District of Columbia Public Schools

DISTRICT OF COLUMBIA PUBLIC SCHOOLS

PRINCIPAL PERFORMANCE EVALUATION

SY 2006-2007

Clifford B. Janey Ed.D CliffordSuperintendent B. Janey, Ed.D Superintendent

Revised 2006

District of Columbia Public Schools

DISTRICT OF COLUMBIA PUBLIC SCHOOLS Principal Performance Evaluation SY 2006-2007

2 TABLE OF CONTENTS

Board of Education Representatives...... 4 Message from the Superintendent of Schools...... 5 Preface...... 6 Introduction...... 8 Acknowledgements: Task Force Members and Critical Partners...... 10 In Appreciation...... 16 The Global View...... 17 Reflections on the Evaluation Process ...... 18 Components of the Process...... 19 Standards for the Evaluation of Principals...... 20 Indicators to Support the Standards: A Validation of Success...... 22 The Evaluation Instrument...... 27 Timeline for Activities and Critical Dates...... 39 How Central Administration Will Support the Process...... 40 Duties of the Assistant Superintendent in the Evaluation Process...... 46 Plan of Improvement...... 47 Appendices...... 50 Measuring What Matters...... 51 Points to Remember...... 52 Leadership for Teaching and Learning...... 53 Leadership for Professional Development...... 60 Leadership for High Performance Management...... 63 Leadership for the Education of Students with Disabilities...... 66 Leadership for Parents, Family and Community Collaboration and Support...... 69 Leadership for an Engaging and Responsible School Culture...... 71 Performance Appraisal Rubric...... 73 Site Monitoring Form for the Assistant Superintendent...... 87 Key Forms and Documents...... 94

3 Board of Education

President Vice President Peggy Cooper Cafritz Carolyn Graham

Jeffrey Smith, District One

Victor Reinoso, District Two

Tommy Wells, District Three

William Lockridge, District Four

Joanne Ginsberg, Appointed Member

Robin Martin, Appointed Member

Carrie Thornhill, Appointed Member’

Brittany Clark, Student Member

Veronica Ferrell, Student Member

Superintendent of Schools

Clifford B. Janey, Ed.D.

DISTRICT OF COLUMBIA PUBLIC SCHOOLS OFFICE OF THE SUPERINTENDENT 825 North Capitol Street, NE, 9TH Floor Washington, D.C., 20002-1994 (202) 442-5885 – fax: (202) 442-5026

MESSAGE FROM THE SUPERINTENDENT OF SCHOOLS

Dear Colleagues:

Because the overall success of a school is tied to the performance of the principal, an effective principal evaluation instrument is one of the most significant factors in raising student achievement. This evaluation instrument, which affords both guidance and accountability, was developed by a team of school administrators, informed citizens, national educational leaders, and representatives from regional colleges, universities and professional organizations. The document was validated by the Interstate School Leaders Licensure Consortium (ISLLC), research based methods and principal evaluation components from other school districts. The Council of School Officers was also a critical partner in the construction and validation of the evaluation process for principals.

The standards approved for this evaluation tool focus on the principal as a leader who promotes high expectations and academic success for all students. Standards are defined in terms of key performances that are considered essential for effective school leadership in the District of Columbia Public Schools and mirror the standards for the selection of principals. The standards include:  Leadership for Teaching and Learning  Leadership for Professional Development  Leadership for High Performance Management  Leadership for the Education of Students with Disabilities  Leadership for Parent, Family and Community Collaboration and Support  Leadership for an Engaging and Responsible School Culture

The respective Assistant Superintendents will support you throughout this evaluation process, as an opportunity to define, measure, and enhance accountability in our schools. It is my expectation that this process will result in improved performance that is linked to best practices in school leadership and that our students are benefactors of a system of effective schools. Please continue to provide feedback and recommendations on how this evaluation tool can be improved as we continue to promote high expectations and academic success for all students.

Respectfully,

Clifford B. Janey, Ed.D. Superintendent

5 PREFACE

Paul L. Vance, Superintendent of the District of Columbia Public Schools, released his Business Plan for Strategic Reform in 2001. The Plan’s mission “to develop inspired learners who excel academically and socially in dynamic schools that instill confidence and generate enthusiasm throughout the District’s many diverse communities and make D. C. Public Schools the first choice of youth and families,” established six transformational goals, among them the transformation of High Schools in the District.

A Blue Ribbon Panel was convened by the Superintendent to assess the “state of the high schools” and to recommend action to transform the schools. The Panel’s charge was to develop a framework of goals, key practices, and conditions for accelerating learning and setting higher standards for all high-school students in DCPS.

One of the most dramatic findings of the Blue Ribbon Panel was that the principal’s evaluation instrument was an inaccurate measure of principal effectiveness. It was revealed that “…nearly half of the performance measures of principals is dependent on SAT-9 scores, and the weights used in the instrument devalue or ignore significant accomplishments related to attendance, school climate, and local school leadership.”

The Panel’s final report was structured around a new consensus of what it takes to support all schools and produce academic gains for students. The Panel reasoned:

“We focused on such things as giving principals the authority and support to be true leaders, encouraging Central Administration staff to support creative leadership in the schools, overhauling professional development to sharpen the skills of teachers and principals, and devising assessment and evaluation instruments that accurately measure the achievement of goals and reward innovation.”

Among the final recommendations submitted by the Blue Ribbon Panel to the Superintendent and the Board of Education in the spring of 2002, six were related to the empowerment of principals as leaders. One recommendation stated, “Change the assessment criteria for principals to reflect leadership abilities and agreed upon goals for the school.” To this recommendation, the Panel gave a timeline of “immediate.”

In the spring of 2003, the Superintendent, in keeping with one of the major recommendations of the Committee that developed the Business Plan for Strategic Reform and on the recommendations of the Blue Ribbon Panel, commissioned a Task Force to Revise the Evaluation for Principals in the D.C. Public Schools.

The Task Force, under the Direction of Vera White, Associate Superintendent and with the assistance of Co-Chairperson, Thomas Bullock, Director, Educational Community

Involvement Program, Georgetown University, convened a group of individual stakeholders from the D.C. Public Schools, universities and national leaders who volunteered to serve as co- chairpersons and members of the five subcommittees that comprised the Task Force:

6  Letters, Preface and Introduction  Standards for the Evaluation of Principals  Accountability Procedures for Principals  Review of Drafts and Technical Support  Professional Development for Principals and Assistant Principals

In addition, the Superintendent convened an advising group to the Task Force from among the District’s professional, civic and community organizations known as the Critical Partners. The primary task of the Critical Partners was to provide comments and critique the final Revised Evaluation Plan for Principals.

The Task Force and the Critical Partners shared views, expressed concerns, and mutually agreed on a myriad of responsibilities for which principals should be accountable and that should be reflected in the evaluation plan.

The Task Force subcommittees diligently, painstakingly, and with conviction searched the literature, reviewed various school district evaluation plans, and drew from the expertise of principals as well as other subcommittee members to identify standards for the evaluation of principals, select indicators to support the standards, design a process and format for site monitoring and outline duties of the Assistant Superintendent.

The resulting product, “The Evaluation Plan for Principals,” is a powerful evaluation tool designed to accurately measure the achievement of goals and reward innovation.

7 INTRODUCTION

The Task Force to Revise the Evaluation for Principals was charged by the Superintendent to develop and implement an evaluation for principals validated by the Business Plan for Strategic Reform and recommendations made by The Blue Ribbon Panel convened to assess the “state of high schools” in the District of Columbia Public Schools. The key functions of the Task Force were to:

 Review the literature from school districts that have implemented successful evaluations for principals

 Include a reflective cross-section of opinions and ideas on the local and national levels  Propose appropriate training for Principals and Assistant Principals on the revised evaluation process

In response to the Superintendent’s Business Plan for Strategic Reform, the Task Force to Revise the Evaluation for Principals has developed an improved principal evaluation tool. This initiative is the first of the six transformational goals in achieving the DCPS mission “to develop inspired learners who excel academically and socially in dynamic schools that instill confidence and generate enthusiasm throughout the District’s many, diverse communities and make D.C. Public Schools the first choice of youth and families.” The first of the transitional goals is “to develop an improved principal evaluation tool,” to develop, attract, and retain excellent principals. This evaluation mechanism ENCORE clear and fair expectations along multiple dimensions and balances district standards with individual school contexts. Most importantly, the process is designed to be a shared collaborative of principal and evaluator.

To arrive at the final document, the subcommittees reviewed principal evaluations from Kentucky; North Carolina Public Schools; Montgomery County Maryland; Charlotte- Mecklenburg School System; Chicago Public Schools; Alexandria City Public Schools; and reviewed highlights of national research.

