NEWARK CENTRAL SCHOOL DISTRICT

ANNUAL PROFESSIONAL PERFORMANCE REVIEWFOR

PRINCIPALS

Table of ContentsANNUAL PROFESSIONAL PERFORMANCE REVIEW ........................................................................................ 3

STATEMENT OF PURPOSE .............................................................................................................................. 3

GOAL ............................................................................................................................................................. 3

OBJECTIVES ................................................................................................................................................... 3

QUALITY RATING CATEGORIES/CRITERIA FOR PRINCIPALS and ASSISTANT PRINCIPALS ................................ 4

CRITERIA FOR EVALUATION OF ALL PRINCIPALS.............................................................................................. 4

INDIVIDUAL CATEGORY SCORES AND RATINGS AND OVERALL PRINCIPAL SCORE AND RATING………….……….…… 5

ASSESSMENT DEVELOPMENT, SECURITY AND SCORING PROCESS .................................................................. 5

EVALUATION SYSTEM FOR PRINCIPALS ……………………………………………………………............................................ 5I. Student Performance Category ............................................................................................................ 5II. Principal School Visit Category ............................................................................................................. 6III. Principal Overall Rating ........................................................................................................................ 7

EMPLOYMENT DECISIONS .............................................................................................................................. 7

PROFESSIONAL DEVELOPMENT ...................................................................................................................... 7

TIMELY AND CONSTRUCTIVE FEEDBACK ......................................................................................................... 7

TRAINING/CERTIFICATION .............................................................................................................................. 8

LEADERSHIP IMPROVEMENT PLANS (LIP)........................................................................................................ 8

APPEALS PROCEDURES .................................................................................................................................. 8

Appendix A: Newark Student Learning Objective Template for Principals ................................................... 12

Appendix B: LEADERSHIP IMPROVEMENT PLAN (LIP) …................................................................................. 14

Appendix D: Principal School Visit Category Score and Rating Form ................................................................... 15

Document: Newark Annual Principal Evaluation Overall Rating Form ......................................................... 16

2

ANNUAL PROFESSI ONAL PE RFORMANCE REVI EW

The Annual Professional Performance Review Plan for the Newark Central School District has been developed in conjunction with a directive from the New York State Education Department to implement New York's teacher evaluation law. The evaluation system is grounded in the Interstate School Leaders Licensure Consortium (ISLLC) standards. The primary objective of the leadership evaluation system is to foster a culture of continuous professional growth.

The statewide student performance measures will identify those principals whose students' progress exceeds that of their peers, as well as those whose students are falling behind. Measures of student performance selected by Newark Central School District will reflect the priorities, needs and targets of Newark Schools. Observations and other measures will provide principals with structured feedback on their professional practice.

SED will conduct ongoing monitoring and may require corrective action around evaluation implementation including requiring additional professional development or in-service training, and/or utilizing independent trained evaluators to review the efficacy of the evaluation system.

The Newark Central School District has provided the recognized representatives of the principals’ bargaining unit with an opportunity to comment on such plan prior to its adoption.

By September 10th of each school year the plan will made available for review by any individual upon request and will be posted on the Districts' website.

STATEMENT OF PURPOSE

The purpose of the evaluation system is to ensure that there is an effective leader in every school. The evaluation system will also foster a culture of continuous professional growth for educators to grow and improve their instructional practices.

GOAL

The goal of the Annual Professional Performance Review Plan is to improve the quality of teaching and learning to meet the needs of students in the Newark Central School District.

OBJECTIVES

The objectives of the Annual Professional Performance Review Plan are to: to provide principals with clear, consistent criteria for review; to ensure that principals have input into the process; to use multiple measures for review; tie performance to district/school priorities; increase responsibility for self-improvement; and provide support to principals in need of improvement.

3

QUALITY RATI NG CATEGORI ES/CRITE RIA FOR P RINCIP AL S

The effectiveness of each principal is rated annually in one of the following quality rating categories: Highly Effective, Effective, Developing and Ineffective.

a. Highly Eff e ctive means a principal who is performing at a higher level than typically expected of a principal based on the evaluation criteria prescribed in this subdivision, including but not limited to acceptable rates of student growth.

b. E ff ective means a principal who is performing at the level typically expected of a principal based on the evaluation criteria prescribed in this subdivision, including but not limited to acceptable rates of student growth.

c. Developing means a principal, who is not performing at the level typically expected of a principal and the reviewer determines that the principal needs to make improvements based on the evaluation criteria set forth in this subdivision, including but not limited to less than acceptable rates of student growth.

d. Ineffective means a principal whose performance is unacceptable based on the evaluation criteria prescribed in this subdivision, including but not limited to unacceptable or minimal rates of student growth.

