations – one source of evidence informing the evaluation of a principal. Observations may be
formal (lengthy and with conference(s) or informal (short and impromptu) and verbal or written
formative feedback is provided by the evaluator to the principal. Observations are carried out by the
principal’s evaluator, who looks for evidence relevant to one of the components of the WI Principal
Effectiveness Rubric.
Orientation – The first step in the Educator Effectiveness evaluation process, the Orientation takes place
at the beginning of the school year. Educators receive training in the use of their professional practice
frameworks, the related tools and resources, timelines for implementation, and expectations for all
participants in the system.
Student Learning Objectives (SLOs) - A Student Learning Objective is a specific learning outcome
measuring student achievement and/or growth throughout the year. More details on Student Learning
Objectives can be found in the Student Learning Objectives process manual.
Self-Rating of Performance – Educators will complete a self-assessment at the beginning of the year and
will review it prior to each conference. This self-assessment will ask educators to reflect on their past
performance, relevant student learning data, prior evaluation data and professional goals for the
upcoming year.
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Walkthrough– a short, informal and unannounced school visit by the evaluator that allows for on-going
evidence of principal practice.
Other terms coming from Sources of Evidence?
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SECTION 6: FREQUENTLY ASKED QUESTIONS– Answers TBD
The following are some frequently asked questions specific to the principal practice evaluation system
during the Developmental Pilot. For a more complete listing of FAQs, please see [Web link]
1.
2.
3.
4.
5.
6.
7.
8.
Who evaluates principals?
How often will I be evaluated and why?
Who evaluates the principal if he/she also serves as the superintendent?
How will administrators understand the principal system?
How will favoritism and other bias be eliminated from the evaluation system?
How are evaluators trained?
How will this evaluation system affect my daily workload?
Do walk-throughs count for observations?
9. Will the pilot be used to evaluate teachers or principals? Is it non-evaluative?
10. What if I don’t agree with my evaluation?
11. How will teachers or principals provide feedback on their pilot experience?
12. Based on results of the pilot programs, will changes be made?
13. Will teachers, principals and community members have a voice in making changes after the pilot
process?
14. Who do we contact for technical assistance?
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APPENDIX A: Wisconsin Framework for Educator Effectiveness Design Team Report and
Recommendations (to come)
APPENDIX B: Alignment of WI EE Principal Effectiveness Rubric with 2008 ISLLC Standards
APPENDIX C: WI EE Principal Effectiveness Rubric
APPENDIX D: Blank Forms
Principal Self-Rating Form
Principal Educator Effectiveness Plan Form
Principal Observation / Artifact Form
Principal Mid-Year Review Form
Principal Final Evaluation Form
APPENDIX E: Evidence Sources
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DRAFT Principal Process manual 6/14/12
APPENDIX A: Wisconsin Framework for Educator Effectiveness Design Team Report and
Recommendations (to come)
23
DRAFT Principal Process manual 6/14/12
APPENDIX B: Alignment of WI EE Principal Effectiveness Rubric with 2008 ISLLC Standards
WI Principal Effectiveness Rubric and 2008 ISLLC Standards Comparison
WI Principal Rubric
ISLLC Standards
Domain 1: Teacher Effectiveness
1.1 Human Resource Leadership
2, 3
1.2 Instructional Leadership
1, 2, 3, 5
Domain 2: Leadership Actions
2.1 Personal Behavior
4, 5
2.2 Intentional and Collaborative School Climate
2, 4
2.3 School Management
3, 6
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APPENDIX C: Wisconsin EE DRAFT Principal Effectiveness Rubric
The Wisconsin Principal Practice rubric includes two main leadership domains represented by 5 leadership components. The two domains are Teacher
Effectiveness and Leadership Actions. The Teacher Effectiveness domain emphasizes the important influence effective leaders make on two components which
are key drivers of student and organizational learning: human resource leadership and instructional leadership. The Leadership Actions domain includes three
components: personal behavior, intentional and collaborative school climate, and school management. The components are identified by 23 elements that
specify leadership competencies and each includes a 4 level rubric with descriptions of leadership actions along a continuum from ineffective to highly effective
practice. Together, the elements, components and domains are designed to help guide principal leadership development across the career spectrum and to
assess principal effectiveness.
Domain 1: Teacher Effectiveness
Effective school leadership builds, sustains and empowers effective teaching through the intersection of human resource leadership and instructional leadership. As human
resource leaders, effective principals use strategies to hire, evaluate and support effective teachers; and as instructional leaders, they establish and maintain a school wide vision
of high quality and rigorous instruction for all students.
Component
Ineffective (1)
Minimally Effective (2)
Effective (3)
Highly Effective (4)
1.1 Human Resource Leadership
As effective human resource leaders, principals recruit, select, develop and evaluate teaching staff with the competencies needed to carry out the school’s
instructional improvement strategies. Effective human resource leaders also develop and leverage teacher leadership talent and foster distributed leadership.
