Administrative Evaluation Plan

8/3/2019 Administrative Evaluation Plan

http://slidepdf.com/reader/full/administrative-evaluation-plan 1/24

ADMINISTRATIVE EVALUATION PLAN

BC/Evaluation Forms and Leadership/Administrative Evaluation Plan



ADMINISTRATIVE PERSONNEL

Administrative personnel who are evaluated pursuant to this Administrative Personnel

Evaluation Plan include the following:

Director of Programs & Support Services

Director of Business Services & Facilities

Director of Personnel & Compliance

Director of Professional Development & District Services

Early Childhood Administrator Educational and Life Skills Administrator

North Shore Academy Administrator District Services Coordinators

Program Coordinators Program Supervisors

Administrator for Technology

CABINET

Tim Thomas

Superintendent

Karen Noonan

Director of Programs

and Support Services

Alice Koshaba

Director of Business

Services and Facilities

Bill Charis

Director of Personnel

and Compliance

Marilee Ciello

Director of Professional

Development and District

Services

ADMINISTRATIVE COUNCIL ( Membership based on meeting agenda)

Nancy Kind

Early Childhood Program

Program Administrator

Jennifer Pearson

Educational and Life Skills Program


Doug Bolton

North Shore Academy


Carrie de la Cruz

District ServicesCoordinator

Maggie Liddell


Andy Piper


Pam Radford


Eric Martin

Administratorfor Technology

Becki Streit

LICAExecutive Director

John Burmeister

Adapted Physical

Education

Coordinator

Naomi Hershman

Itinerant Vision

Services

Coordinator

Terry Kinsey

OT/PT

Coordinator

Karolyn Berkiel

Technology

Services

Coordinator

Ingrid Thompson

Health Services

Coordinator

Mary Beth DeFauw

Transition

Coordinator

Tim Scotellaro

North Shore

Academy-

Elementary

Program

Coordinator

Jackie Smith ECP

Program

Supervisor

Martha Rode

ECP

Program

Supervisor

Lauren Schulman

ECP

Program

Supervisor

Danielle Dubi

ELS

Program

Supervisor

Mary Pat Krones

ELS

Program

Supervisor

Susan Levi

ELS

Program

Supervisor

Mary Miller

ELS

Program

Supervisor

Monica Potempa

ELS

Program

Supervisor

Margaret Wade

ELS

Program

Supervisor

Adam Berkson

NSA

Program

Supervisor

Jan Sonderman

NSA

Program

Supervisor

Leslie Amezquita

NSA

Program

Supervisor

Kristin Swanson

Autism Team

Leader

Sheryl Goldman

LICA

Program Supervisor

Meredith Schainblatt

LICA

Program Supervisor

Melissa Wells

LICA

Program Supervisor

1



NSSED ORGANIZATIONAL CHART

2

Governing Board

18 School Board Members

Executive Committee

4 Governing Board Members3 Superintendents

Superintendent

Tim Thomas

Programs & SupportServices

Director - Karen Noonan

Business Services& Facilities

Director –

Alice Koshaba

Professional Development &District Services

Director –

Marilee Ciello

PERSONNEL &

COMPLIANCE

Director - Bill Charis

DISTRICT

SERVICES

COORDINATORS

Carrie de la CruzMaggie Liddell

Andy Piper

Pamela Radford

ADMINISTRATOR

FOR

TECHNOLOGY

Eric Martin

ADMINISTRATOR

EARLY

CHILDHOOD

PROGRAMS

Nancy Kind

ADMINISTRATOR NORTH SHORE

ACADEMY

Doug Bolton

ADMINISTRATOR

EDUCATIONAL &

LIFE SKILLS

PROGRAM

Jennifer Pearson

HEALTH

SERVICES

COORDINATOR

IngridThompson

EXECUTIVE DIRECTOR LOW INCIDENCE COOPERATIVE

AGREEMENT

Rebecca Streit

ProgramSupervisors

Martha Rode

LaurenSchulman

Jackie Smith

ProgramSupervisors

Leslie Amezquita

Adam Berkson

Jan Sonderman

ProgramSupervisors

Danielle Dubi

Mary Pat Krones

Susan Levi

Mary Miller

Monica Potempa

Margaret Wade

AUTISM TEAM

LEADER

KristinSwanson

Program Coordinators

Karolyn BerkielTECHNOLOGY SERVICES

John BurmeisterADAPTED PHYSICAL

EDUCATION

Mary Beth DeFauwTRANSITION

Susan HansPARENT MENTOR

Naomi HershmanVISION SERVICES

Terry KinseyOCCUPATIONAL

&PHYSICAL THERAPY

TIM SCOTELLARO NSA-E



EVALUATION GOALS

The evaluation process presents a common core of desirable knowledge, dispositions and