The overall effectiveness of each principal providing instructional services will be determined by following scale:

StudentPerformanceCategory

Principal School Visit CategoryH E D I

Highly Effective (H) H H E DEffective (E) H E E EDeveloping (D) E E D IIneffective (I) D D I I

CRITE RIA FOR EVALUATION OF PRINCIPALS

The criteria that the Newark Central School District shall use to evaluate its principals will be the ISLLC Standards. Each leadership standard must be addressed at least once a year either through an approved rubric or a quantifiable measure aligned to the standard. The ISLLC Standards are:

Standard 1: A school principal 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.

Standard 2: A school principal is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture andinstructional program conducive to student learning and staff professional growth.

Standard 3: A school principal 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.

Standard 4: A school principal is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

4

Standard 5: A school principal is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.

Standard 6: A school principal is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

INDIVIDUAL CATEGORY SCORES AND RATINGS AND OVERALL PRINCIPAL SCORE AND RATING The district will report to SED the student performance category score and rating, the principal school visit category score

and rating, and the overall rating for each principal in the district in a format and timeline prescribed by the Commissioner.

ASSE S SMENT DEV E LOPMEN T , S E CURI T Y AND SCORING PROCESS

For the administration of State Assessments, the District follows the scoring procedures as outlined in the School Principal's Manual, Teacher Directions Manual, Scoring Site Operations Manual, and Scoring Leader Handbook provided by the NYS Education Department. These documents detail administration and scoring operations from on-site delivery of students' assessment materials to the conclusion of scoring.

Each building principal maintains test security. This includes inventory upon delivery and secure storage in a safe or vault. All testing materials remain sealed until the dates on which they will be administered. As soon as testing of each booklet is completed, all used and unused test booklets and student answer sheets are collected and securely stored until the official scoring process begins.

Each building principal, or his/her designee, will supervise all activities related to the scoring facility. While scoring is in progress, all student test books and answer sheets, as well as scoring materials, are regarded as secure and confidential. Each building principal or his /her designee will monitor the scoring of student responses. Scorers and the building principal, or his/her designee will ensure the randomization of test booklets and teachers do not score student test booklets of which they have a vested interest.

At the conclusion of the official scoring window, test materials are submitted for secure destruction, as directed by NYS Education Department.

EVALUAT ION SYST EM FOR PRINCIP AL S

The overall effectiveness of each principal will be determined by the following criteria:

I. Student Performance Category (50%)For this component, principals shall be evaluated as follows:

For Principals with Students in grades K-2:o State determined, Kelley School building state-provided growth score (ELA/Math)

For Principals with students in grades 3-5:o State-determined Principal specific state provided growth score (ELA/Math)

For Principals with students in grades 6-8:o State-determined Principal-specific state -provided growth score (ELA/Math)

For Principals with Students in grades 9-12:o State-determined Principal-specific state-provided growth score.

For a principal where less than 30% of his/her students are covered under the state-provided growth measure, resulting in no state-provided growth score being provided, a back-up student learning objective (SLO), consistent with the SLO process determined or developed by the Commissioner, will be developed by the principal based on the underlying ELA/Math state assessments for causes within the principals’ ending in building such assessment.

For Principals with students in grades K-2, these backup SLOs will include:o SLOs based in NYS ELA and Math assessments for grade 3.

For Principals with students in grades 3-5 the backup SLOs will include:o SLOs based on NYS ELA and Math assessments for grades 3, 4, and 5.

For Principals with students in grades 6-8, the backup SLOs will include:

5

o SLOs based on NYS ELA and Math assessments for grades 6, 7, and 8. For Principals with students in grades 9-12, the backup SLOs will include:

o SLOs based on NYS Regents exam for the following courses: Living Environment Common Core Algebra Global II US History and Government Common Core ELA

During the 2016-17 through 2018-19 school year (transition period) pursuant to the requirements of section 30-3.17 of the Rules of the Board of Regents, no grade 3-8 ELA/Math State Assessments and no state-provided growth scores may be used in determining student performance measures.