1.1.1
Recruiting and
Does not have an
Inconsistently uses
Utilizes HR systems and
Utilizes HR systems and
Selecting
identifiable recruitment
evidence/data of
approaches to recruit,
approaches to recruit,
or selection process
effective teaching as
hire, and select
hire, and select highly
OR
the primary factor in
effective staff
effective staff
recruiting, hiring, and
Rarely or never uses
Aligns human resource
Aligns human resource
assigning
decisions
evidence/data of
decisions with the vision
decisions with the vision
effective teaching or
Brings forward
and mission of the
and mission of the school
school vision/mission as
candidates for
school
Consistently uses
a factor in recruiting,
selection/hiring that
Consistently uses
evidence/data of effective
hiring, or assigning
have the potential to
evidence/data of
teaching as the primary
decisions
be proficient
effective teaching as the
factor in recruiting, hiring,
performers
Rarely or never applies
primary factor in
and selecting decisions
the school’s
Inconsistently applies
recruiting, hiring, and
Decisions support the
vision/mission to
the school’s
selecting decisions
creation of a highly
recruiting and selecting
vision/mission to
Decisions reflect focus
effective and ethnically
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DRAFT Principal Process manual 6/14/12
decisions
recruiting and selecting
decisions
on selecting an effective,
diverse team
1.1.2
Strategic
Assignment of
Teachers and Staff
to Positions in
School1
Assigns some staff to
positions for which they
are not qualified
Assignments do not
consider student
learning , teacher
effectiveness or
professional learning
communities
Assigns teachers and
staff to positions based
on qualifications, but
may not consider
student learning,
academic needs, or
teacher of
effectiveness measures
in the staffing process
There is some attempt
to create professional
learning communities,
but the PLCs are not
based on teacher
strengths
Assigns teachers and
other instructional staff
based on qualifications,
and demonstrated
effectiveness
Assigns support staff to
teachers, classes, and
programs to maximize
student achievement
Teachers are assigned to
professional learning
communities based on
their individual strengths
and group needs
1.1.3
Evaluation of
Does not allocate the
Allocates minimal time
Allocates the time
1
diverse team that also
includes other aspects of
diversity, such as
divergent thinkers.
Builds relationships in the
profession/district to
actively seek talented,
highly qualified staff
members
Strategically assigns
teachers and other
instructional staff based
on qualifications, and
demonstrated
effectiveness to support
school goals and maximize
student achievement
Strategically assigns
teachers to professional
learning communities and
other teams based on
individual teacher
strengths
Assigns support staff to
teaching teams,
professional work groups,
and other teams that are
based on individual staff
strengths
Staffing process serves as
a model for other schools
and the district
Gives teachers clear,
This component is applicable if principals have authority to make these decisions
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1.1.4
Teachers
time and/or resources
necessary to ensure the
accurate evaluation of
every teacher in the
building
Does not differentiate
teacher performance or
feedback using the
evaluation process
Fails to follow all
processes outlined in
the district evaluation
plan for staff members
Rarely uses evaluation
results for individual or
school professional
development
and/or resources to
evaluate every teacher
in the building
Partially differentiates
teacher performance
using the evaluation
process as evident by
variations in
performance ratings
and related feedback
Follows most
processes and
procedures outlined in
the district evaluation
plan for all staff
members
Inconsistently uses
evaluation results for
individual and school
professional
development
Professional
Development
Provides learning
opportunities unrelated
to or uninformed by
student data or student
learning needs
Provides professional
development that is not
tailored to meet staff
needs
Provides professional
development that is not
job-embedded or
Provides generalized
learning opportunities
aligned to the
professional needs of
some teachers based
on student data
Provides some
professional
development that is
job-embedded
Makes sure some
professional
and/or resources
necessary to ensure the
accurate evaluation of
every teacher in the
building
Credibly differentiates
teacher performance
using the evaluation
process as evident by
variations in
performance ratings and
related feedback
Follows all processes
and procedures outlined
in the district evaluation
plan for all staff
members
Consistently uses
evaluation results for
individual and school
professional
development
Advocates for and
provides learning
opportunities to
teachers aligned to
professional needs
based on student data
and teacher evaluation
results
Creates multiple
structures for teacher
learning, including jobembedded and large and
actionable feedback based
on their evaluations
Develops capacity of staff
to reflect on their own
practice
Staff takes responsibility
for improving own
performance over time
Creates systems for peer
support to reflect upon,
analyze, and refine
teaching practices
Uses evaluation results to
inform school
improvement plan
Implements collaborative,
job-embedded
professional learning
systems that are
frequently led by highly
effective teachers
Efficiently and creatively
provides professional
learning opportunities
that are aligned to
individual and school
improvement priorities
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DRAFT Principal Process manual 6/14/12
aligned with school
improvement priorities
1.1.5
Component
Distributed
Leadership
Rarely or never seeks
staff members for
increased responsibility
based on staff interest,
qualifications,
performance, and/or
effectiveness
Rarely or never monitors
completion of or
progress toward
delegated task and/or
responsibility
Rarely or never provides
support or mentoring to
emerging leaders
Ineffective (1)
development is aligned
to school improvement
priorities
Inconsistently seeks
staff members for
increased
responsibility based on
staff interest,
qualifications,
performance and/or
effectiveness
Monitors completion
of delegated tasks
and/or responsibilities,
but not necessarily
progress towards
completion of overall
goal or project
Understands the
importance of
mentoring emerging
leaders, but there is
little evidence of
support
Minimally Effective (2)
small group professional
learning along with
collaborative learning
teams
Makes sure most
professional
development is aligned
to school improvement
priorities
Frequently seeks staff
members for increased
responsibility based on
teacher interest,
qualifications,
performance, and/or
effectiveness
Monitors the progress
towards success of those
to whom responsibilities
have been delegated
Provides formal and
informal support,
including mentoring, to
emerging leaders
Effective (3)
and that maximize time
and resources
Creates systems to
monitor professional
development
implementation and
impact
Systematically seeks staff
members for increased
responsibility based on
staff interest,
qualifications,
performance, and/or
effectiveness
Monitors and supports
staff in a fashion that
develops their ability to
manage multiple tasks and
responsibilities
Develops, supports and
encourages shared
expectations for
distributed leadership
Provides formal and
informal support,
including mentoring, to
emerging leaders
Highly Effective (4)
1.2 Instructional Leadership
As instructional leaders, principals work with the school community to articulate an improvement vision that is shared by all and supported by classroom
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observations and feedback, collaborative work opportunities, and rigorous student learning objectives. They also create a culture of achievement by setting
clear staff and student achievement expectations, monitoring the use of data for student growth, and maximizing time focused on instruction.