performances that will help link leadership more forcefully to productive school programs and

enhanced student outcomes. The evaluation standards are aligned with the National Council for the

Accreditation of Teacher Education (NCATE) curriculum guidelines for school administration and

major national reports on leadership for tomorrow’s schools. This evaluation plan is a concerted

effort to enhance the skills of school leaders and couple leadership with effective educational

processes and valued student outcomes.

This evaluation process should stimulate vigorous thought and dialogue about quality educational

leadership among stakeholders in the area of school administration. This evaluation process should

also provide raw material that will help stakeholders across the District’s education landscape

enhance the quality of educational leadership throughout the District’s programs.

FORMATIVE EVALUATION

Evaluations that help to shape, mold, form or improve performance during the

developmental stage are formative. Evaluating administrators must provide frequent and

specific feedback aimed at improving administrative personnel performance. Formative

evaluations promote improvement and assist in identifying areas for personal and

professional growth.

SUMMATIVE EVALUATION

Evaluations that allow final decisions about performance are summative. The annual and

biennial evaluations of personnel are summative evaluations and include information from

formative evaluations.

INFORMAL FEEDBACK

It is important that administrative personnel receive frequent feedback from evaluating

administrators soon after each performance observation quickly enough so that

administrative personnel are able to take any necessary corrective action before the next

observation. This feedback will be considered informal and may take the form of a brief

written note after an observation. The written note is not considered to be a part of the

final, written evaluation. There should be no surprises when the formal, written evaluation

is completed. Feedback should always be specific and include examples.

TENURE FOR ADMINISTRATIVE PERSONNEL

Administrative personnel achieve tenure in the District after four (4) probationary years based upon

their Illinois certification. Tenure in administrative positions is not granted by the District except as

indicated in single or multi-year contracts. Continuation in administrative positions is dependent

upon satisfactory evaluations in all areas important to the administrator’s administrative

responsibilities as determined by the administrator and the evaluating administrator in theSeptember/October pre-evaluation meeting.

DATA COLLECTION

Administrative personnel are evaluated based upon performance data gathered by the evaluating

administrators. Each administrative evaluation may be based upon the following information:

1. Attendance and punctuality

2. Collaboration skills

3. Planning that supports research based instruction

4. Mentoring staff and administrative colleagues

3



5. Competency and knowledge in fulfilling the administrative assignment

6. Timelines and accuracy of reports and assigned projects

7. Contributions to District programs

8. Contributions to District vision and mission

9. Problem identification and problem solving activities

10. Reports from activities in the member district

11. Conference and District presentations

12. Contributions to public school policy and leadership issues

DIFFERENTIATED EVALUATION FOR ADMINISTRATORS

Administrators who have completed at least four (4) complete administrative evaluations with

“excellent” ratings may, upon mutual agreement between the administrative personnel and the

evaluating administrator, participate in a differentiated administrative evaluation in place of the

evaluation used for other administrative personnel. The District’s Differentiated Evaluation for

Administrators Form shall be used.

EVALUATION TIMELINES

All administrative personnel are evaluated at least once during the term of their contract or morefrequently if deemed necessary by the evaluating administrator. Single-year contractual

administrative personnel shall be evaluated by February 1st

of each school year, and multi-year

contractual administrative personnel shall be evaluated by February 1 of the final year of the multi-

year contract pursuant to Section 24 A-15 of the Illinois School Code.

All administrative evaluations are written and include a description of the administrative personnel

duties, strengths and weaknesses along with supportive data. The administrative evaluation shall be

aligned with the Illinois Professional Standards for School Leaders.