The Revised Evaluation for Principals is a very important tool in the entire improvement effort of this school system. It defines expectations, enhances communication, prioritizes district goals and encourages supervisors to focus their attention on the principal’s role in improving achievement for all students. The evaluation will be monitored during the upcoming school year and specific recommendations will be highlighted for modifications and the strengthening of the instrument.

Our comprehensive evaluation process includes the following:

 Alignment of the standards, strategies, indicators of success, evidence and Central Office support to schools.

 It is intended to acknowledge strengths and improve performance.

8  It connects academic, social, emotional and developmental growth for all students in the building/system.

 It recognizes the importance of the principal’s role in improving the culture of the learning community.

 It has research-based criteria about effective principal behaviors which are substantiated by measurable data from multiple sources.

 It provides opportunities for personal and professional growth as a facilitator/leader of learning.

 It is on-going and connected to school improvement goals.

 It aligns building and district goals with community members’ vision for education.

9 ACKNOWLEDGEMENTS

Individuals contributing to the development of the District of Columbia Public Schools Revised Evaluation for Principals included:

National Impact: Task Force to Revise the Evaluation for Principals

Ms. Emily Crandall George Washington University, Center for Equity and Excellence in Education, Region III, Comprehensive Center

Mr. Joseph Elliott Program Director, Association for Supervision and Curriculum Development

Ms. Barbara Fuller Metropolitan Teaching and Learning

Dr. Robert Rice Assistant Superintendent of District of Columbia Public Schools- Office of the Chief Academic Officer

Dr. Ryan Tyler George Washington University, Center for Equity and Excellence in Education, Region III, Comprehensive Center

Special Review Team

Ms. Cami Anderson Executive Staff, New Leaders for New Schools

Ms. Monique M. Burns President/Chief Curriculum Officer, New Leaders for New Schools

Dr. Bob Carlson Council of Great City Schools

Ms. Jacqueline Davis Executive Director, D.C. Office, New Leaders for New Schools

Dr. Patsy Wang Iverson Research for Better Schools

10 Superintendent’s Executive Staff

Dr. Ray Bryant Chief of Special Education, District of Columbia Public Schools

Dr. Paul Ruiz Chief Academic Officer, District of Columbia Public Schools

Dr. Charity Welch Office of the Superintendent, District of Columbia Public Schools

Mrs. Vera White Associate Superintendent, District of Columbia Public Schools

Central Office Leadership

Ms. Aleta Alsop Chief of Human Resources, District of Columbia Public Schools

Dr. Elizabeth Boone Office of the Chief of Staff, District of Columbia Public Schools

Dr. Deborah Evans Office of the Associate Superintendent, District of Columbia Public Schools

Mrs. Carolyn Pinckney Director of Teacher Affairs, District of Columbia Public Schools

Mr. Stan Schaub Educational Consultant

Mr. Michael Snipes Executive Officer, Division of Special Education, District of Columbia Public Schools

Ms. Lisa Tabaku Director, Office of Bilingual Education, District of Columbia Public Schools

Metropolitan Area Impact

Mr. Thomas Bullock Director, Educational Community Involvement Program, The Georgetown University

Mrs. Vera Faulkner Director of Academic Programs, Consortium of Universities of the Metropolitan Area

Dr. Gloria Grantham Associate Professor of Education, University of the District of Columbia

11 Dr. Russell Jackson Assistant Professor, Howard University, EDAP

Dr. Robert Redmond Assistant Professor of Educational Leadership, School of Professional Studies, Trinity College

Divisional Assistant Superintendents and Staff

Dr. Gwendolyn W. Bryant Assistant Superintendent, Division I, District of Columbia Public Schools

Dr. William Johnson School Performance Office, Division I District of Columbia Public Schools

Mr. David Mason Assistant Superintendent, Division II, District of Columbia Public Schools

Dr. John McCoy School Performance Officer, Senior High Division, District of Columbia Public Schools

Ms. Lori Plummer Partnership Officer, Senior High Division District of Columbia Public Schools

Mr. Arnoldo Ramos Parent Partnership Officer, Division I District of Columbia Public Schools

Ms. Judith Richardson School Performance Officer, Division II, District of Columbia Public Schools

Dr. Patricia Watkins Assistant Superintendent, Middle/Junior High Division, District of Columbia Public Schools

Dr. William Wilhoyte Assistant Superintendent, Division III, District of Columbia Public Schools

Transformation Schools

Mr. LeGrande Baldwin Assistant Superintendent of Transformation Schools, District of Columbia Public Schools

Dr. Helen Flagg Assistant to the Assistant Superintendent of Transformation Schools, District of Columbia Public Schools

12 Superintendent’s Monthly Meetings Coordinating Committee

Mr. Reginald Ballard Principal, Cardozo Senior High School, District of Columbia Public Schools

Ms. Paula Boone Principal, Brookland Elementary School, District of Columbia Public Schools Dr. Courtney Fletcher Principal, Francis Junior High School, District of Columbia Public Schools

Mrs. Mary Grant Principal, Takoma Education Center, District of Columbia Public Schools

Ms. Angela Tilghman Principal, Miner Elementary School, District of Columbia Public Schools

Mr. Patrick Pope Principal, Hardy Middle School, District of Columbia Public Schools

Mr. Timothy Williams Principal, Raymond Elementary School, District of Columbia Public Schools

Principals Recommended by Peers

Dr. Valoria Baylor Principal, King Elementary School, District of Columbia Public Schools

Ms. Cecelia Brady Principal, Gage Eckington Elementary School, District of Columbia Public Schools

Dr. Marjorie Cuthbert Principal, Murch Elementary School, District of Columbia Public Schools

Ms. Lee Epps Principal, Hart Middle School, District of Columbia Public Schools

Ms. Joyce P. Goché-Grimes Principal, Ketcham Elementary School, District of Columbia Public Schools

Mr. Robert Graves Principal, Spingarn Senior High School, District of Columbia Public Schools

Dr. Katherine James Principal, Shepherd Elementary School, District of Columbia Public Schools

13 Ms. Janice Talley Melvin Principal, Houston Elementary School, District of Columbia Public Schools

Ms. Beryl A. Thornton-Proctor Principal, Bunker Hill Elementary School, District of Columbia Public Schools

Ms. Jo Ann Turner Principal, Mamie D. Lee School, District of Columbia Public Schools Ms. Sadia White Principal, Tubman Elementary School, District of Columbia Public Schools

Critical Partners: An Advisory Group to the Superintendent’s Task Force to Revise the Evaluation of Principals

Mrs. Barbara Bennett Teacher, Banneker Senior High School, District of Columbia Public Schools

Mr. Frank Bolden President, Council of School Officers, Local 4-AFLCIO

Mr. Sheila Carr Parent

Ms. Brenda Harvey Senior Associate, DC VOICE

Ms. Shonda Hurley Assistant Principal, Janney Elementary School, District of Columbia Public Schools

Ms. Brenda Jenkins Teacher, Sharpe Health School, District of Columbia Public Schools

Ms. Carmella Mazzotta Executive Director, DC VOICE

Mr. Moses McAllister Director of Court Social Services

Ms. Janie McCullough Labor Management Partnership, District of Columbia Public Schools

Ms. Jenise (Jo) Patterson Parent, Parent Watch

Ms. Lillian Perdomo Representative, Bilingual Education Community

Ms. Ariana Quinones National Council of LaRaza

Ms. Cathy Reilly Chairperson, S.H.A.P.P.E.

Ms. Senora Simpson Parent

14 Mr. George Springer Washington Teachers’ Union

Mrs. Catherine Thomas Helping Teacher, Office of Teacher Affairs, District of Columbia Public Schools

Ms. Iris Toyer Parents United for the District of Columbia Public Schools Mr. Marvin Tucker Parent

Ms. Lucille Washington President, Council 29/21 (AFSCME)

Mrs. Vera White Associate Superintendent, District of Columbia Public Schools

Mr. Jerald J. Woody, Jr. Parent, Spingarn Senior High School, District of Columbia Public Schools

Planning Consultation Dr. James Amick, Jr. Planning Coordinator

Ms. Edythe L. Alston Staff Assistant

15 IN APPRECIATION

Appreciation is extended to selected school districts and organizations whose evaluation materials were reviewed and, in many instances, adapted for use in the D.C. Public Schools Revised Evaluation for Principals, including:

Administrator Standards from Kentucky Alexandria Public Schools Chicago Public Schools Charlotte-Mecklenberg School System Council for Exceptional Children Council of Supervisors and Administrators (CSA)

Interstate School Leaders Licensure Consortium (ISLLC)

Montgomery County Public Schools New York Public Schools North Carolina Public Schools

16 THE GLOBAL VIEW

A Look at Principal Leadership The Six Standards

Each of the District of Columbia Standards for Developing School Leaders represents one aspect of a principal’s job that is important to student achievement in the local schools. They were developed from the recommendations from the Business Plan for Strategic Reform, Superintendent’s Blue Ribbon Panel’s research, Interstate School Leaders Licensure Consortium (ISLLC), and the outstanding reflections from local, national, and international leaders focusing on respected research and exemplary aspects of evaluations for principals in other school districts. The standards are linked to the highest expectations for student achievement:

1. Leadership for Teaching and Learning 2. Leadership for Professional Development 3. Leadership for High Performance Management 4. Leadership for the Education of Students with Disabilities 5. Leadership for Parent, Family and Community Collaboration and Support 6. Leadership for an Engaging and Responsible School Culture

17 REFLECTIONS ON THE EVALUATION PROCESS

The purpose of the administrative evaluation is to assist administrators in developing and strengthening their professional abilities and skills for the improvement of instruction that results in the improvement of student achievement.