Cultivating a
1.2.1
Fails to define a schoolDefines a school-wide
Implements a schoolImplements a school-wide
wide
instructional
vision
instructional
vision
wide
instructional
vision
instructional vision with
Mission and Vision
and/or mission
and/or mission
with input from a broad
input from a broad
for ALL Students
OR
representation of
representation of
Implements a schoolstakeholders
stakeholders
Implements a schoolwide instructional vision
wide instructional vision
with the involvement of
The mission and vision is
The mission and vision is
without cultivating
some stakeholders , but
visible, known and
visible, known and
commitment to
the ownership of the
accepted by most
accepted by almost all
ownership of the vision
school’s vision and/or
students and staff
students and staff
and/or mission, as
mission is not shared
Principal, students, staff,
evidenced by a lack of
widely among other
and community as a whole
student and teacher
teachers, students and
assume responsibility for
involvement, awareness
community members
the school’s vision,
and buy-in
mission and values
High Expectations
1.2.2
Tolerates poor
Sets clear expectations
Sets clear expectations
Incorporates community
for Academic
academic performance
for student academics
for student academics
members and other
Achievement
and/or student behavior
and behavior but
and behavior across all
stakeholders into the
occasionally fails to hold
classrooms and holds
establishment and
Fails to create academic
student to these
students accountable to
support of high academic
goals or priorities or has
expectations
these expectations
and behavior expectations
created academic goals
and priorities that are
Sets expectations but
Empowers teachers,
Benchmarks expectations
unambitious
fails to empower
staff and students to set
to similar schools with
students and/or teacher
high and demanding
high academic
to set high expectations
academic and behavior
performance when
for student academic
expectations for every
appropriate
and behavior
student
Creates or utilizes systems
Evaluates instructional
and approaches to
program to monitor use
monitor the level of
of differentiated
academic and behavior
practice to meet diverse
expectations
student needs
Encourages a culture in
Provides access to
which students are able to
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resources which enable
students to achieve
their highest level of
achievement
1.2.3
Classroom
Observations and
Feedback
Rarely or never
observes teaching and
learning
Does not use or
reference teacher
Educator Effectiveness
rubrics to observe
teaching and student
learning
Rarely or never provides
teachers with
observation feedback
Infrequently observes
teaching and learning
Inconsistently uses
teacher Educator
Effectiveness rubrics to
observe teaching and
student learning
Provides observation
feedback to teachers,
but the feedback may
not be timely or
consistent
Frequently observes
teaching and learning
Consistently uses
teacher Educator
Effectiveness rubrics
when observing
teaching and student
learning
Provides timely
feedback that is specific
and aimed at improving
student outcomes based
on observations,
teaching rubric, and
student performance
data
1.2.4
Instructional Time
Fails to establish clear
guidance about the
priority of instructional
time as evidenced by
frequent discipline and
Attempts to promote
sanctity of instructional
time but is frequently
hindered by school
discipline and
Successfully acts to
protect instructional
time by keeping
teachers, students and
staff focused on student
clearly articulate their
diverse personal academic
goals
Goes beyond traditional
structures to provide
students with resources
needed to succeed
Frequently observes
teaching and learning
Engages staff in setting
purpose and goals for
teaching observations for
both individual and
building level goals.
Teachers may also seek
opportunities to observe
each other’s practice
Ensures that
administrators and peers
observing teaching and
student learning are
applying the Educator
Effectiveness rubrics
Uses observations to
assess and provide
feedback on individual
practice, school climate
trends and school
instructional quality
Successfully acts to
protect instructional time
by keeping teachers,
students and staff focused
on student learning and
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DRAFT Principal Process manual 6/14/12
attendance problems
and interruptions to the
school day
attendance problems,
interruptions to the
school day and lack of
high expectations
learning and
achievement and free
from distractions
Establishes and/or
maintains collaborative
work groups
Encourages teamwork,
reflection, conversation,
sharing, openness, and
collective problem
solving
Aligns teacher
collaborative efforts to
the school’s
vision/mission
Provides common
planning periods, some
planning time is used for
administrative issues
rather than focusing on
teaching and learning
Coordinates frequent
and timely team
collaboration for data
analysis
Monitors the work of
1.2.5
Teacher
Collaboration
Fails to establish or
support opportunities
for collaboration
Discourages teamwork,
openness, and collective
problem solving
Collaboration is
encouraged, but is not
accompanied by a clear
or explicit focus on
student learning and
achievement
Inconsistently aligns
teacher collaborative
efforts to instructional
practices
Uses informal/ad hoc
common planning
periods
1.2.6
Data usage in
teams
Rarely or never
organizes efforts to
analyze data
Rarely or never applies
data analysis to develop
Inconsistently collects
data and coordinates
team collaboration for
data analysis
Inconsistently develops
achievement and free
from distractions
Systematically monitors
the use of instructional
time
School community is
empowered to create
innovative opportunities
for increased and/or
enhanced instructional
time
Actively participants with
teacher collaborative
teams to identify
solutions to difficult
problems
Provides leadership
capacity to support
development of highly
effective professional
learning communities
Systematically provides
common planning periods
with teaching and student
learning at the center of
the work
Makes data-based
decisions a school-wide
norm
Monitors the use of data
in formulating action
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1.2.7
Rigorous Student
Learning Objectives
action plans
and supports others in
formulating action plans
for implementation that
are based on data
analysis
Teacher SLOs do not
adhere to the Educator
Effectiveness criteria for
SLOs
Teacher SLOs
inconsistently meet the
Educator Effectiveness
criteria for SLOs
the teams to focus on
usage of data for
student growth in all
student subgroups
Develops and supports
others in formulating
action plans for timely
implementation that are
based on data analysis
for all students
Teacher SLOs meet the
Educator Effectiveness
criteria align with school
improvement goals
Teachers occasionally
share results from SLOs
and work together to
strengthen SLOs based
on results.
plans for student growth
to identify areas where
additional data is needed
Teacher SLOs meet the
Educator Effectiveness
criteria
Teachers frequently share
results from SLOs and
work together to
strengthen SLOs based on
results.