Failure to evaluate and provide the administrative personnel with a copy of the evaluation at least

once during the term of the contract will serve as evidence of satisfactory performance and willautomatically extend the administrative personnel contact for a period of one year after the contract

would otherwise expire.

Activity Responsibility Date

Pre-evaluation meeting to review

evaluation process and the performance

indicators applicable to the

administrative responsibility.

Evaluating administrator

and the administrator to

be evaluated

September/October with ongoing

feedback

Mid term informal feedback Evaluating administrator

November/December with ongoing

feedback

Final evaluation for single-year contract

administrative personnel

Evaluating administrator No later than February 1 each year

Final evaluation for multi-year

administrative personnel

Evaluating administrator No later than February 1 of the

final year of the multi-year contract

4



PRINCIPLES FOR LEADERSHIP STANDARDS

Leadership standards set the criteria for the evaluation of administrative personnel. In all instances,

an attempt is made to follow seven (7) principles that help orient the development and selection of

leadership standards:

Standards should reflect the importance of student learning.

Standards should acknowledge the changing role of the school leader.Standards should recognize the collaborative nature of school leadership.

Standards should be high and upgrade the quality of the profession.

Standards should inform performance based systems of assessment and evaluations.

Standards should be coherent.

Standards should be focused on ideas of access, opportunity, and empowerment for all

members of the school community.

LEADERSHIP STANDARDS

A school administrator promotes the success of all students by facilitating the development,

articulation, implementation, and stewardship of a vision of learning that is shared and

supported by the school community.A school administrator promotes the success of all students by advocating, nurturing, and

sustaining a school culture and instructional program conducive to student learning and staff

professional development.

A school administrator promotes the success of all students by ensuring management of the

organization, operations, and resources for a safe, efficient, and effective learning

environment.

A school administrator promotes the success of all students by collaborating with families

and community members, responding to diverse community interests and needs, and utilizing

community resources.

A school administrator promotes the success of all students by acting with integrity, fairness,and in an ethical manner.

A school administrator promotes the success of all students by responding to and influencing

the larger political, social, economic, legal, and cultural context.

A school administrator promotes the success of all students by supervising personnel who

work under the administrator’s guidance.

LEADERSHIP STANDARDS AND PERFORMANCE INDICATORS

STANDARD ONE:

A school administrator is an educational leader who promotes the success of all students by

facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

1. The vision and mission of the program/services are collaboratively developed.

2. The vision and mission are effectively communicated.

3. The core beliefs of the vision are modeled.

4. Progress toward the vision and mission is communicated to everyone.

5. The vision and mission shape the educational programs, plans, and actions of the

program/service.

6. Data related to student learning are used to develop the program/service mission and

goals.5



7. An implementation plan is developed in which objectives and strategies to achieve the

vision and goals are clearly articulated.

8. Barriers to achieving the vision, mission, and goals are identified, clarified, and

addressed.

9. Financial, human, and material resources are sought and obtained to support the

implementation of the school mission and goals.

10. The vision, mission, goals, and implementation plans are regularly monitored, evaluated,and revised.

11. Effective communication is used at all times.

12. Effective consensus-building and negotiation skills are used.

13. Long-term plans are developed and implemented.

14. Theories of educational leadership are used to develop the program/services plans.

15. The District’s vision is advocated and communicated to others.

STANDARD TWO:


advocating, nurturing, and sustaining a school culture and instructional program

conducive to student learning and staff’s professional growth. 1. The continuum of students’ growth and development is considered.

2. Learning theories are applied.

3. Curriculum design, implementation, evaluation, and refinement are utilized.

4. Principles of effective instruction and best practices are utilized.

5. Measurement, evaluation, and assessment strategies are a part of the program.

6. Adult learning and professional development models are incorporated.

7. The change process for systems, organizations, and individuals is considered.

8. The role of technology in promoting students’ learning and professional development are

considered.

9. Classroom management is included.10. All individuals are treated with fairness, dignity, and respect.

11. Professional development promotes a focus on students’ learning.

12. Students and staff are valued.

13. The responsibilities and contributions of each individual are acknowledged.

14. Barriers to students’ learning are identified, clarified, and addressed.

15. Diversity is considered in developing learning experiences.

16. Life-long learning is encouraged and modeled.

17. There is a culture of high expectations for self, students, and staff’s performance.

18. Appropriate technologies are used in teaching and learning.

19. Students’ and staffs’ accomplishments are recognized.

20. Multiple opportunities to learn are available to all students.21. Curricular, co-curricular, and extra-curricular programs are designed, implemented,

evaluated, and refined.