During this transition period, student performance measures will be calculated as follows:

For Principals with students in grades K-2, 3-5, 6-8, and 9-12:o Percentage of students achieving 65% or above on the following Regents Exams from January and June

administration: Living Environment Common Core Algebra Global II US History and Government Common Core ELA

Student Performance Category Rating

The principal’s student performance category score will be determined as follows:

Rating ScoreHighly Effective (H) 18-20Effective (E) 15-17Developing (D) 13-14Ineffective (I) 0-12

II. Principal School Visit Category (50%)

Principal School Visit Subcomponent Weighting 80% of the Principal School Visit Category will consist of school visits by the supervisor (Superintendent). 20% of the Principal School Visit Category will consist of school visits by an impartial independent trained evaluator

[Assistant Superintendent for Curriculum and Instruction (ASI)].

Number of School VisitsTenured principals will receive a minimum of one announced observation from the Superintendent and one unannounced observation from the ASI.Probationary Principals will receive a minimum of one announced observation from the Superintendent and one unannounced observation from the ASI.

Principal School Visit RatingThe Marzano School Leader Evaluation Model (2013) will be used as the Principal Practice Rubric, to assign points 0-4 for the 50%

Principal School Visit Category.

The total number of points shall be allocated holistically to the domains based on the evidence observed in each domain as follows:

4= Highly Effective, 3=Effective, 2=Developing, 1= Ineffective,

6

Domain I: A Data Driven Focus on Student Achievement

Domain II: Continuous Improvement of Instruction

Domain III: A Guaranteed and Viable Curriculum

Domain IV: Cooperation and Collaboration

Domain V: School Climate

Each domain will be weighted equally. The scores for each domain will be added together and divided by 5 for a final score between

0-4. To derive a final rating for the Overall Principal School Visit Category, the score 0-4 from the superintendent (80%) and the

score 0-4 from the ASI (20%) will be weighted, accordingly and divided to achieve a final score between 0-4. A final rating for the

overall principal school visit category will be determined using the following chart:

Principal School Visit Category Score and Rating

Minimum Maximum

H 3.50 4.0

E 2.50 3.49

D 1.50 2.49

I 0 1.49

Principal Overall RatingThe overall rating for a principal will be determined using the following scoring matrix:

StudentPerformanceCategory

Principal School Visit CategoryH E D I

Highly Effective (H) H H E DEffective (E) H E E DDeveloping (D) E E D IIneffective (I) D D I I

EMPLOYMENT DE CISIONS

Annual professional performance reviews, using the designated quality rating categories of Highly Effective, Effective, Developing and Ineffective, will be used as a significant factor in employment decisions, including promotion, retention, tenure determinations, termination, and supplemental compensation.

For purposes of disciplinary proceedings pursuant to Section 3020-a, a pattern of ineffective leadership or performance shall be defined to mean two consecutive annual ineffective ratings received by a building principal pursuant to annual professional performance reviews.

PROFESSI ONAL DE VELOPME NT

The APPR will be used as a significant factor in leadership development, including, but not limited to, coaching, induction support and differentiated professional development. The District Professional Development Plan provides opportunities for school principals to have input into the selection of staff development and provides access to a variety of different staff development opportunities. The focus of staff development will be on the improvement of student performance and leadership.

7

TIMELY AND CONST RUCTIVE FEEDBACK

Principals will receive a comprehensive annual professional performance review and have the opportunity to discuss the review with their supervisor. Principals will receive, in writing, their score and rating on the “Principal School Visit Category” no later than June 30 of the school year for which the principal is being measured. The entire annual professional performance review will be complete and provided to the principal no later than September 1of the school year next following the school year for which the principal is being measured. In addition, any principal rated ineffective or developing will begin the Leadership Improvement Plan (LIP) process.

TRAI NING / CERTIFI CATION

All lead evaluators in the district responsible for observing and evaluating principals will participate in training sessions.

The District will ensure the training and certification of its lead evaluators for principals, in accordance with the requirements prescribed in the commissioner's regulations. The District will further ensure that lead evaluators maintain inter-rater reliability over time and that they are recertified on an annual basis.