Teacher SLOs serve as
exemplary models for the
district
Domain 2: Leadership Actions
Effective principals take leadership actions that set the stage for improved teaching and learning. They model professional and respectful personal behavior,
facilitate a collaborative and mutually supportive working environment that is focused on achievement for all learners, and manage resources and policies in
order to maximize success on the school’s instructional improvement priorities.
Component
Ineffective (1)
Minimally Effective (2)
Effective (3)
Highly Effective (4)
2.1 Personal Behavior
Principals model professionalism by exhibiting ethical and respectful behavior. They also maximize time focused on student learning, use feedback to improve
school performance and student achievement, and demonstrate initiative and persistence to improve performance.
2.1.1
Professionalism
Principal does not model
Expects students and
Expects students and
Empowers students and
professionalism or
colleagues to display
colleagues to display
colleagues to display and
ethical behavior, and
professional, ethical,
professional, ethical, and
hold each other
occasionally models
and respectful
respectful behavior at all
accountable for
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DRAFT Principal Process manual 6/14/12
2.1.2
Time Management
behaviors counter to
professional
expectations
Rarely holds students
and colleagues to
professional, ethical, and
respectful behavior
expectations
behavior, but
inconsistently models
positive professional
or ethical behavior
Inconsistently holds
students and
colleagues to
professional, ethical,
and respectful
behavior expectations
Inconsistently reflects
on personal
professional practice
times and takes swift
action when
inappropriate conduct or
practice is reported or
observed
Models positive
professional or ethical
behavior at all times
Reflects on personal
professional practice
Rarely or never
establishes timely
objectives or priorities
focused on student
achievement
Rarely or never
establishes timely
communication
Prioritizes activities
unrelated to student
achievement and does
not anticipate future
needs
Establishes short-term
and long-term
objectives and
priorities that are
inconsistently focused
on student
achievement
Inconsistently
establishes timely
communication
Occasionally
prioritizes activities
unrelated to student
achievement
Short and long-term
objectives and priorities
are focused on student
achievement
Models effective and
timely communication
Objectives and priorities
attempt to meet future
needs
Sets appropriate
timelines.
professional, ethical, and
respectful behavior at all
times
Articulates and
communicates
professional, ethical, and
respectful behavior to all
stakeholders, including
parents and the
community
Creates mechanisms,
systems, and/or
incentives to motivate
students and colleagues
to display professional,
ethical, and respectful
behavior at all times
Involves others in regular
reflective feedback on
practice
Objectives and priorities
are consistently evaluated
to focus on student
achievement
Consistently anticipates
future needs and sets
appropriate timelines in
advance
Consistently establishes
timely communication
Monitors use of time to
identify areas that are not
being effectively utilized
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2.1.3
Using Feedback to
Improve School
Performance and
Student
Achievement
Avoids or underutilizes
feedback
Rarely or never applies
feedback to shape
priorities or improve
student achievement
Inconsistently
anticipates future
needs and sometimes
sets appropriate
timelines
Accepts feedback
from any stakeholder
when it is offered but
does not actively seek
out such input
Inconsistently acts
upon feedback to
shape strategic
priorities that are
designed to improve
student achievement
2.1.4
Initiative and
Persistence
Rarely or never achieves
expected goals
Rarely or never takes on
additional, voluntary
responsibilities or
potential partnerships
that could contribute to
school success
Is ineffective in
identifying and removing
obstacles to student
achievement
Rarely applies current
Achieves some, but
not all, expected goals
Inconsistently takes
on additional,
voluntary
responsibilities and
potential partnerships
that contribute to
school success
Inconsistently
identifies and
attempts to remove
some obstacles to
Actively solicits feedback
and help from all key
stakeholders
Regularly incorporates
feedback to help shape
strategic priorities
designed to improve
student achievement
Consistently achieves
expected goals
Engages with key
stakeholders at the
district and state level,
and within the local
community, to create
solutions to the school’s
obstacles to student
achievement
Identifies and removes
the most significant
obstacles to student
Develops and implements
efficient systems and
mechanisms that generate
feedback and advice from
students, teachers,
parents, community
members, and other
stakeholders that results
in improved school and
student performance
Establishes ongoing
“feedback loops” in which
those who provide
feedback are kept
informed of actions taken
based on that feedback
Consistently achieves
expected goals and often
exceeds expectations to
accomplish ambitious
goals
Anticipates, identifies, and
removes the most
significant current and
potential obstacles to
student achievement
Takes a leadership role
within the district and
local community to create
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DRAFT Principal Process manual 6/14/12
educational research to
inform practice
Component
Ineffective (1)
student achievement
Inconsistently applies
current educational
research to inform
practice
Minimally Effective (2)
achievement
Applies current
educational research to
practice as appropriate
Effective (3)
solutions to the school’s
obstacles to student
achievement and
contributes to the
profession at all levels
Applies current
educational research to
practice as appropriate
Highly Effective (4)
2.2 Intentional and Collaborative School Climate
Principals establish a climate of trust and collaboration among school staff, students and the community and ensure that the school is inclusive, culturally
responsive and conducive to student learning. They build positive relationships by effectively communicating, managing conflicts and forging consensus for
improvement.