22. Decisions about curriculum are based on research, standards developed by learned

societies, and the needs of the community.

23. The school’s culture and climate are assessed on an ongoing basis.

24. Multiple sources of data regarding performance are used by staff and students.

25. Various supervisory and evaluation models are employed.

26. Pupil personnel programs are developed to meet the needs of students and their families.

6



27. Professional development is clearly based upon instruction and student outcomes.

28. Professional conferences are attended and program/services appropriately changed, and

information is shared

29. Discusses research- based best practices in the area of administrator’s responsibility are

utilized and clearly evident.

STANDARD THREE:A school administrator is an educational leader who promotes the success of all students by

ensuring management of the organization, operations, and resources for a safe, efficient,

and effective learning environment.

1. Theories and models of organizations and the principles of organizational development

are utilized.

2. Principles and issues relating to school safety and security are considered.

3. Principles and issues relating to fiscal operations of school management are considered.

4. Principles and issues relating to school facilities and use of space are consistent.

5. Legal issues impacting school operations are considered.

6. Knowledge of learning, teaching, and students’ development is used to make

management decisions.

7. Operational procedures maximize opportunities for learning.

8. Emerging trends are recognized, studied, and applied as appropriate.

9. Collective bargaining and other contractual agreements related to the school are

effectively managed.

10. Time is managed to maximize attainment of organizational goals.

11. Potential problems and opportunities are identified, confronted, and resolved in a timely

manner.

12. Resources are aligned to positive student outcomes.

13. Organizational systems are monitored on an ongoing basis and modified as needed.

14. Responsibilities are shared with staff to maximize ownership and accountability.15. Effective problem-identification and problem-solving skills are used.

16. There is effective use of technology to manage school operations.

17. Resources of the school are managed ethically, legally, efficiently, and effectively.

18. A safe, clean, and aesthetically pleasing school environment is created and maintained.

19. Responsibility is delegated in an appropriate manner and amount.

20. A reasonable budget is developed and monitored to ensure that program/services stay

within the approved budget.

STANDARD FOUR:

A school administrator is an educational leader who promotes the success of all students bycollaborating with families and community members, responding to diverse community

interests and needs, and mobilizing community resources.

1. Emerging issues and trends that potentially affect the school community are identified.

2. The conditions and dynamics of a diverse school community are recognized.

3. Community resources are effectively included in the school program.

4. Community relations are recognized and incorporated into the program.

5. Successful models of school, family, business, community, government, and higher

education partnerships are visible in the management of the program/services.

7



6. Relationships with community leaders are identified and nurtured.

7. Information about family and community concerns, expectations, and needs is utilized.

8. There are relationships with business, political, and service agencies and organizations.

9. Individuals and groups with diverse values and opinions are treated equitably.

10. The school and community serve each other as resources.

11. Partnerships are established with area businesses, institutions of higher education, and

community groups to strengthen programs and support student goals.

12. Community resources and social services are integrated to enhance student goals.

13. Multi-cultural awareness, gender sensitivity, community collaboration, and racial and ethnic

appreciation are promoted and modeled.

14. A comprehensive program of community relations is established and implemented.

15. Opportunities for staff to develop collaborative skills are provided.

16. Works with dissenting community members to reach understanding.

17. Conflict resolution skills are demonstrated.

18. Parent and community input into program/services plans are considered.

STANDARD FIVE:


acting with integrity, fairness, and in an ethical manner.1. The purpose of education and the role of leadership are demonstrated.

2. The values and challenges of the diverse school community are considered when planning

program/services goals.

3. Professional codes of ethics are followed at all times.

4. Personal and professional values are examined and are evident.

5. Personal and professional code of ethics are demonstrated.

6. Values, beliefs, and attitudes that inspire others to higher levels of performance are

demonstrated.