This administrative evaluation includes the educational goals and objectives developed by the administrator for the school or department. It is a cooperative assessment of the administrator’s achievement of the goals and objectives included in the Local School Plan of the school, and a measure of the administrator’s leadership skills and management performance responsibilities.

The administrative evaluation is a process through which the administrator and the evaluator agree on educational goals and objectives, ways to develop management skills, ways to improve leadership performance through a process of self-assessment, and supervisory assessment of the extent of the administrator’s professional performance progress and commendations for professional service.

The administrative evaluation is a cooperative activity designed to improve the instructional program, the achievement of students, and the effective management of an individual school.

The evaluation of an administrator’s professional employment includes leadership for teaching and learning, leadership for professional development, leadership for high performance management, leadership for the education of students with disabilities, leadership for parent, family and community collaboration and support, and leadership for an engaging and responsible school culture. The ultimate goal is outstanding achievement for all students.

18 COMPONENTS OF THE PROCESS

The Components of the Principal Performance Evaluation include the following:

 Identification of the Standards for Principals

 Identification of the Indicators to Support the Standards

 Self Assessment: Completed by the Principal in the Fall and Spring

 Review of Expectations, Goals/Plans in the Pre-appraisal Conference with the Assistant Superintendent (Fall of the Year)

 Principal Achievement Plan/Local School Improvement Plan (Approved by Assistant Superintendent in the Spring)

 Mid-Year Review of Accomplishments in Conference with the Assistant Superintendent

 Plan of Improvement (as needed)

 End-of-the-Year Evaluation in Conference with the Assistant Superintendent

 Monitoring Performance Criteria – Site Visits and Supporting Documentation

The supervision and support of this process is on-going, and is intended to be a meaningful part of the process. The respective Assistant Superintendent will provide principals with key recommendations, guidance on the effective implementation of the Standards and their relationships to their Local School Plan and the necessary supports to enhance critical leadership qualities.

19 20 STANDARDS FOR PRINCIPALS

I. Leadership for Teaching and Learning The principal is an educational leader who promotes leadership for literacy, numeracy, the development of organizational, instructional, and assessment strategies to enhance teaching and learning.  The principal develops and communicates with all stakeholders the school vision aligned with the mission and goal of the system.  The principal ensures the success of all students by directing, monitoring, and supporting an instructional program to improve teaching and learning; and utilizing the Student Support Team (SST) to review student progress.  Student growth and development are measured by the school system’s mandated instruments, including standardized tests and other designated evaluation instruments.  The principal analyzes and communicates school and student data to implement programs and activities that deploy certified staff to serve the needs of a diverse student population and support the curriculum standards.  The principal develops a culture of high expectations for self, student, and staff performance.  Technology is utilized in teaching and learning.  The principal ensures that the school achieves Adequate Yearly Progress in Reading, Mathematics, and Attendance under the No Child Left Behind Act.

II. Leadership for Professional Development The principal is an educational leader who fosters a culture of continuous professional development focused upon teaching and learning.

 The principal plans and implements a professional development calendar that is focused on student achievement and school improvement.  The principal attracts and retains high-performance teachers by providing staff development and instructional support consistent with Goal Four of the Local School Plan.  The principal implements a targeted self-development plan that leads to increased leadership confidence and school-wide improvement.

III. Leadership for High Performance Management The principal is an educational leader who uses management and accountability skills to achieve effective and efficient organizational operations and facilitates and supports on- going communication to foster student achievement in the local schools.  The principal builds high performing teams.  The principal ensures effective management of the facility and the organizational operations for a safe, efficient, and successful learning environment and establishes and maintains professional communication with all school stakeholders.

21  The principal efficiently manages fiscal, material, human resources for the successful implementation of the school program, utilizes technology to effectively manage school operations, and effectively responds to and resolves concerns and issues/problems in timely manner.

IV. Leadership for the Education of Students with Disabilities The principal is an educational leader that facilitates, supports and initiates reform strategies to implement educational programs for students with special needs.  The principal supervises educational programs that reflect the special education responsibilities of identifying, evaluating and providing effective services for children with special education needs.  The principal involves the appropriate staff and supportive partnerships in a collaborative effort effectively use ENCORE, to provide timely scheduling and attendance of staff at IEP meetings, and the early and effective resolution of special education disputes.

V. Leadership for Parent, Family and Community Collaboration and Support The principal is an educational leader that understands parental involvement is one of the keys to Student Achievement and respects parents as full partners with DCPS in every aspect of the education of their children by setting forth requirements for the involvement of parents in a variety of roles in the local schools.  The principal provides information to family and students regarding student status and progress in a timely and consistent manner.  The principal involves parent, solicits and encourages input and feedback in school activities and decision-making process, and accesses and effectively uses community resources.

VI. Leadership for an Engaging and Responsible School Culture The principal is an educational leader who works with others to ensure a working and learning climate that is safe, secure, and respectful of diversity. The principal implements and enforces policies and procedures consistently and responsibly to help ensure a school environment that is safe, stable, and conducive to learning.  The principal implements and enforces policies and procedures consistently and responsibly to help ensure a school environment that is safe, stable, and conducive to learning.  The principal develops and implements programs and humanistic policies to encourage, recognize, and support specific student needs based on gender, ethnicity, culture, social class, and special needs to help students and staff to form productive and respectful relationships, which promote equity among individuals and specific populations.

22 INDICATORS TO SUPPORT THE STANDARDS: A VALIDATION OF SUCCESS

The following indicators may be utilized as guides or expectations relative to the approved Standards. Statements provided do not exhaust or limit indicators that may be utilized, as others should be considered based on the requirements of the specific position and population.

I. Leadership for Teaching and Learning  The principal develops the vision utilizing parental, student, staff, and community involvement.  The principal implements a variety of programs that encourage parents, businesses and universities to participate in the implementation of the school vision.  The principal models the core beliefs of the school vision that includes all stakeholders and recognizes and celebrates those who contribute to its implementation.  The principal ensures the inclusion of all members of the learning community by providing school-related communication in the languages represented by the students and their families.  The principal utilizes a variety of supervisory and evaluation models in effectively managing a diverse and complex learning community where differences and similarities are recognized and valued.  The principal models the core beliefs of the school vision to all stakeholders and recognizes and celebrates those who contribute to its implementation.  The principal facilitates the development of the school vision utilizing parental, student, staff and community involvement through the LSRT, PTA, SCAC, faculty and administrative meetings.  The principal ensures that under performing staff are supported in a timely manner.  The principal ensures the timely and quality evaluation of staff to validate appropriate consequences for staff performing in an unsatisfactory manner and acknowledgement of exemplary teachers.  The principal ensure that scheduling is efficient as reflected by class size.  The principal ensures that the master schedule at the high school level has reflected academic and career tech offerings.  Goals 1 and 2 (or goals pertaining to student achievement ensure improvement of teaching and learning).  The principal disaggregates standardized test data and utilizes this data to design school-wide test improvement programs for reinforcement, acceleration and Special population.  The principal utilizes local school staff development to examine student test data and design program reforms.  The principal implements a standardized test improvement program that actively engages a high performing team in the design and implementation of a prescriptive improvement program.  The principal ensure that under NCLB the school achieves Adequate Yearly

23 Progress in reading, mathematics and attendance.  The principal implements system assessments identified and prescribed for special populations.  The principal utilizes local school staff development to examine student test data and design program reforms.  The principal monitors standards driven instruction in all content areas and ensures that learning time is maximized in a supportive, orderly, and caring environment.  The principal utilizes data and assessment to adjust instruction, identify intervention and meet the achievement objectives of Local School Plan, Goal 2.  The principal utilizes data to identify students needing academic and/or social support and provides academic intervention to provide multiple learning opportunities for all students.  The principal utilizes a variety of assessment data to plan instructional programs and assess school-wide progress.  School based professional development activities provide opportunities for teachers to examine school-wide achievement  The principal organizes the school day and year to maximize instructional time for all students particularly in reading and mathematics instruction.  The principal actively monitors classroom instruction.  The principal provides adequate planning time for teachers both within and across grades to pace curriculum, plan instructional strategies, examine student work, assess the needs of special populations and monitor compliance.  The principal develops with stakeholder’s curriculum and instruction appropriate for varied teaching and learning styles and specific student needs based on gender, ethnicity, culture, English proficiency level, and social class.  The principal provides adequate resources for high quality instruction—including instructional resources, staff development, and technology.  The principal identifies and implements a strong mentoring and tutoring program to assist students who are not progressing.  The principal maximizes the resources of the school budget to provide resources for teachers to purchase computer and media equipment, computer software, classroom supplies to integrate technology into the classroom curriculum.  Technology resources are differentiated to meet the needs of all students.  The principal utilizes federal grant resources by writing individual grants and participating in system technology grants that train teachers and staff.  The principal demonstrates an understanding that the Student Support Team (SST) process is a regular instructional program but provides a collaborative effort for special educators to be fully involved in the successful implementation of the process.