Building Positive
2.2.1
Is ineffective in
Understands the need
Establishes and
Establishes and maintains
establishing
a
school
to,
but
is
minimally
maintains
a
school
a school climate based on
Relationships
climate based on trust
effective in,
climate based on trust
trust and collaboration
and collaboration among
establishing and
and collaboration
among and between
and between students,
maintaining a school
among and between
students, parents, staff,
parents, staff, and the
climate based on trust
students, parents, staff,
and the community
community
and collaboration
and the community
Consistently monitors
among and between
school climate to ensure
Rarely or never monitors
Consistently monitors
students, parents,
school climate to ensure
school climate to ensure
that it is conducive to
staff, and the
that it is conducive to
that it is conducive to
student learning
community
student learning
student learning
Parents, staff and
Inconsistently monitors
Builds relationships to
community have
school culture to
address culturally
ownership regarding
ensure that it is
responsive practices
student learning initiatives
conducive to student
The school is a model for
learning
the district for
relationships that
embrace culturally
responsive practices
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2.2.2
Communication
2.2.3
Conflict
Management and
Resolution
Rarely or never
communicates key
concepts to stakeholders
Interacts with a limited
number of stakeholders
and fails to reach several
key groups and
organizations
Does not utilize different
approaches to
communication or
ineffectively utilizes
several means of
communication
Responses to contact
from parents and
community members are
neither timely nor
meaningful
Does not model fairness
and consistency when
dealing with staff or
students
Limits involvement in
relationship building and
conflict management to
defusing tense or
Communicates most,
but not all, key
concepts to
stakeholders
Interacts with a variety
of stakeholders but
does not yet reach all
invested groups and
organizations
Utilizes a limited
number of means and
approaches to
communication
Interacts with a limited
number of
stakeholders and
leadership teams
Communications with
students, staff, and the
community are focused
on immediate activities
or problems
Occasionally responds
to contact from
parents and
community members
Inconsistently models
fairness and
consistency when
dealing with staff or
students
Interacts with
students, staff and
other stakeholders on
Communicates key
concepts, such as the
school’s goals, needs,
improvement plans,
successes, and failures to
stakeholders
Interacts with a variety
of stakeholders,
including students,
families, community
groups, central office,
teacher associations, etc.
Utilizes a variety of
means and approaches
of communicating, such
as face-to-face
conversations,
newsletters and websites
Responds meaningfully
and promptly to contact
from families and
community members
Invites parents and the
community to lead
communication activities
To the extent possible,
communicates key
concepts in real time to
stakeholders
Tracks the impact of
interactions with
stakeholders, revising
approach and expanding
scope of communications
when appropriate
Varies communication
strategies to fit different
audiences
Monitors the
effectiveness of different
communication strategies
and adapts as necessary
Models fairness and
consistency when
dealing with students
and staff
Engages staff, parents,
students and others in
meaningful discussions
to address issues before
Demonstrates self-control
in difficult and
confrontational situations
The school community
reflects a shared
commitment to selfcontrol, empathy and
respect
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problematic situations
Unaware of conflicts as
they develop
Frequently becomes
defensive, loses his or her
temper, or takes it
personally when faced
with a difficult situation
Ignores or subverts
executive and policy
decisions that are
unpopular or difficult
2.2.4
Forging Consensus
for Improvement
Fails to identify areas in
which agreement and/or
consensus is necessary
Rarely or never manages
or develops a process for
improvement
Rarely or never seeks out
input or secures
cooperation – making
unilateral, arbitrary
decisions
Demonstrates an
inability to develop a
process for change
an as needed basis in
order to defuse
potentially stressful
situations
Acknowledges that a
conflict exists, but
avoids addressing the
issue
Attempts to manage
his or her emotions,
but may not be able to
maintain a respectful
and open conversation
in the face of an
emotional or sensitive
situation
Hesitates to bring
concerns to the
attention of executive
and policy authorities
Identifies areas where
agreement is
necessary but has not
implemented
strategies to achieve
that agreement
Manages improvement
processes without
required building
systems and/or
securing the
cooperation needed to
support the change
process
they become challenging
Recognizes that conflict
is inevitable,
depersonalizes
disagreement, and
utilizes varying points of
view
Brings concerns to the
attention of executive
and policy authorities in
a timely and appropriate
manner
Uses effective strategies
to work toward a
consensus for
improvement
Secures cooperation
from key stakeholders
in developing the
school’s improvement
plan
Secures cooperation
from stakeholders in
implementing the
school’s continuous
improvement plan
Anticipates conflict and is
proactive in diffusing and
resolving disagreements
among stakeholders with
emotional intelligence,
empathy and respect
Utilizes varying points of
view as a force for positive
change
Celebrates progress while
maintaining a focus on
continued improvement
Staff articulate and “own”
improvement strategies
Encourages collaboration
and incorporates different
perspectives and
dissenting voices
Monitors and assesses the
school’s continuous
improvement plan and
makes revisions and
adjustments based on
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Component
and/or improvement
and does not seek out
cooperation in making
decisions that affect the
school community
Ineffective (1)
strengths and areas of
concern
Asks for input, but is
not successful in
securing cooperation
from stakeholders
Minimally Effective (2)
Effective (3)
Highly Effective (4)
2.3 School Management
Principals manage school facilities and finances and work within policies to create a productive workplace for school improvement and student achievement.
They are active when policies should be changed to better reflect school, district and state goals.