7. Job performance serves as a role model.

8. The impact of administrative practices on others is considered.

9. People are treated fairly, equitably, and with dignity and respect.10. The rights and confidentiality of others are protected.

11. Appreciation for and sensitivity to the diversity in the school community is demonstrated.

12. The prevailing values of the diverse school community are examined and considered.

13. Others in the school community are expected to demonstrate integrity and exercise ethical

behavior.

14. Legal and contractual obligations are fulfilled.

15. Laws and procedures are fairly applied.

16. The importance of equity in a democratic society is demonstrated.

17. Personnel assignments are equitable and based upon the strengths of personnel and required

job performance outcomes.

STANDARD SIX:


understanding, responding to, and influencing the larger political, social, economic, legal and

cultural context.

1. Principles of representative governance are applied in the program.

2. The role of public education in developing and renewing a democratic society and an

economically productive nation are discussed when making program decisions.

8



3. Program planning includes legal requirements related to the student population.

4. Models and strategies of change and conflict resolution are applied.

5. Global issues and forces affecting teaching and learning are considered.

6. Policy development and advocacy as necessary to manage programs are demonstrated.

7. A clear understanding of the roles that societal trends, issues, and potential changes in the

environment play in the operation of educational programs is communicated.

8. Ongoing dialogue with and between representatives of diverse community groups isencouraged.

9. The school community works within the framework of policies, laws, and regulations

enacted by local, state, and federal authorities.

10. Lines of communication are developed with decision-makers outside the school community.

11. Opportunities to shape public education policy when present are acted upon.

12. Writes clearly and succinctly and proofs material for grammar, spelling, accuracy, neatness,

content, and clarity.

13. Written material is prepared in a timely manner and is within the timeline requested by

supervising administrators.

STANDARD SEVEN:



1. Assigned evaluations are completed in a timely manner with supportive data as back up.

2. Frequent and consistent feedback to personnel prior to completing final evaluations is

provided.

3. The expected criteria for successful job performance are communicated to personnel along

with the basis for determining unsuccessful job performance.

4. Personnel are supervised according to research based instructional strategies.

5. Methods for personnel to conduct self-evaluations are provided.6. Appropriate remediation as necessary is provided.

7. A variety of data sources in completing evaluations and providing supervision are utilized.

8. Research based instruction is modeled for personnel who are expected to provide research

based instruction, observation and feedback are provided.

9. The manner in which student outcomes result from instruction is demonstrated.

10. Evaluations are clearly discussed in a positive manner and specific examples to highlight and

demonstrate evaluation comments are communicated to staff.

9



APPENDIX A

JOB DESCRIPTIONS

10



APPENDIX B

EVALUATION INSTRUMENT

11



DIFFERENTIATED EVALUATION FOR ADMINISTRATORS

Administrative personnel who have completed at least four (4) complete administrative

evaluations with “excellent” ratings may, upon the agreement of the administrative personnel andthe evaluating administrator, complete a differentiated evaluation.

Administrator: __________________________________ Date: __________________

Evaluating Administrator: _________________________ Date: __________________

Signature above indicates agreement to complete a differentiated evaluation.

I. Description of the differentiated evaluation activity:

II. Agreed upon outcomes:

III. Schedule of evaluation meetings:

IV. Recommendations:

V. Areas of distinction:

VI. Comments:

(Additional information may be attached on separate pages; please indicate)

After consideration of the outcomes of this differentiated evaluation activity, the summative

performance is evaluated as:

Unsatisfactory ____ Satisfactory _____Excellent _____

Performs at limited levels in

one or more areas important

to program and student

success.

Performs at basic and

proficient levels in all areas

important to program and

student success.

Performs at proficient levels in

all areas important to program

and student success.

After completion of the differentiated evaluation, signatures below indicate that the evaluation

has been discussed, personnel have a copy and understand that a copy will be placed into the

personnel file, and personnel understand that they may add additional comments which will be

attached to the differentiated evaluation report.

____________________________ ________________________________

Administrator Evaluating Administrator

____________________________ ________________________________

Date Date

12



EVALUATION/LEADERSHIP

REFERENCES

Barkley, S., Bottoms, G., Feagin, C., and Clark, C. “Leadership matters: Building leadership

capacity”. Southern Regional Education Board. Atlanta, GA. May, 2001.