II. Leadership for Professional Development

 The principal provides research-based opportunities for teachers to enhance their understanding of the students they teach.

24  The principal allocates adequate time for classroom visitations and common planning time to collaborate on student work.  The principal provides instructional support for teachers.  The principal provides on-going professional development aligned to school priorities, school improvement plans and focused on the District’s priorities and literacy, mathematics, and writing.  The principal provides staff development targeted to high performance school teams.  Professional development activities, workshops, and conferences are followed by reflection, planning and implementation of improved teaching practices.  School staff and teachers are supported in pursuing additional education and National Board Certification  Teachers are encouraged to join professional organizations and network with other professional The school places a high priority on participation in teacher training programs offered by the District  The principal is a presenter/participant at local or national committees, conferences, and/or workshops.  The principal completes courses or seminars offered by district, college or university training, the principal attends workshops that support school district’s vision, mission, or goals.  Membership in local, national, and international professional organization(s) is evidenced (e.g., NAESP, NASSP, DCAESP, DCASSP, ASCD).

III. Leadership for High Performance Management  The principal provides opportunities for shared governance by students, staff, parents, and community.  The principal utilizes effective group processes and consensus-building skills to involve all stakeholders in decisions affecting schools.  The principal motivates and inspires stakeholders to contribute to the success of school programs.  The principal provides culturally sensitive outreach to LCD parents in a language LCD parents are able to understand.  The principal regularly communicates, monitors, evaluates, revises, and implements the local school plan to safely and securely maintain the school environment.  The principal develops and implements a plan to maintain and/or increase student attendance  The principal creates and maintains a safe, clean, and aesthetically pleasing school environment.  The principal maintains accurate, secure, and confidential school records.  The principal adheres to all policies and procedures to insure compliance with contractual agreements, local and federal legislation regarding special populations and compliance issues.  The principal adheres to all policies and procedures to insure compliance with contractual agreements, local and federal legislation regarding special populations and compliance issues.

25  The principal ensures compliance with the Unsafe School Choice Option requirements of the No Child Left Behind Act.  The principal follows state and federal regulations, statutes, policies, and procedures in making management decisions.  The principal aligns financial, human, and material resources to the vision of the school and the implementation of the Local School Plan.  The principal effectively utilizes technology to manage the school facility.  The principal in collaboration, understanding, and respect between and among groups.  The principal uses frequent and timely written and oral communication to keep constituents informed.  The principal maintains honesty and integrity and maintains confidential information within the limits of the law in dealing with people.  The principal provides parents with appropriate communication for evaluating student progress, attendance, suspensions, and school events.  The principal utilizes a variety of supervisory and evaluation models in effectively managing a diverse and complex learning community where differences and similarities are recognized and valued.

IV. Leadership for the Education of Students with Disabilities  The principal in collaboration with all stakeholders ….. develops the beliefs, mission statements, and goals that clearly address all children, including children with disabilities.  The principal ensures that all beliefs, mission statements, and goal are consistent with IDEA legal standards.  The principal demonstrates an understanding of what constitutes qualified special education personnel and quality special education and related services.  The principal advocates for sufficient numbers of special education and related service personnel to provide quality services to children with disabilities.  The principal works with the district’s central office, as appropriate and needed, to ensure an appropriate allocation of staff with regard to special education caseloads and class sizes.  The principal ensures that roles and responsibilities of para-professionals and related service professionals are clearly delineated with respect to their work with children with disabilities.  The principal is responsible, along with the special education director or chief in the central office, for allocating staff and other resources as required by the IEP and ensures that all services are provided as specified in the IEP.  The principal implements procedures that are consistent with the overall intent of the IEP team.  The principal ensures that both regular and special educators share responsibility for the educational achievement of children with disabilities.  The principal develops-in collaboration with regular educators, special educators, and related service providers – instructional schedules that minimize disruptions in instruction for individual children.

26  The principal implements procedures and works with the central office to identify, establish an early timeline, and effectively resolve special education disputes.  The principal develops decision-making processes and procedures that enable and encourage all staff to share ideas and solutions for improving special education and related services and increasing the achievement of children with disabilities.  The principal builds relationships and supportive communication links with the community and the school.  The principal works with the central office to ensure that the results of assessments are disaggregated where required by the D.C. Public Schools.

V. Leadership for Parent, Family and Community Collaboration and Support  The principal facilitates constructive and timely communication to parents/guardians relative to student progress, attendance, activities, recognition events, and meetings.  Goal 5 or the relevant goal on parent and community involvement indicates parental and community input.  The reasons and process involved in decisions are communicated to parents and the school community.  The principal promotes home/school partnerships to support school programs  The principal provides culturally sensitive outreach to LCD parents in a language LCD parents are able to understand.  The principal utilizes community liaisons and resources to enhance student learning and support student goals

VI. Leadership for an Engaging and Responsible School Culture  The principal will develop in collaboration with school groups, school-wide discipline plan, emergency response plan, and school handbooks.  The principal supports students and staff through crises and other challenges.  The principal creates an atmosphere of respect among and toward students  The principal ensures that staff feels respected, valued, and important.  The principal provides training for staff on multiculturalism and encourages instructional staff to integrate multicultural perspectives with classroom instruction.

27 REVISED EVALUATION FOR PRINCIPALS

Proposing A Measurement Design for the Official Rating

End-Of-Year Rating Scale

Performance Matrix Total Number of Points Outstanding 90-100 Proficient 80-89 Satisfactory 70-79 Needs Assistance 60-69 Unsatisfactory Below 60

Standards Maximum Points Rating Earned

I. Leadership for Teaching and Learning 32 II. Leadership for Professional Development 16 III Leadership for High Performance Management 16 IV. Leadership for the Education of Students with Disabilities 12 V. Leadership for Parent, Family and Community Collaboration and 12 Support VI. Leadership for an Engaging and Responsible School Culture 12

Total 100 Note: All strategies will be assigned four (4) points each.

28 District of Columbia Public Schools Principal Evaluation Summative Data Analysis (See Performance Matrix and Indicators) Principal’s Name: ______4 Outstanding 3 Proficient Social Security: ______2 Satisfactory 1 Needs Assistance School: ______0 Unsatisfactory Status:______Date:______

Check one: End-of-the Year Evaluation I. Leadership for Teaching and Learning Maximum of 32 Points The principal is an educational leader who promotes leadership for literacy, numeracy, the development of organizational, instructional, and assessment strategies to enhance teaching and learning.

A. The principal develops and communicates with all stakeholders the school vision aligned with the mission and goals of the system. ______4 3 2 1 0 Comments:

Evidence:

B. The principal ensures the success of all students by directing, monitoring, and supporting an instructional program to improve teaching and learning, and utilizing the Student Support Team (SST) to review student progress. ______4 3 2 1 0 Comments:

Evidence:

C. Student growth and development are measured by the school system’s mandated instruments, including standardized tests and other designated evaluation instruments. ____ 4 3 2 1 0 Comments:

29 Evidence:

D. The principal analyzes and communicates school and student data to implement programs and activities that deploy certified staff to serve the needs of diverse student population and support the curriculum standards. ____ 4 3 2 1 0 Comments:

Evidence:

E. The principal develops a culture of high expectations for self, students, and staff performance._____ 4 3 2 1 0 Comments:

Evidence:

F. Technology is utilized in teaching and learning. _____ 4 3 2 1 0 Comments:

Evidence:

G. The principal ensures that the school achieves Adequate Yearly Progress in Reading, Mathematics, and Attendance under the No Child Left Behind Act.

Comments: 4 3 2 1 0

Evidence:

H. Exemplary Strategy for Student Achievement Identified by the Principal and approved by the Assistant Superintendent. _____ 4 3 2 1 0

______

30 Overall Evidence of Category I Comments:

Evidence:

Overall Score For Category I: ______

II. Leadership for Professional Development Maximum of 16 Points

The principal is an educational leader who fosters a culture of continuous professional development focused upon teaching and learning.