2.3.1
Managing the
Does not ensure that the
Attempts to create a
Supervises facilities and
Supervises facilities and
Learning
school is safe
safe learning
equipment
equipment management
Environment
environment, but
management to ensure
to ensure a safe learning
Does not develop a
some unaddressed
a safe learning
environment
calendar of building
safety issues may exist
environment
activities and events
The school community
Develops a calendar of
Maintains an updated
takes initiative and
Does not cooperate with
activities and events,
and accessible school
ownership to support a
district maintenance
but does not regularly
calendar of activities
safe and effective learning
supervisors in the
update it, resulting in
and events
environment
support and direction of
conflicts between
custodial personnel
Cooperates with district
Identifies creative
different groups who
buildings and grounds in
solutions to maximize and
wish to use the
the supervision and
share space
building during the
direction of custodial
Identifies creative ways to
school day and outside
personnel
involve the school
of school hours
community in helping to
Occasionally
keep the learning
cooperates with
environment clean and
district buildings and
maintained
grounds in the
supervision and
direction of custodial
personnel
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2.3.2
Financial
Management
Does not develop
required budgets
Performs ineffective
budget management
Exceeds school budget
Develops required
budgets
Manages budget within
guidelines
Stays within school
budget most of the
time
Conducts needs analysis
and budget planning
Manages budget with
flexibility and within
guidelines
Stays within budget and
seeks to have end-ofyear surplus
2.3.3
Policy Management
Does not follow policies
and procedures
Ignores laws and
regulations
Does not meet timing
and deadline
requirements
Not aware of state and
federal policies that
directly impact upon
school leadership
Follows policies and
procedures
sporadically
Complies with laws and
regulations when
convenient
Meets timing and
deadline requirements
unpredictably
Has some awareness of
local, state and federal
policies that directly
impact upon school
leadership
Does not seek to
communicate with
local, state and federal
policy makers on issues
that directly impact
upon school leadership
Follows policies and
procedures most of the
time
Seeks to comply with
laws and regulations
consistently
Meets timing and
deadline requirements
most of the time
Is aware of and
understands the
implication of policies
that directly impact
upon school leadership
Communicates with
appropriate policy
makers to influence
policies that directly
impact upon school
leadership
Conducts budget planning
in conjunction with overall
school improvement plan
Manages budget with
flexibility and seeks
approval when variance is
needed
Stays within overall
budget, but uses resource
reallocation to support
school improvement plan
Follows policies and
procedures consistently,
but seeks approval for
change if necessary
Complies with all laws and
regulations, but seeks
clarification if needed
Meets timing and deadline
requirements, but seeks
extensions for a good
purpose
Is aware of and
understands the
implications of policies
that directly impact upon
the leader's ability to
meet school, district and
state goals
Communicates with
appropriate policy makers
to influence local, state,
and federal policies that
directly impact upon
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school leadership
Volunteers for state and
national committees
developing policy on
issues central to school
leadership
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APPENDIX D: BLANK FORMS
DRAFT Wisconsin Principal Self-Rating Form
Name________________________________________________________________________________________Date_______________________________
School__________________________________________________________________________________________________________________________
The self-rating process allows principals to reflect on their practice and prior evaluations to prepare for the development of their Educator Effectiveness Plan.
Review the Wisconsin Principal Effectiveness Rubric, and then rate yourself for each component. Based on those ratings identify an area of strength or an area
for development related to that component.
Component
Element
Ineffective (1)
1.1
Human Resource
Leadership
1.2
Instructional
Leadership
Rating
Minimally Effective (2) Effective (3)
Highly Effective (4)
1.1.1 Recruiting & Selecting
1.1.2 Strategic Assignment of Teachers and Staff to
Positions in School
1.1.3 Evaluation of Teachers
1.1.4 Professional Development
1.1.5 Distributed Leadership
Based on the above ratings, identify a strength or area for development:
1.2.1
1.2.2
1.2.3
1.2.4
1.2.5
1.2.6
Living a Mission and Vision for ALL Students
High Expectations for Academic Achievement
Classroom Observations and Feedback
Instructional Time
Teacher Collaboration
Data Usage in Teams
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1.2.7 Rigorous Student Learning Objective
Based on the above ratings, identify a strength or area for development:
Component
2.1
Personal Behavior
2.2
Intentional and
Collaborative
School Climate
Element
Ineffective (1)
2.1.1 Professionalism
2.1.2 Time Management
2.1.3 Using Feedback to Improve School Performance
and Student Achievement
2.1.4 Initiative and Persistence
Based on the above ratings, identify a strength or area for development:
Rating
Minimally Effective (2) Effective (3)
Highly Effective (4)
2.2.1 Building Positive Relationships
2.2.2 Communication
2.2.3 Conflict Management and Resolution
2.2.4 Forging Consensus for Improvement
Based on the above ratings, identify a strength or area for development:
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2.3
School
Management
2.3.1 Managing the Learning Environment
2.3.2 Financial Management
2.3.3 Policy Management
Based on above rating, identify a strength or area for development:
Additional comments about ratings, strengths or areas for development:
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DRAFT Wisconsin Principal Educator Effectiveness Plan
Administrator_________________________________________________________________________ Date Reviewed_______________________________
School_________________________________________________________________________Evaluator__________________________________________
Describe goal 1:
List component(s) related to goal:
Strategies
Timeline
Potential Obstacles
Resources
Evidence Sources
How will you measure progress on goal? Progress expected by Mid-Year Review?
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Describe goal 2:
List component(s) related to goal:
Strategies
Timeline
Potential Obstacles
Resources
Evidence Sources
How will you measure progress on goal? Progress expected by Mid-Year Review?
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Describe goal 3:
List component(s) related to goal:
Strategies
Timeline
Potential Obstacles
Resources
Evidence Sources
How will you measure progress on goal? Progress expected by Mid-Year Review?
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End-of-year Goal Review:
Goal
1
Status of goal
How did you measure progress?
Evidence
If goal has not been achieved,
reason why and future plans
for goal
2
3
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DRAFT Wisconsin Principal Observation/Artifact Form
Administrator___________________________________________________ Date______________________________
School________________________________________ Observer ___________________________________________
Briefly describe the observation location and activity(s), and/or artifact:
List the relevant component(s) for this observation and/or artifact:
What evidence did you note during the observation and/or from the artifact that applies to the rubric(s)?