Bottoms, G., O’Neill, K., and Hill, D. “Good principals are the key to successful schools: Six

strategies to prepare more good principals”. Southern Regional Education Board. Atlanta, GA.

June, 2003.

“Content standards for educators”. Illinois State Board of Education: Division of Professional

Preparation. Springfield, IL. June, 2000.

“Illinois Professional School Leader Standards: Standards for Administrative Certification”. 23

Illinois Administrative Code: Chapter I. State Board of Education, Subchapter b., Personnel, Part

24. Illinois State Board of Education. Springfield, IL. May, 2002.

“Illinois State Standards for Director of Special Education”. 23 Illinois Administrative Code:

Chapter 1. Section 29.140. Springfield, IL. June, 2006.

“Leadership for student learning: Restructuring school district leadership”. Institute for

Educational Leadership. Washington, D.C., 2001, retrieved on March 6, 2007 from

http://www.iel.org/programs/21st/reports/district.pdf

“Leadership for student learning: Reinventing the principalship”. Institute for Educational

Leadership. Washington, D.C., retrieved on March 6, 2007 from

http://www.iel.org/programs/21st/reports/direct.pdf

Leithwood, K., Seashore, K., Anderson, S., and Wahlstrom, K. “How leadership influences

learning”. Center for Applied Research and Educational Improvement and The Ontario Institute

for Studies in Education. September, 2004, retrieved on March 7, 2007 from

http://www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/EdcuationalLeadership/

HowLeadershipInfluencesStudentLearning.htm

“Preparing and supporting school leaders: The importance of assessment and evaluation”.

Institute for Educational Leadership. Washington, D.C., 2005, retrieved on March 7, 2007 from

http://www.iel.org/pubs/schoolleaders.pdf

“Standards for school leaders”. Interstate School Leaders Licensure Consortium, Council of Chief State School Officers. Washington, D.C. June, 1996.

13





http://www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/EdcuationalLeadership/HowLeadershipInfluencesStudentLearning.htm












NORTHERN SUBURBAN SPECIAL EDUCATION DISTRICT

760 Red Oak Lane Highland Park, IL 60035

(847) 831-5100 FAX (847) 831-5108

www.nssed.org

ADMINISTRATIVE EVALUATION INSTRUMENT

School Year

Administrator

Evaluating Administrator



LEADERSHIP STANDARDS AND PERFORMANCE INDICATORS

STANDARD ONE:


facilitating the development, articulation, implementation, and stewardship of a vision of

learning that is shared and supported by the school community.

1. The vision and mission of the program/services are collaboratively developed.

2. The vision and mission are effectively communicated.

3. The core beliefs of the vision are modeled.

4. Progress toward the vision and mission is communicated to everyone.

5. The vision and mission shape the educational programs, plans, and actions of the

program/service.

6. Data related to student learning are used to develop the program/service mission and

goals.

7. An implementation plan is developed in which objectives and strategies to achieve the

vision and goals are clearly articulated.

8. Barriers to achieving the vision, mission, and goals are identified, clarified, and

addressed.

9. Financial, human, and material resources are sought and obtained to support the

implementation of the school mission and goals.

10. The vision, mission, goals, and implementation plans are regularly monitored, evaluated,

and revised.

11. Effective communication is used at all times.

12. Effective consensus-building and negotiation skills are used.

13. Long-term plans are developed and implemented.

14. Theories of educational leadership are used to develop the program/services plans.

15. The District’s vision is advocated and communicated to others.

Unsatisfactory _____ Satisfactory _____ Excellent _____

Comments:

1



STANDARD TWO:


advocating, nurturing, and sustaining a school culture and instructional program

conducive to student learning and staff’s professional growth.

1. The continuum of students’ growth and development is considered.

2. Learning theories are applied.

3. Curriculum design, implementation, evaluation, and refinement are utilized.

4. Principles of effective instruction and best practices are utilized.5. Measurement, evaluation, and assessment strategies are a part of the program.

6. Adult learning and professional development models are incorporated.

7. The change process for systems, organizations, and individuals is considered.

8. The role of technology in promoting students’ learning and professional development are

considered.