LEADERS HIP IMPROVEMENT PLANS ( LIP)

The Leadership Improvement Plan (LIP) is designed to provide support through communication, discussion and collaboration in identified areas of concern. When a principal receives a rating of "developing" or "ineffective" through an annual professional performance review, a Leadership Improvement Plan will be developed and implemented. Receiving a LIP due to a composite score equal to “Developing” does not equate to being an “Ineffective” principal. A LIP must be implemented no later than 10 days after the date on which teachers are required to report prior to opening of classes for the school year. The LIP will define specific standards- based goals that an principal must make progress toward attaining within a specific period of time using the form provided (Appendix C). The LIP will include:

The identification of areas that need improvement Differentiated activities to support improvements in these areas, including but not limited to professional

development A timeline for achieving improvement which includes at least three periods of review A written reflection of progress by the Superintendent and the Principal The manner in which achievement will be assessed

In collaboration with the Superintendent the plan will clearly describe the professional learning activities that the principal must complete. These activities should be connected directly to the areas needing improvement. The artifacts that the principal must produce that can serve as benchmarks of their improvement and as evidence for the final stage of their improvement plan will be described. The additional assistance and support that the principal will receive will be clearly stated in the LIP.

The principal and superintendent will meet a minimum of two times during the plan implementation to review the plan alongside any artifacts and evidence from the evaluations collected by both parties to provide collective feedback on progress toward meeting the goals to achieve a minimum rating of "effective." The collective feedback will result in a written reflection by the Principal and Superintendent acknowledging the rate of progress toward the established LIP goals. In the final stages of the improvement plan, the Principal and Superintendent will meet again to review the plan, all collective feedback reflections, artifacts and evidence collected by both parties as it pertains to the plan in order to provide a final, summative rating for the Principal. The final summative rating form for the Principal will include a section for Principal's and Superintendent's comments.

APPEALS PROCEDURES

Only a building principal may challenge their annual professional performance review pursuant to section 3012-d of the Education Law.

(1) A non-tenured principal who receives an overall rating of “ineffective” may appeal his or her performance review. A tenured principal who receives an overall rating of “ineffective” or “developing” may appeal his or her performance review. Ratings of “highly effective” or “effective” cannot be appealed.

(2) A principal cannot trigger the appeal process prior to the receipt of their overall score and rating from the district.

(3) A principal may appeal only the substance of his or her performance review, the school district’s adherence to standards and methodologies required for such reviews, adherence to applicable regulations of the commissioner of education, and compliance with the procedures for the conduct of performance reviews set forth in the annual

8

professional performance review plan.

(4) A principal may not file multiple appeals regarding the same performance review. All grounds for appealing a particular performance review must be raised within the same appeal. Any grounds not raised at the time the appeal is filed shall be deemed waived.

(5) Appeals concerning a principal’s entire annual professional performance review must be received in the office of the Superintendent of Schools no later than thirty (30) calendar days after the date when the principal receives his/her performance review. The date of receipt of the performance review will be documented by the date of the principal and lead evaluator conference. The written appeal will be date stamped by the District Office secretary upon receipt. The District Office secretary will send an email to the principal confirming the date of receipt. The failure to submit an appeal to the Superintendent of Schools within this time frame shall result in a waiver of the principal’s right to appeal that performance review.

(6) A principal wishing to initiate an appeal must submit, in writing (e-mail or other electronic submissions are not permitted), to the Superintendent a detailed description of the precise point(s) of disagreement over his or her performance review, along with any and all additional documents or written materials that he or she believes are relevant to the resolution of the appeal. Any such additional information not submitted at the time the appeal is filed shall not be considered in the deliberations related to the resolution of the appeal. The Superintendent may submit such written response and other evidence to the appeal as he/she deems appropriate within ten (10) calendar days of receipt of the written appeal.

(7) Appeals by a non-tenured principal or by a tenured principal who has received an overall rating of “highly effective” or “effective” in the prior school year shall be determined by a reviewer pursuant to paragraph “A” below. Appeals by a tenured principal who has received an overall rating of “ineffective” or “developing” in the prior school year shall be determined by an independent appeal officer pursuant to paragraph “B”. All principals will be considered to have received an overall rating of “highly effective” or “effective.”