Feedback to Principal:
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DRAFT Wisconsin Principal Mid-Year Review Form
Name_________________________________________________________Conference Date______________________
School______________________________________________Evaluator/Designee______________________________
Principal Educator Effectiveness Plan Progress (completed by Principal prior to conference):
Goal #1
Status of goal:
Evidence of progress toward achieving goal:
Barriers to successful completion of goal:
Strategies to address barriers:
Modifications to strategy:
(Completed by Evaluator/Designee) Feedback to Principal:
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Continued: DRAFT Wisconsin Principal Mid-year Conference Form
Name__________________________________________________________ Date_____________________________
School___________________________________________________________________________________________
Principal Educator Effectiveness Plan Progress (completed by Principal prior to conference):
Goal #2
Status of goal:
Evidence of progress toward achieving goal:
Barriers to successful completion of goal:
Strategies to address barriers:
Modifications to strategy:
(Completed by Evaluator/Designee) Feedback to Principal:
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Continued: DRAFT Wisconsin Principal Mid-year Conference Form
Name__________________________________________________________ Date_____________________________
School___________________________________________________________________________________________
Principal Educator Effectiveness Plan Progress (completed by Principal prior to conference):
Goal #3
Status of goal:
Evidence of progress toward achieving goal:
Barriers to successful completion of goal:
Strategies to address barriers:
Modifications to strategy:
(Completed by Evaluator/Designee) Feedback to Principal:
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DRAFT Wisconsin Principal Final Evaluation Form
Name_______________________________________________________________________________________Date_____________________
School______________________________________________________________Evaluator_______________________________________
Component
Element
Ineffective (1)
1.1
Human Resource
Leadership
Rating
Minimally Effective (2)
Effective (3)
Highly Effective (4)
1.1.1 Recruiting & Selecting
1.1.2 Strategic Assignment of Teachers
and Staff to Positions in Schools
1.1.3 Evaluation of Teachers
1.1.4 Professional Development
1.1.5 Distributed Leadership
Artifact(s)/observations used for evidence:
Comments:
1.2
Instructional Leadership
1.2.1 Living a Mission and Vision for ALL
Students
1.2.2 High Expectations for Academic
Achievement
1.2.3 Classroom Observations and
Feedback
1.2.4 Instructional Time
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1.2.5 Teacher Collaboration
1.2.6 Data Usage in Teams
1.2.7 Rigorous Student Learning Objective
Artifact(s)/observations used for evidence:
Comments:
Component
Element
Ineffective (1)
2.1
Personal Behavior
Rating
Minimally Effective (2)
Effective (3)
Highly Effective (4)
2.1.1 Professionalism
2.1.2 Time Management
2.1.3 Using Feedback to Improve School
Performance and Student Achievement
2.1.4 Initiative and Persistence
Artifact(s)/observations used for evidence:
Comments:
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DRAFT Principal Process manual 6/14/12
2.2
Intentional and
Collaborative School
Climate
2.2.1 Building Positive Relationships
2.2.2 Communication
2.2.3 Conflict Management and Resolution
2.2.4 Forging Consensus for Improvement
Artifact(s)/observations used for evidence:
Comments:
2.3
School Management
2.3.1 Managing the Learning Environment
2.3.2 Financial Management
2.3.3 Policy Management
Artifact(s)/observations used for evidence:
Comments:
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Total Ratings for Professional Practice
Insert graphic of how Professional Practice rating is calculated
Professional Practice Rating: _________________________________
Key strengths:
Areas for development:
Principal Signature_______________________________________________________________ Date__________________________
Evaluator Signature_______________________________________________________________ Date_____________________
Comments from Principal:
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APPENDIX E: EVIDENCE SOURCES
Sources of Evidence for Principal Effectiveness Evaluation
Element
Evidence
Domain 1: Teacher Effectiveness
1.1 Human Resource Leadership
1.1.1 Recruiting &
School Improvement Plan*
Selecting
Interview artifacts: questions,
assessment description *
Recruitment methods that align with
educator standards and district/school
priorities (WE CAN position description,
publications, emails, website, etc.)*
Indicators/“Look fors”
Does the School Improvement Plan include a structure for
recruitment/ selection/interview strategy?
Who is involved in the interview process? Is there an
interview team?
Do the interview questions address key competencies?
Does recruitment strategy target diverse staff
needs/requirements?
1.1.2
Strategic
Assignment of
Teachers and
Staff to
Positions in
School
Discussion with principal*
Staff Allocation plan*
Staff working conditions survey
School Improvement Plan*
Are teacher competencies aligned with school
improvement plan?
Does student outcome data inform teacher and staff
placement?
Does staff allocation plan reflect student needs?
1.1.3
Evaluation of
Teachers
Teacher evaluation schedule and
documents*
Post-conference/feedback forms*
Observation of teacher evaluation
discussion with the principal (live or
video)*
Evaluation process has been completed
Clear, consistent formative feedback given to teachers
Principal feedback encourages self-reflection and growth
1.1.4
Professional
Development
School-wide professional development
plan*
Observations of staff/faculty
professional development meeting*
School budget for professional
development resources*
Agendas and attendance for
Professional development relates to key school
improvement strategies
Time and resources are allocated for professional
development
Embedded professional development (opportunities for 58
staff to work at opportune times)
Principal involvement/engagement in professional
DRAFT Principal Process manual 6/14/12
1.1.5
Distributed
Leadership
1.2 Instructional Leadership
1.2.1 Living a Mission
and Vision for
ALL Students
professional development offerings*
development activities
School Improvement Plan*
Observation of team meetings*
Observations of presentations at staff
meetings/community meetings/school
board meetings*
Faculty/staff surveys
Look for leadership opportunities for teachers/staff
Broad participation throughout the school
Variety of staff are involved in presentations
Staff report opportunities exist for leadership roles
School Improvement Plan*
Communication with stakeholders and
parents (newsletters, website)*
Memos or other communication with
staff*
Faculty meeting agendas*
Team meeting agendas*
Interviews/surveys of staff and parents
Broad involvement in the development of the
mission/vision
Regular reflection on the implementation of the
mission/vision
All stakeholders and school community
understand/articulate the mission/vision
Agenda, communication items address mission and vision
1.2.2
High
Expectations
for Academic
Achievement
Observe leadership team meetings,
department meetings, faculty meetings,
listening sessions, parent leadership
teams*
School Improvement Plan*
Observation of RTI practices*
Agendas for staff development
meetings*
Individual learning plans*
Staff and community survey
Student academic and behavioral expectations/outcomes
are clear and rigorous
Students, staff, and community understand academic and
behavioral expectations
Teachers differentiate instruction, analyze student work,
monitor student progress, and redesign instructional
programs based on student results
1.2.3
Classroom
Observations
and Feedback
School walkthroughs and/or discussion
with principals*
Log of observations (tracking time in
classrooms both formal and informal)*
How is the principal using walkthrough data to provide
feedback to teachers?