A. The principal plans and implements a professional development calendar that is focused on student achievement and school improvement. ____ 4 3 2 1 0 Comments:

Evidence:

B. The principal attracts and retains high-performance teachers by providing staff development and instructional support consistent with Goal Four of the Local School Plan. ____ 4 3 2 1 0 Comments:

Evidence:

C. The principal implements a targeted self-development plan that leads to increased leadership confidence and school-wide improvement. ____ 4 3 2 1 0

Comments:

Evidence:

D. Exemplary Strategy Identified by the Principal and approved by the Assistant Superintendent: 4 3 2 1 0

31 ______

Overall Evidence of Category II Comments:

Evidence:

Overall Score For Category II: ______

III. Leadership for High Performance Management Maximum of 16 Points The principal is an educational leader who uses management and accountability skills to achieve effective and efficient organizational operations and facilitates and supports on- going communication to foster student achievement in the local schools.

A. The principal holds high performing teams. ____ 4 3 2 1 0 Comments:

Evidence:

B. The principal ensures effective management of the facility and the organizational operations for a safe, efficient, and successful learning environment and establishes and maintains professional communication with all school stakeholders. ____ 4 3 2 1 0 Comments:

Evidence:

C. The principal efficiently manages fiscal, material, human resources for the successful implementation of the school program, utilizes technology to effectively manage school operations, and effectively responds to and resolves concerns and issues/problems in timely manner.____

32 4 3 2 1 0 Comments:

Evidence:

D. Exemplary Strategy Identified by the Principal and approved by the Assistant Superintendent: 4 3 2 1 0 ______

Overall Evidence of Category III Comments:

Evidence:

Overall Score For Category III: ______

IV. Leadership for the Education of Students Maximum of 12 Points With Disabilities

The principal is an educational leader that facilitates supports and initiates reform strategies to implement educational programs for students with special needs.

A The principal supervises educational programs that reflect the special education responsibilities of identifying, evaluating, and providing effective services for children with special education needs. ______4 3 2 1 0 Comments:

Evidence:

B. The principal involves the appropriate staff and supportive partnership in a collaborative effort to effectively use ENCORE, timely scheduling and attendance of staff at IEP meetings and the early and effective resolution of special education disputes, to adhere to all NCLB, IDEA, ADA mandates and ensure full access and participation in all school programs and activities for students with special needs. ______

33 4 3 2 1 0 Comments:

Evidence:

C Exemplary Strategy Identified by the Principal and Approved by the Assistant Superintendent: 4 3 2 1 0

______Overall Evidence of Category IV Comments:

Evidence:

Overall Score For Category IV: ______

V. Leadership for Parent, Family and Maximum of 12 Points Community Collaboration and Support

The principal is an educational leader that understands parental involvement is one of the keys to student achievement and respects parents as full partners with DCPS in every aspect of the education of their children by setting forth requirements for the involvement of parents in a variety of roles in the local schools.

A. The principal provides information to family and students regarding student status and progress in a timely and consistent manner. ____ 4 3 2 1 0 Comments:

Evidence:

B. The principal involves parents, solicits and encourages input and feedback in school activities and decision-making process, and accesses and effectively uses community resources. ____ 34 4 3 2 1 0 Comments:

Evidence:

C. Exemplary Strategy Identified by the Principal and approved by the Assistant Superintendent: 4 3 2 1 0

______Overall Evidence of Category V Comments:

Evidence:

Overall Score For Category V: ______

VI. Leadership for an Engaging and Responsible Maximum of 12 Points School Culture

The principal is an educational leader who works with others to ensure a working and learning climate that is safe, secure, and respectful of diversity. A. The principal implements and enforces policies and procedures consistently and responsibly to help ensure a school environment that is safe, stable, and conducive to learning ____ 4 3 2 1 0 Comments:

Evidence:

B. The principal develops and implements programs and humanistic policies to encourage, recognize, and support specific student needs based on gender, ethnicity, culture, social class, and special needs to help students and staff to form productive and respectful relationships, which promote equity among individuals and specific populations. ____ 4 3 2 1 0

35 Comments: Evidence: C. Exemplary Strategy identified by the Principal and approved by the Assistant Superintendent: 4 3 2 1 0

______

Overall Evidence of Category VI Comments:

Evidence:

Overall Score For Category VI: ______

36 LEVELS OF PERFORMANCE

Outstanding (4): Awarded to those principals who have made significant, easily documented accomplishments; performance so clearly outstanding as to be obvious to all. Performed all job functions with an exceptional degree of professionalism and accountability. Rating must be supported with specifics.

Proficient (3): Performance exceeds expectations. Employee’s day-to-day performance “excellent,” but no special contributions can be cited.

Satisfactory (2): Performance completely satisfactory and sufficient in every respect, is fully competent as a professional educator.

Needs Assistance (1): Results not completely meeting requirements of all objectives. Results fall somewhat below expected levels of accomplishment; areas needing improvement must be addressed through the development of a measurable action plan. Appropriate training and support should be provided.

Unsatisfactory (0): Unacceptable performances. The principal has been made aware of shortcomings.

Check: End-of-the Year Evaluation

Summary Evaluation

Comments:

Principal Evaluator: (Signature Date) Principal:

(Signature Date)

Original to: Director of Human Resources Copies to: Human Resources Personnel File Employee Assistant Superintendent

37 PRINCIPAL EVALUATION Mid-Year Assessment Summative Data Analysis Check one: Mid-Year Progress Principal’s Name: ______Social Security: ______School: ______Status:______Date: ______

The mid-year assessment gives the principal and the evaluator an opportunity to discuss the progress at this point. Recommendations for continued progress should be shared with the principal.

Standards On Making Needs Support from the Target Progress Improvement Central Office to Be Rated by the Principals Effective Ineffective I. Leadership for Teaching and Learning II. Leadership for Professional Development III. Leadership for High Performance Management IV. Leadership for the Education of Students with Disabilities V. Leadership for Parent, Family and Community Collaboration and Support VI. Leadership for an Engaging and Responsible School Culture Total

Principal Evaluator: (Signature Date)

Principal : (Signature Date) Original to: Director of Human Resources Copies to: Human Resources Personnel File Employee

38 PRINCIPAL EVALUATION Summative Data Analysis Check one: End-of-the Year Evaluation

Principal’s Name: ______

Social Security: ______

School: ______

Status:______Date: ______The end of the year assessment gives the principal and the evaluator an opportunity to discuss the progress or lack of progress. Recommendations for continued progress should be shared with the principal.

Standards Maximum Rating Points Performance Points Matrix I. Leadership for Teaching and Learning 32 90-100 Outstanding II. Leadership for Professional Development 16 80-89 Proficient III. Leadership for High Performance Management 16 70-79 Satisfactory IV. Leadership for the Education of Students with 60-69 Needs Disabilities 12 Assistance V. Leadership for Parent, Family and Community Below 60 Unsatisfactory Collaboration and Support 12 VI. Leadership for Unsatisfactory If less than 40% an Engaging and in any two of the Responsible School Culture 12 categories

Total 100

Principal Evaluator : (Signature Date)

Principal : (Signature Date) Original to: Director of Human Resources Copies to: Human Resources Personnel File Employee

39 TIMELINE FOR ACTIVITIES AND CRITICAL DATES

August 31 Support provided to new principals and principals identified needing assistance: Orientation, written expectations, training and meetings.

September 29 Conference to review plans for new principals and those administrators needing additional support.

October 27 Pre-appraisal Conference for all administrators.

November 17 First Advisory Conference for new administrators and principals needing support. First site visit by the Assistant Superintendent for all principals.

February 9 Mid-Year Review - Conferences for all principals.

April 27 Third advisory site visit for all principals by the Assistant Superintendents.

June 29 End-of-Year Evaluation Conference.

July 3 Submission of all principals’ evaluations to the Superintendent for review, End-of-Year Evaluation.

Note: All principals must receive no fewer than two site visits (monitoring report). The monitor must provide the principal with the written Monitoring Form within the time frame allotted.