A. Within ten (10) calendar days of the receipt of the written appeal, the Superintendent shall appoint a reviewer to evaluate the appeal, who may be an employee of the District. Any cost associated with the appointment of a reviewer will be equally shared between the District and NAA.

1. The reviewer shall perform any investigation he/she deems necessary, consider the evidence and issue a written decision to the Superintendent and the Principal on the merits of the appeal no later than thirty (30) calendar days from the date when the principal filed his or her appeal.

2. The decision of the reviewer shall be final and an appeal shall be deemed completed upon the issuance of that decision. The decision of the reviewer shall not be subject to any further appeal.

3. If the appeal is sustained, the original performance review shall be expunged and replaced with the performance review drafted by the reviewer. This performance review may not be reviewed or appealed under this procedure.

B. Within ten (10) calendar days of the receipt of the written appeal and after consultation with the NAA the Superintendent shall appoint an independent appeal officer to evaluate the appeal. Any cost associated with the appointment of an independent appeal officer will be equally shared between the District and NAA.

1. The independent appeal officer shall not be an employee of the District and shall be a current principal holding NY certification to act as a district-wide principal or a retired principal who has received NYS certification to act as a district-wide principal.

2. The independent appeal officer shall perform any investigation he/she deems necessary, consider the evidence and issue a written decision on the merits of the appeal no later than thirty (30) calendar days from the date when the principal filed his or her appeal.

3. The decision of the independent appeal officer shall be final and an appeal shall be deemed

9

completed upon the issuance of that decision. The decision of the appeals officer shall not be subject to any further appeal.

4. If the appeal is sustained, the original performance review shall be expunged and replaced with the performance review drafted by the independent appeals officer. This performance review may not be reviewed or appealed under this procedure.

(8) Under this appeals process the principal has the burden of proving a clear legal right to the relief requested and the burden of establishing the facts upon which he/she seeks relief. The burden of proof shall be by the preponderance of the credible evidence.

(9) The principal’s failure to comply with the requirements of this procedure shall result in a waiver and/or denial of the appeal.

(10) The district reserves the right to deny tenure or terminate a probationary principal during the pendency of an appeal for statutorily and constitutionally permissible reasons other than the principal’s performance that is the subject of the appeal. If the determination to award or deny tenure is contingent on the subject of the appeal, then the decision to award or deny tenure will be made at the conclusion of the appeal process and tenure will not be awarded by estoppel if the appeal process goes beyond the probationary period.

(11) The parties further agree to add a new Section to the Grievance Procedure of theCollective Bargaining Agreement stating as follows:

“Nothing regarding the APPR language or APPR Appeal Procedure shall be grievable under this Article. The Association and District intend and agree that any and all matters pertaining to the APPR process shall not be subject to the contractual grievance/arbitration procedure.”

10

APPENDIX

11

Appendix A: Newark Student Learning Objective Template for Principals

Principal: Date:Building/Grade Level:

All SLOs MUST include the following basic components: Attach documents as necessary

Population For what student population is this SLO intended? How many students will be covered with this SLO?

Learning Content (Specific)

What standards and/or district targets does this SLO address?

Interval ofInstructional

Time(Timeline)

In what timeframe do you plan to address this SLO (e.g. all year)?

Evidence(Measurable)

What assessment(s) are you using to measure your SLO? State Assessment: (Name of exam) Regional/District Assessment: (Name of content area)

Baseline(Result-oriented)

What data did you use to create your SLO?

Target(s) (Attainable)

What is your target for student success?

12

HEDI Scoring How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing), and “well-above” (highly effective)?

Highly Effective = 90-100% of students will meet or exceed their target goal on the summative assessment Effective = 75-89% of students will meet or exceed their target goal on the summative assessment Developing = 60-74% of students will meet or exceed their target goal on the summative assessment Ineffective = 0-59% of students will meet or exceed their target goal on the summative assessment

Highly Effective Effective Developing Ineffective

20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

97-100%

93-96%

90-92%

85-89%

80-84%

75-79%

67-74%

60-66%

55-59%

49-54%

44-48%

39-43%

34-38%

29-33%

25-28%

21-24%

17-20%

13-16% 9-12% 5-8% 0-4%

Rationale Why did you choose this SLO?