Alignment with school goals
Frequency of classroom visits
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Teacher feedback tools (Google doc,
etc.)*
Observation of principal conducting a
walk through, classroom observation, or
observation post-conference *
Specificity and quality of feedback
1.2.4
Instructional
Time
School walkthroughs*
Review of academic programs and
supports*
School schedule*
Attendance policy and data*
Interruptions of instructional time (announcements,
behavioral, assemblies, etc.)
School schedule is well designed and runs smoothly, with
learning time maximized and disruptions minimized
Examples of structuring time creatively to support
student learning
1.2.5
Teacher
Collaboration
Team meeting agendas*
School schedule*
Observations of the principal during
professional development time periods
(fall and spring, interaction with learning
teams)*
Staff survey
Interviews/discussion with teachers
School schedule allows for regular, collaborative planning
time
Productive use of collaborative planning time
Climate of collaboration and professional growth
Professional Learning Communities expectations are
communicated clearly and understood by staff
Adequate time is created for collaborative planning
1.2.6
Data Usage in
Teams
Agendas for team meetings, grade level
meetings, board reports*
Observation of team meetings, grade
level meetings, professional learning
communities*
Board reports*
School Improvement Plan*
Survey
In team/grade level meetings, instructional staff regularly
analyze student and group progress toward learning goals
1.2.7
Rigorous
Student
Learning
Sample of SLOs
Discussion with principal*
Observation of SLO-based faculty or PLC
Principal follows process and procedures required for
teacher SLOs
Discussion of SLOs within faculty or PLC meetings
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Objectives
Domain 2: Leadership Actions
2.1 Personal Behavior
2.1.1 Professionalism
meeting*
Observation/school walkthrough*
Principal memos and newsletters*
Staff meeting agendas*
Communication logs*
Survey
Observe positive professional and ethical behavior
Articulates professional and ethical behavior
2.1.2 Time
Management
School Improvement Plan*
Faculty/team meeting observations*
School walkthrough*
Reports to/from district office*
Faculty memos*
School Improvement Plan*
Notes from observation of listening
session (faculty team meetings)*
Staff, parent, stakeholder survey
Community engagement plan
Are deadlines being met?
Are appropriate timelines set and followed?
Principal’s professional growth plan
School Improvement Plan*
Survey/feedback from others
Interviews with staff
Are SIP goals completed?
Examples of leadership roles beyond school community
Examples of barriers to student achievement and how
addressed/removed
2.1.3 Using Feedback
to Improve
Student
Achievement
2.1.4 Initiative and
Persistence
2.2 Intentional and Collaborative School Climate
2.2.1 Building Positive
Newsletter*
Relationships
Community engagement plan*
Observe before and after school
interactions with
peers/community/parents/students*
Feedback from staff members
School climate survey results
Parent/community survey
Community engagement plan and/or school
improvement plan reflect effective community and
stakeholder engagement
Feedback loops are systematically developed and applied
Staff feels “safe” taking initiatives and risk
Evidence of family outreach and family presence and
participation in the school
Staff, family and community participation on school
improvement teams
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Sample emails or letters from
community members, teachers,
parents*
School Improvement Plan*
2.2.2 Communication
Newsletters, emails, correspondence
with parents, community members and
stakeholders*
Communication plan and log*
Observations of presentations to
community, parents, teachers, board of
education*
Web site communication*
Interaction with
peers/community/parents/students*
School Improvement Plan*
School climate survey
Communication is timely
Communication reflects concepts related to school’s
goals, needs, improvement plans, successes and failures
Communication includes a variety of approaches
2.2.3 Conflict
Management
and Resolution
Disciplinary procedures and referrals*
Grievance records*
School climate survey data
Faculty/team meeting observation
2.2.4 Forging
Consensus for
Improvement
School Improvement Plan*
Communication with stakeholders and
staff*
Observation of leadership team
meetings, department meetings, faculty,
meetings, listening sessions, parent
leadership teams*
School climate survey results
Addresses conflict in a timely manner
Fairness and consistency are observed and reported in
student and staff interactions
Staff, parents and students are appropriately engaged in
conflict management
Stakeholder involvement in developing and implementing
school improvement plan
Progress on school improvement plan is recorded and
communicated to instructional staff, students, families,
and stakeholders
Staff understands improvement strategies
Regularly evaluates progress on school improvement plan
and adjusts strategies accordingly
2.3 School Management
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2.3.1 Managing the
Learning
Environment
School walkthroughs*
Crisis plan*
Behavior management plan*
Behavior expectations and rules posted*
Observations of safety drills*
Incident reports/safety record*
Teacher handbook*
Reports from district
maintenance/custodial office*
Safe, secure and clean facility
Orderly, respectful passing in the halls
Safety plan is clear and readily accessible to staff
Staff understands and uses safety plan
2.3.2 Financial
Management
School budget reports and planning
documents*
History of budget requests*
Fiscal review
Evidence of needs analysis
Finances within budget
Resources reallocated to address school improvement
priorities
2.3.3 Policy
Management
District compliance reports*
Communication examples with local
and state decisions makers*
Attendance log from school and district
meetings*
Observations of district or other policy
committee meetings*
Examples of membership with outside
committees/councils*
Attendance at state and national
conferences
Active involvement in principal/district level meetings
How does the principal keep himself/herself
aware/knowledgeable of current education policies and
research?
Communications with policy makers outside the district
Required evidence is listed in bold.
Per the Design Team recommendations, discussions with principals about evidence sources are appropriate for any of the components. In some
cases, they are strongly encouraged or necessary for a component and are identified as such.
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*There is one Principal Observation/Artifact Form for documenting evidence collection. On the Observation/Artifact Form principals and/or
supervisors will describe the observation or artifact, list the relevant component(s) and provide comments relevant to performance on the
component.
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