40 HOW CENTRAL ADMINISTRATION WILL SUPPORT THE PROCESS

I. Leadership for Teaching and Learning The principal is an educational leader who promotes leadership for literacy, numeracy, the development of organizational, instructional, and assessment strategies to enhance teaching and learning.  Workforce Development instruction teams will provide quality, documented professional development on team building for LSRT and increasing parent involvement.  Certified and on going training for new and returning principals on current policies and procedures.  Central office communicates to parents is translated and disseminated to schools in the five major languages of DCPS.  OBE provides interpreters, upon request, for school-based functions and parent- teacher conferences when no staff in the school is proficient in the needed language,  OSE provides comprehensive support via school support teams, special education specialists, compliance officer, and ENCORE teams.  OSE monitors the attainment of annual OSE milestones and progress.  Certified and documented staff development on diversity and special populations.  Instruction support teams from the Office of the Assistant Superintendents, Academic and Student Support Services, and Special Education.  Certified and documented principal training for instructional leadership and instructional supervision.  OBE provides guidelines and forms for conducting the monitoring of formerly LEP students.  Central Administration will need to provide better procedures for collecting data, clear definition of a drop out (i.e. how many absences etc?).  Data collected and analysis needs clear direction and support from Central administration.  Standardized test instruments for all student populations.  Assessment training for standardized test administrators.  Test monitors  Certified and documented training for all administrators on data interpretation, standardized test preparation, alternative assessments by OBE and SPED.  Instructional support for program development by School Performance Officers, content specialist.  Standards and targets set and technical support to schools by OBE, special education, Academic and Student Support Services.  Review quarterly, the progress of each school to determine whether the school is progressing toward the target for the AYP.  Publish and disseminate AYP results to parents, teachers, school and the community.

41  Certified and documented professional development on test data disaggregation.  Content specialist’s classroom visits and suggested strategies and activities.  Data systems to monitor individual and school-wide progress.  Classroom visits by Schools Performance Officers and other Central office personnel.  Certified and documented staff development in data interpretation.  After school program support.  Monitor participation and quality of after school and extended year programs.  Central and the OBE Intake Center provides linguistic and academic assessment to all incoming LCD students and conducts a student-parent interview in which previous medical, social and academic history information are recorded.  Central and OBE works with school registrars to ensure that families come for assessment and orientation.  Resources for after school and extended day programs.  Opportunities for parent training and workshops.  Principal training for instructional leadership.  Resources for high quality summer school.  DCPS Technical Education model.  Gifted and accelerated program opportunities and staff training.  Textbooks, curriculum guides and pacing charts.  School support personnel in the content area, special education and bilingual education.  Central minimizes activities that take away from instructional time.  Central and OBE keep Language Minority Enrollment Reports updated as to the eligibility of students for Bilingual/ESL services and provides updated reports to school throughout the school year.  Central office provides support to school that are trying to develop curriculum to meet student needs.  Certified and documented technology training opportunities for all school personnel.  System-wide technology initiatives.  Technology training in Microsoft, ENCORE, DC STARS, and IEP EZ.  Mandatory technology overview for all new teachers to DCPS.  Central office facilitates the timely disbursement of federal funds to local schools for utilization.  Central office personnel provide advice on purchase of media equipment and computer hardware and software.  Central office personnel offer support in writing grants and disseminate information about grant writing opportunities.  Central Office becomes a partner with the local school in providing support, funds and staff to implement the Student Support Team (SST) process.

42 II. Leadership for Professional Development The principal is an educational leader who fosters a culture of continuous professional development focused upon teaching and learning  District provides a calendar of in-service workshops that promote system’s goals and priorities for instructional program.  District provides technology to support classroom instruction.  District provides support for analyzing data that impacts instruction.  District aligns Professional Development activities so that they are focused on supporting student learning and instructional improvement.  District provides professional training in annual Special Education milestones and provides Top Ten management letters.  District encourages National Board Certification and teacher-directed professional development.  District provides additional data reporting systems to support school-wide analysis of student data and assessment.  The District creates professional development programs that help principals and teachers develop the knowledge and skills needed to improve student learning.  District and Office of Special Education provides certified and documented OSE/ENCORE training workshops.  OSE training for additional aides.  Central provides funds for individual teacher staff day.  Central provides support for mentor teachers for first and second year teachers.  District provides professional development to support the implementation of literacy and math frameworks and designs diverse programs to meet the needs of schools at all achievement levels.  Assistant Superintendents provide support to principals by monitoring specific targeted areas for the principal’s self-improvement.  District provides support for university and educational partnership.

III. Leadership for High Performance Management The principal is an educational leader who uses management and accountability skills to achieve effective and efficient organizational operations and facilitates and supports on- going communication to foster student achievement in the local schools.  Support for service learning and career development activities.  System integrates community resources (libraries, child care, etc.) to support participation in the instruction a program.  Team building strategies staff development.  Re-aligned and monitor school improvement plans.  Documented and certified principal training in leadership, program development, operations and procedures.  IEP and HOD compliance specialists.  Certified and documented principal training in Human Resources and Labor Relations procedures and regulations.

43  Documenting and reporting teacher certification.  Central should be monitoring contracts and compliance with legislation relating to special population.  Teacher and student recognition programs.  Support team of Budget analyst and HR staffing specialist.  Certified and documented technology in DC STARS, APDS, ENCORE, and Quik-Click.  Central provides through the Office of Communication, certified documented training on Developing Effective Media Skills.  Central provides through the Office of Bilingual Education, translation of all Central Office communication to parents and provides contacts for school-based information translated.  Central provides interpreters when school staff is not proficient in the language needed for communication.  Central provides EEO and Labor Relations documentation and training on adverse actions.  Office of Communication compilation and publication of yearly, monthly calendars of school activities

IV. Leadership for the Education of Students with Disabilities The principal is an educational leader that facilitates supports and initiates reform strategies to implement education programs for students with special needs.  Central Office provides clear policies, guidelines and support on how the principals will identify, evaluate and provide effective services for children with special education needs.  Central Office helps the local schools to provide better procedures for decreasing the number of referrals and hearing requests generated at the local schools through effective professional development.  Central Office provides technical support in areas identified by the principal in various special education settings.  Central Office ensures an appropriate allocation of staff with regard to special education case loads and class sizes.  Central Office allocates staff and other resources as required by the IEP and ensures that all services are provided as specified in the IEP.  Central Office provides support in helping the schools to meet IEP mandates and the early and effective resolution of special education disputes.  Central Office defines and implements professional development opportunities to help principals in their effective use of ENCORE.  Central Office disseminates on-going updates on policies and other procedures related to special education initiatives through the Office of Communications.  Central Office develops standards for establishing and maintaining high quality special education programs with the support of the principals.  Central Office provides opportunities for principals to provide rating input for those who are assigned to school

44  Central Office provides clear data information about how schools are staffed for special education related services.  Central Office provides schools with written schedules and tour of duties and duties and responsibility for service providers  Central Office provides necessary service provider staff to complete both initials and reevaluation.  Central Office notifies principals of all hearings and needed items for hearings in a timely fashion  Central Office notifies principal directly before service providers are pulled from building for meetings, hearings, etc.  Central Office contacts principals before consideration of student placement in programs.

V. Leadership for Parent, Family and Community Collaboration and Support The principal is an educational leader that understands parental involvement is one of the keys to Student Achievement and respects parents as full partners with DCPS in every aspect of the education of their children by setting forth requirements for the involvement of parents in a variety of roles in the local schools.  Central develops parent workshops including support for special populations and social concerns.  Central and the Office of Student Support Services coordinates an annual school options fair.  The Office of Information Technology disseminates meaningful school report cards and attendance information.  Central maintains a DCPS website of school events, school data and school report cards.  The OIT disseminates meaningful school report cards and attendance information.  Central maintains a DCPS website of school events, school data and school report cards.  The Office of the Associate Superintendent implements a city-wide parent conference.  Parent involvement resources are made available by divisional parent partnership officers.  Central supports staff and resources to develop programs to return students from private placement.  Central and OBE provides interpreters, upon request, for school-based functions and parent-teacher conferences when no staff in school is proficient in the needed language.  Central develops standards for establishing, maintaining high quality school- agency partnerships.  Central reality office provides coordinated and approval usage of the school for community events.

45 VI. Leadership for an Engaging and Responsible School Culture The principal is an educational leader who works with others to ensure a working and learning climate that is safe, secure, and respectful of diversity. . Provides technical support.  Provides continuous updates.  Provides operations support and related services.  Provides guidance and training on DCOS non-discrimination and harassment policies.  Conducts employee volunteer background checks.  Identifies materials and other items for building reserves.  Provides funding for supplies.  Provides non-discrimination policy.  Develops policies, procedures, roles and responsibilities.  Provides training and support for building a successful learning community,  Central and the Office of Multicultural Development provides staff development guidance and multicultural training and resources.  Central will support the satisfaction survey and other surveys to ensure that they are uniform and fair.

46 DUTIES OF THE ASSISTANT SUPERINTENDENT

Supervision and Monitoring  Provide on-going supervision and support to principals.  Provide on-site monitoring ~ verbal and written.  Assist the principal with and knows the federal regulations to maintain school compliance.  Provide and aid the principal with the knowledge and understanding ofthe DCPS policies and regulations.  Review school data with principal.  Establish and maintain effective communication and professional relationship with the principal.

Assistance and Support  Identify and provide plan(s) of improvement.  Provide support to principals in order to minimize central office concerns.  Meet with new principals to provide additional support.  Serve as mediator where necessary.  Provide resources, materials, training and support to accomplish goals.  Provide support and resources for principals to improve job performance

Guidance and Direction  Review, support and approval of the Local School Plan.  Provide orientation and staff development training services to principals.