9. Classroom management is included.

10. All individuals are treated with fairness, dignity, and respect.

11. Professional development promotes a focus on students’ learning.

12. Students and staff are valued.

13. The responsibilities and contributions of each individual are acknowledged.

14. Barriers to students’ learning are identified, clarified, and addressed.

15. Diversity is considered in developing learning experiences.

16. Life-long learning is encouraged and modeled.

17. There is a culture of high expectations for self, students, and staff’s performance.

18. Appropriate technologies are used in teaching and learning.

19. Students’ and staffs’ accomplishments are recognized.

20. Multiple opportunities to learn are available to all students.

21. Curricular, co-curricular, and extra-curricular programs are designed, implemented,

evaluated, and refined.

22. Decisions about curriculum are based on research, standards developed by learned

societies, and the needs of the community.23. The school’s culture and climate are assessed on an ongoing basis.

24. Multiple sources of data regarding performance are used by staff and students.

25. Various supervisory and evaluation models are employed.

26. Pupil personnel programs are developed to meet the needs of students and their families.

27. Professional development is clearly based upon instruction and student outcomes.

28. Professional conferences are attended and program/services appropriately changed, and

information is shared

29. Discusses research- based best practices in the area of administrator’s responsibility are

utilized and clearly evident.


Comments:

2



STANDARD THREE:


ensuring management of the organization, operations, and resources for a safe, efficient,

and effective learning environment.

1. Theories and models of organizations and the principles of organizational development

are utilized.

2. Principles and issues relating to school safety and security are considered.

3. Principles and issues relating to fiscal operations of school management are considered.4. Principles and issues relating to school facilities and use of space are consistent.

5. Legal issues impacting school operations are considered.

6. Knowledge of learning, teaching, and students’ development is used to make

management decisions.

7. Operational procedures maximize opportunities for learning.

8. Emerging trends are recognized, studied, and applied as appropriate.

9. Collective bargaining and other contractual agreements related to the school are

effectively managed.

10. Time is managed to maximize attainment of organizational goals.

11. Potential problems and opportunities are identified, confronted, and resolved in a timely

manner.

12. Resources are aligned to positive student outcomes.

13. Organizational systems are monitored on an ongoing basis and modified as needed.

14. Responsibilities are shared with staff to maximize ownership and accountability.

15. Effective problem-identification and problem-solving skills are used.

16. There is effective use of technology to manage school operations.

17. Resources of the school are managed ethically, legally, efficiently, and effectively.

18. A safe, clean, and aesthetically pleasing school environment is created and maintained.

19. Responsibility is delegated in an appropriate manner and amount.

20. A reasonable budget is developed and monitored to ensure that program/services stay

within the approved budget.


Comments:

3



STANDARD FOUR:


collaborating with families and community members, responding to diverse community

interests and needs, and mobilizing community resources.

1. Emerging issues and trends that potentially affect the school community are identified.

2. The conditions and dynamics of a diverse school community are recognized.

3. Community resources are effectively included in the school program.

4. Community relations are recognized and incorporated into the program.5. Successful models of school, family, business, community, government, and higher

education partnerships are visible in the management of the program/services. 6. Relationships with community leaders are identified and nurtured.

7. Information about family and community concerns, expectations, and needs is utilized.

8. There are relationships with business, political, and service agencies and organizations.

9. Individuals and groups with diverse values and opinions are treated equitably.

10. The school and community serve each other as resources.

11. Partnerships are established with area businesses, institutions of higher education, and

community groups to strengthen programs and support student goals.

12. Community resources and social services are integrated to enhance student goals.

13. Multi-cultural awareness, gender sensitivity, community collaboration, and racial and ethnicappreciation are promoted and modeled.

14. A comprehensive program of community relations is established and implemented.

15. Opportunities for staff to develop collaborative skills are provided.

16. Works with dissenting community members to reach understanding.

17. Conflict resolution skills are demonstrated.

18. Parent and community input into program/services plans are considered.


Comments:

4



STANDARD FIVE:


acting with integrity, fairness, and in an ethical manner.

1. The purpose of education and the role of leadership are demonstrated.

2. The values and challenges of the diverse school community are considered when planning

program/services goals.

3. Professional codes of ethics are followed at all times.

4.