MonitoringProgress

Describe how you will monitor the progress of your students on the SLO targets (using formative assessment).

Principal Signature: Date:

Lead Evaluator Signature: Date:

13

Appendix B: LEADE RSHIP IMPROVEME NT PL AN ( LIP)

CAREER LEVEL1st Year Probationer

2nd Year Probationer3rd Year ProbationerTenuredOther

Purpose: The goal of a Leadership Improvement Plan (LIP) is to improve performance and professional growth. The NYS Commissioner’s Regulation (30-2.10) requires that leaders with an annual professional performance review rated as Developing or Ineffective shall receive a Leadership Improvement Plan. A LIP shall be developed in consultation with the principal and the presence of a union representative shall be afforded at the principal's request. A LIP is not a disciplinary action. At the end of a mutually agreed upon timeline, the principal, lead evaluator, and a union representative (if requested) shall meet to assess the effectiveness of the LIP in assisting the principal to achieve the goals set forth in the LIP. Based on the outcome of this assessment, the LIP shall be modified accordingly.

Principal: _____________________________ Position: __________________________ School: _________________________

SPECIFIC

ELEMENTS FROM APPRIDENTIFIED WHERE

IMPROVEMENT IS NEEDED

MEASURABLE AND ATTAINABLE

MEASUREABLE AND OBSERVABLE PERFORMANCE

GOALSAND SPECIFIC

EXPECTATIONS

RESULT-ORIENTED

EVIDENCE BY WHICH IMPROVEMENT WILL BE

ASSESSED

TIMELINE

TIMELINE FOR ACHIEVING

IMPROVEMENT

ACTIVITIES/RESOURCES/RESPONSIBLE

PERSON(S)TO SUPPORT

IMPROVEMENT

I have read this report and understand that a copy will be placed in my official personnel file.

Principal Signature Date

Lead Evaluator Signature Date

14

DATE FINAL EVALUATION CONDUCTED:

Newark Central School District

Principal School Visit Category Score and Rating

Status

1st Year Probationary ______

2nd Year Probationary ______

3rd Year Probationary ______

Tenured-Tenure Area__________________________________________________

Principal: _____________________________________________ Building: ______________________

Evaluator: _________________________________________________________________________

School Visit Score and Rating

Observer Score Weighting

Supervisor 80%=

Independent Evaluator 20%=

Final Score

Final Rating

Signature of Lead Evaluator: ______________________________________ Date ________________

Signature of Principal: ___________________________________________ Date________________

15

NEWARK ANNUAL PRINCIPAL EVALUATION OVERALL RATING

Principal’s Name: ________________________________________ ☐ Probationary ☐ Tenured

Building: ______________________________________________

Original Score Original Rating Transition Score Transition RatingStudent Performance Category

☐ H (18-20)☐ E (15-17)☐ D (13-14)☐ I (1-12)

☐ H ☐ E ☐ D ☐ I

Principal School Visit Category

☐ H (3.50-4.00)☐ E (2.50-3.49)☐ D (1.50-2.49)☐ I (0.00-1.49)

☐ H ☐ E ☐ D ☐ I

Overall Rating ☐ Highly Effective☐ Effective☐ Developing☐ Ineffective

☐ Highly Effective☐ Effective☐ Developing☐ Ineffective

Scoring Matrix for the Overall Rating

Principal School Visit

Student Performance Category

Highly Effective (H)

Effective (E) Developing (D) Ineffective

Highly Effective (H)

H H E D

Effective (E) H E E DDeveloping (D) E E D IIneffective (I) D D I I

If Overall Rating is Ineffective or Developing, a Leadership Improvement Plan (LIP) should be developed no later than 10 days after the first day of school.

Recommendation of Continued Employment for first, second, and third year probationary principals:☐ Yes ☐ No

For Principals completing their probationary period:☐ I DO recommend tenure. ☐ I DO NOT recommend tenure.

Signature of Evaluator: _____________________________________ Date: ____________________

I ☐ DO ☐ DO NOT agree with the above. I understand if I received a Developing or Ineffective overall composite score, that I may appeal this rating.

Signature of Principal _____________________________________________ Date ______________

Signature of Lead Evaluator ________________________________________ Date ______________

16