47 PLAN OF IMPROVEMENT

A principal who earns a score below the acceptable performance measure will be placed on a Plan of Improvement. The Plan of Improvement shall be completed in all areas where the Assistant Superintendent has identified major deficits. The Assistant Superintendent and the principal will agree on the areas in the initial conference and will discuss and decide goals, objectives, specific activities and proposed outcomes. At the Mid-Year Conference, the goals and objectives will be reviewed and recommendations cited. The Plan may be amended at any point during the year, provided the principal and the Assistant Superintendent agree. The end-of- the year review should indicate reasonable improvement in the identified performance areas.

When reasonable improvement is not evident and the principal receives a score below the mandated standards, the principal will be recommended for termination. In some cases alternative placement may be recommended by the Superintendent of Schools.

48 EVALUATION FOR PRINCIPALS

PLAN OF IMPROVEMENT

Name of Principal: ______Division: ______

School: ______Telephone/Fax: ______

Assistant Superintendent: ______

Standards: Please check the Standard(s) where support is needed and specific details relating to the proposed plan of improvement. □ Leadership for Teaching and Learning: Goal:

Objective Proposed Timeline Expected Central Assessment Office Support

□ Leadership for Professional Development: Goal:

□ Leadership for High Performance Management: Goal:

49 □ Leadership for the Education of Students with Disabilities: Goal:

□ Leadership for Parent, Family and Community Collaboration and Support: Goal:

□ Leadership for an Engaging and Responsible School Culture: Goal:

Signature of Principal: ______Date: ______

Signature of Assistant Superintendent: ______Date: ______

50 APPENDICES - 50 -

51 District of Columbia Public Schools

Measuring What Matters: Student Achievement

Initiating Measures to Help Principals Be Successful

Alignment of the Standards, Strategies, Indicators of Success, Evidence and Central Office Support to Schools

52 Alignment of the Standards, Strategies, Indicators of Success, Evidence and Central Office Support to Schools

Points to Remember

A concerted effort has been made in revising this document to align the standards, strategies, indicators of success, evidence and Central Office Support to the schools. However, it is important for the Assistant Superintendent or designated evaluator to consider the following in their rating of the principals:

 The unique population of the locale in which the school is located

 The involvement of the principals in making changes and ongoing progress in identified areas

 Indicators of success may not pertain to a specific school where designated changes are taking place.

 The appointment of new principals should automatically ensure special attention to their needs, on-going involvement in professional development, and special support from the Assistant Superintendents and Central Office.

 The principals have been given an opportunity to write strategies that are unique to each of the Standards for implementation. The strategies should be discussed with the Assistant Superintendents or rating officers. After the approval, specific implementation steps should be initiated at the local school level.

 The evaluation tool will be monitored throughout the first year of the implementation and appropriate modifications will be made and implemented for the next school year.

 It is essential that we change the culture of the Central Office to support efforts to raise student achievement. Monthly monitoring and accountability reports will validate this process.

 The evaluation tool incorporates the needs of all students, particularly bilingual students and inclusion of students with disabilities in the general education classroom and the related implications that derive from this theme of reform. 53 I. LEADERSHIP FOR TEACHING AND LEARNING

The principal is an educational leader who promotes leadership for literacy, numeracy, the development of organizational, instructional, and assessment strategies that enhance teaching and learning. Strategy Indicators of Success in Local Schools Suggested or Possible Samples of Central Support to Schools Evidence A. The principal develops and The principal develops the vision using  Planning agendas from student  Workforce Development communicates with all parental, student, staff, and community government, faculty meetings, provides quality, stakeholders the school vision involvement. administrative team meetings, staff documented professional aligned with the mission and development, and LSRT training. development on team goals of the system. The principal implements a variety of  Meeting minutes and agendas of building for LSRT and programs that encourage parents, businesses PTA/Home School Associations increasing parent and universities to participate in the  Parent and community newsletters involvement implementation of the school vision. showing school partners  Certified and on-going  Advisory board meetings and training for new and The principal models the core beliefs of the partnership agreements returning principals on school vision that includes all stakeholders  Correspondence to parents, current policies and and recognizes and celebrates those who community, mentors, partners procedures. contribute to its implementation.  Related news articles, news releases,  All central office notification of broadcasts, communication to parents The principal ensures the inclusion communication. is translated and of all members of the learning  Parent workshop flyers, event disseminated to schools in community by providing school- evaluation forms, activity calendars the five major languages of related communication in the  Student, faculty, parent handbooks and DCPS. languages represented by the policy manuals  OBE provides interpreters, students and their families.  School communication provided, upon request, for school- The principal uses a variety of supervisory whenever practicable, in the languages based functions and parent- and evaluation models in effectively represented by the students and their teacher conferences when managing a diverse and complex learning families no staff in the school is community where differences and similarities  A log of interpretation services proficient in the needed are recognized and valued. provided to parents language.  Teacher-made tests  OSE provides The principal models the core beliefs of the comprehensive support via school vision to all stakeholders and  Science/research student projects or portfolios school support teams, sp ed recognizes and celebrates those who specialists, compliance  Benchmark assessments identified in contribute to its implementation. officers, and ENCORE Local School Plan, Goal 1 The principal facilitates the development of teams.  Promotional exercises the school vision utilizing parental, student,  OSE monitors the  Complete IEP, Progress notes B. The principal ensures the staff and community involvement through the attainment of annual OSE 54 Strategy Indicators of Success in Local Schools Suggested or Possible Samples of Central Support to Schools Evidence success of all students by LSRT, PTA, SCAC, faculty and  Documentation proving that every milestones and progress directing, monitoring, and administrative meetings. student who has exited the  Certified and documented supporting an instructional bilingual/ESL program within the staff development on program to improve teaching The principal ensures that under performing previous two years is receiving diversity and special and learning, and utilizing the staff are supported in a timely manner. monitoring services. populations Student Support Team (SST)  Planning agenda and meeting minutes  Instruction support teams to review student progress. The principal ensures the timely and quality of the LSRT, PTA, SCAC, student from the Office of the evaluation of staff to validate appropriate government faculty and administrative Assistant Superintendent, consequences for staff performing in an meetings reflecting discussion and Academic and Student unsatisfactory manner and acknowledgement collaboration on the school vision. Support Services, and of exemplary teachers.  Drop Out Data indicating decrease in Special Education dropouts.  Certified and documented The principal ensures that scheduling is  Goal 1 and 2 of the local school plan principal training for efficient as reflected by class size. are implemented.2 instructional leadership and  The principal ensures that parents and instructional supervision students are given and informed of best  OBE provides guidelines possible course offerings. and forms for conducting  Documentation proving that the SST the monitoring of formerly- process has been implemented LEP students  Central Administration will need to provide better procedures for collecting data, clear definition of a drop out (i.e. how many absences etc?)  Central Office becomes a Partner with the local school in providing support, finds and staff to implement the Student Support Team (SST) process.  . 1Goal 1 of the Local School Plan is to increase academic achievement and learning for all students based on student achievement data. (current focus is on reading and mathematics. Goal 2 is: Implement first-rate learning environments, rigorous curricula, strong academic programs, and extensive enrichment offerings. 2 55 Strategy Indicators of Success in Local Schools Suggested or Possible Samples of Central Office Support Evidence B. continued) The principal The principal ensures that the master  Project based learning documents  Data collected and analyzed ensures the success of all students schedule at the high school level has  Data computer printouts needs clear direction and by directing, monitoring, and reflected academic and career tech  Attendance data for students and staff support from central supporting an instructional offerings.  Dropout data administration. program to improve teaching and  Remediation program data learning. Goals 1 and 2 (or goals pertaining to  Student grade analysis and report student achievement ensure improvement 2 cards of teaching and learning.  Annual accomplishment reports .  Service provider logs/attendance records  Platinum Standard Computer software usage documentation  50% of IEP documents developed utilizing IEP EZ  Computer hardware is available for use by all staff including resource teachers  Software programs are purchased that meet the needs of all students

2Goal 1 of the Local School Plan is to increase academic achievement and learning for all students based on student achievement data. (current focus is on reading and mathematics. Goal 2 is: Implement first-rate learning environments, rigorous curricula, strong academic programs, and extensive enrichment offerings.