Personal and professional values are examined and are evident.5. Personal and professional code of ethics are demonstrated.

6. Values, beliefs, and attitudes that inspire others to higher levels of performance are

demonstrated.

7. Job performance serves as a role model.

8. The impact of administrative practices on others is considered.

9. People are treated fairly, equitably, and with dignity and respect.

10. The rights and confidentiality of others are protected.

11. Appreciation for and sensitivity to the diversity in the school community is demonstrated.

12. The prevailing values of the diverse school community are examined and considered.

13. Others in the school community are expected to demonstrate integrity and exercise ethical

behavior.14. Legal and contractual obligations are fulfilled.

15. Laws and procedures are fairly applied.

16. The importance of equity in a democratic society is demonstrated.

17. Personnel assignments are equitable and based upon the strengths of personnel and required

job performance outcomes.


Comments:

5



STANDARD SIX:


understanding, responding to, and influencing the larger political, social, economic, legal and

cultural context.

1. Principles of representative governance are applied in the program.

2. The role of public education in developing and renewing a democratic society and an

economically productive nation are discussed when making program decisions.

3.

Program planning includes legal requirements related to the student population.4. Models and strategies of change and conflict resolution are applied.

5. Global issues and forces affecting teaching and learning are considered.

6. Policy development and advocacy as necessary to manage programs are demonstrated.

7. A clear understanding of the roles that societal trends, issues, and potential changes in the

environment play in the operation of educational programs is communicated.

8. Ongoing dialogue with and between representatives of diverse community groups is

encouraged.

9. The school community works within the framework of policies, laws, and regulations

enacted by local, state, and federal authorities.

10. Lines of communication are developed with decision-makers outside the school community.

11. Opportunities to shape public education policy when present are acted upon.12. Writes clearly and succinctly and proofs material for grammar, spelling, accuracy, neatness,

content, and clarity.

13. Written material is prepared in a timely manner and is within the timeline requested by

supervising administrators.


Comments:

6



STANDARD SEVEN:



1. Assigned evaluations are completed in a timely manner with supportive data as back up.

2. Frequent and consistent feedback to personnel prior to completing final evaluations is

provided.

3.

The expected criteria for successful job performance are communicated to personnel alongwith the basis for determining unsuccessful job performance.

4. Personnel are supervised according to research based instructional strategies.

5. Methods for personnel to conduct self-evaluations are provided.

6. Appropriate remediation as necessary is provided.

7. A variety of data sources in completing evaluations and providing supervision are utilized.

8. Research based instruction is modeled for personnel who are expected to provide research

based instruction, observation and feedback are provided.

9. The manner in which student outcomes result from instruction is demonstrated.

10. Evaluations are clearly discussed in a positive manner and specific examples to highlight and

demonstrate evaluation comments are communicated to staff.


Comments:

7



ANNUAL ADMINISTRATIVE PERFORMANCE GOALS

Select one (1) Essential Job Function from your current job description and develop an annual goal.

Essential Job Function:

Performance Goal:

Evidence of Completion:

Resources Needed:

Goal Completion Timeline:

Select one professional goal which you believe will increase your effectiveness as an administrator in

our District.

Professional Goal:

Evidence of Completion:

Resources Needed:

Goal Completion Timeline:

8



EVALUATION SUMMARY

This administrator’s evaluation is summarized below:

Unsatisfactory ____ Satisfactory _____ Excellent _____

Performs below expected levels in any

area important to administrative

responsibility.

Performs at expected or

greater than expected levels in

all areas important to

administrative responsibility.

Performs at greater than

expected levels in all areas

important to administrative

responsibility.

The following areas are rated Distinguished because this administrator has changed the way the

District conducts business on behalf of our students and their families.

Highlighted

The administrator has read this evaluation and may wish to make additional comments on a separate

sheet. If the administrator wishes to make additional comments, the additional comments must

always be attached in order for this evaluation to be considered a final evaluation.

Evaluating Administrator:___________________________________

Date:________________

□ Yes, I wish to add additional comments to this evaluation.

□ No, I do not wish to add additional comments to this evaluation.

Administrator: ___________________________________________

Date: ________________

Documents

Administrative Evaluation Plan