56 Strategy Indicators of Success in Local Schools Suggested or Possible Samples of Evidence Central Office Support

C. Student growth and The principal disaggregates standardized  English language proficiency targets for  Standardized test instruments development are measured by test data and utilizes this data to design NEP and LEP students for all student populations the school system’s mandated school-wide test improvement programs  Implementation documentation from  Assessment training for all instruments, including for reinforcement, acceleration and Local School Plan Goal 1 standardized test standardized tests and other Special population.  State Approved Assessment AYP targets administrators designated evaluation for all students, inclusive of LEP and  Test monitors instruments. The principal utilizes local school staff Special Education students.  Certified and documented development to examine student test data  Program documentation training for all administrators and design program reforms.  Number of students tested and adherence on data interpretation, to testing conditions standardized test preparation, The principal implements a standardized  NEP/LEP students’ performance on alternative assessments by test improvement program that actively alternative portfolio rubric assessment. OBE and SPED engages a high performing team in the  Number or percentage of LEP students  Instructional support for design and implementation of a who become FEP annually. program development by prescriptive improvement program. School Performance officers, content specialists. The principal implements system  Standards and targets set and assessments identified and prescribed for technical support to schools special populations. by OBE, special education, Academic and Student Support Services.  Review quarterly, the progress of each school to determine whether the school is progressing toward the targets for the AYP.  Publish and disseminate AYP results to parents, teachers, schools and the community.

D. The principal analyzes and The principal monitors standards driven  Implementation of benchmarks in Local  Certified and documented communicates school and instruction in all content areas and ensures School Plan, Goal 2 professional development on student data to implement that learning time is maximized in a  Grant proposals test data disaggregation programs and activities that supportive, orderly, and caring  Community partnerships  Content specialists classroom deploy certified staff to serve the environment.  After school programs visits and suggested strategies needs of a diverse student  Summer school programs and activities population and support the The principal utilizes data and assessment  Before, after and during school tutoring  Data systems to monitor curriculum standards. to adjust instruction, identify intervention  IEP development individual and school-wide and meet the achievement objectives of  Documentation/pullout programs progress. Local School Plan, Goal 2.  Focus walk documentation  Classroom visits by schools performance officer and other The principal utilizes data to identify  The results of the OBE Intake Center assessments for all new linguistically Central office personnel. students needing academic and/or social  Certified and documented support and provides academic and culturally diverse (LCD) students are in the cum. folders of all language staff development in data intervention to provide multiple learning interpretation opportunities for all students. minority (LCD) students, and these results are made available to  After school program support  Monitor participation and The principal utilizes a variety of practitioners for program-planning purposes quality of after school and assessment data to plan instructional extended year programs programs and assess school-wide progress.  Registrars maintain a log indicating that new LCD students have received  The OBE Intake Center provides linguistic and School based professional development assessment and orientation at the OBE academic assessments to all activities provide opportunities for Intake Center. incoming LCD students and teachers to examine school-wide  Planning agendas and meeting conducts a student-parent achievement interview in which previous medical, social and academic history information are recorded.  OBE works with school registrars to ensure that families come for assessment and orientation.

E. The principal develops a The principal organizes the school day and  PPEP target plans, unstructured and  Resources for after school and culture of high expectations for year to maximize instructional time for all structured evaluations extended day programs self, students, and staff students particularly in reading and  Provisions for academic planning  Opportunities for parent performance mathematics instruction.  Honor society memberships training and workshops  Talented and gifted programs  Principal training for The principal actively monitors classroom  Teacher mentors instructional leadership instruction.  Recognition/award assemblies  Resources for high quality  Attendance targets summer school The principal provides adequate planning  Timely submission/completion of  DCPS Technical Evaluation time for teachers both within and across evaluations. model. grades to pace curriculum, plan  Staff certification documents  Gifted and accelerated instructional strategies, examine student  Middle States self study program opportunities and work, assess the needs of special staff training populations and monitor compliance.  Reduced adverse action documents  All students listed as entitled to services  Textbooks, curriculum guides and pacing charts. The principal develops with stakeholder’s on the Language Minority Enrollment  School Support personnel in curriculum and instruction appropriate for Report are receiving bilingual/ESL the content area, special varied teaching and learning styles and services as evidenced by class rosters education and bilingual specific student needs based on gender, and/or individual student schedules education. ethnicity, culture, English proficiency  All students in ENCORE are receiving  Central minimizes activities level, and social class. services prescribed by IEP, progress notes, and LRE placement. that take away from instructional time. The principal provides adequate resources  ENCORE Principals Management for high quality instruction—including reports, Child count reports,  OBE keeps Language instructional resources, staff development, Minority Enrollment Report and technology. updated as to the eligibility of students for Bilingual/ESL The principal identifies and implements a services and provides updated strong mentoring and tutoring program to reports to schools throughout assist students who are not progressing. the school year.  Central office provides support to school that are trying to develop curriculum to meet student needs.

59 Strategy Indicators of Success in Local Schools Suggested or Possible Samples of Central Office Support Evidence F. Technology is utilized in The principal maximizes the resources of  Benchmark implementation of Local  Certified and documented teaching and learning the school budget to provide resources for School Plan, goal 6 technology training teachers to purchase computer and media  Auto dialer information opportunities for all school equipment, computer software, classroom  Internet access personnel supplies to integrate technology into the  E-SIS and ENCORE implementation  System-wide technology classroom curriculum.  Media presentations initiatives  Classroom video equipment  Technology training in Technology resources are differentiated to  Improved student computer ratios Microsoft, ENCORE, Student meet the needs of all students.  Computer software usage information system, IEP EZ documentation  Mandatory technology overview The principal utilizes federal grant  50% of IEP documents developed for all new teachers to DCPS. resources by writing individual grants and utilizing ENCORE EZ  Central Office facilitates the participating in system technology grants timely disbursement of federal that train teachers and staff.  Computer hardware is available for use by all staff including resource funds to local schools so that teachers they may be utilized.  Software programs are purchased that  Central office personnel provide meet the needs of all students advice on purchase of media equipment and computer hardware and software.  Central office personnel offer support in writing grants and disseminate information about grant writing opportunities.

G. The principal ensures that the The school made Adequate Yearly  DC CAS test data  Central Office will monitor the school achieves Adequate Yearly Progress in Reading, Mathematics, and  Interim Test Data test data and provide support. Progress in Reading, Attendance.  Benchmark Test Data Mathematics, and Attendance  Attendance rate of 95% under the No Child Left Behind Act.

60 II. LEADERSHIP FOR PROFESSIONAL DEVELOPMENT

Strategy Indicators of Success in Local Schools Suggested or Possible Samples of Central Support to Schools Evidence The principal is an educational The principal provides research-based  List of completed professional  District provides leader who fosters a culture of opportunities for teachers to enhance development activities with names of calendar of in-service continuous professional their understanding of the students they participants; workshops that promote development focused upon teach.  Workshop evaluations; system’s goals and teaching and learning.  Professional Development Needs priorities for The principal allocates adequate time A. The principal plans and Assessment; instructional program; for classroom visitations and common implements a professional  New Teacher Training Agendas and  District provides planning time to collaborate on student development calendar that is records of support; technology to support work. focused on student achievement  Monitoring Schedule with feedback; classroom instruction; and school improvement.  Pre/Post Conference Schedules  District provides support The principal provides instructional  Documentation of training for analyzing data that support for teachers opportunities for custodians, food impacts instruction service employees, educational aides,  District aligns The principal provides on-going support staff and teachers. Professional professional development aligned to  Documentation of staff development Development activities school priorities, school improvement targeted to departments/grade level focused on supporting plans, and focused on the District’s teams. student learning and priorities and goals of literacy, instructional mathematics, and writing. improvement,  District provides The principal provides staff principal training in development targeted to high annual Special Education performance school teams. milestones and provides Top Ten management letters.  District encourages National Board Certification and teacher- directed professional development;  district provides additional data reporting systems to support school-wide analysis of student data and 61 Strategy Indicators of Success in Local Schools Suggested or Possible Samples of Central Support to Schools Evidence assessment B. The principal attracts and Professional development activities,  Records of Teacher Pre-Conferences,  The District creates retains high- performance teachers workshops, and conferences are Classroom visits, and post-conference professional by providing staff development followed by reflection, planning, and meetings; development programs and instructional support implementation of improved teaching that help principals and consistent with Goal Four of the practices teachers develop the Local School Plan. 3 knowledge and skills needed to improve student learning;  Office of Special Education provides certified and documented OSE/ENCORE training workshops.  OSE Training for educational aides  Central provides funds for individual teacher staff day.  Central provides support for mentor teachers for first and second year teachers .

Goal 4 of the local school plan.

Strategy Indicators of Success in Local Schools Suggested or Possible Samples of Central Office Support Evidence

62 B. (continued) School staff and teachers are  Records of assistance to first-year  District provides supported in pursuing additional teachers (agendas and classroom professional development education and National Board visitations, anecdotal records, to support the Certification feedback); implementation of literacy  Principal’s mentoring activities and math frameworks and Teachers are encouraged to join  Administrative leave documentation designs diverse programs to professional organizations and meet the needs of schools at network with other professionals all achievement levels; The school places a high priority on participation in teacher training programs offered by the District C. The principal implements a The principal is a  Copies of Professional development  District provides support targeted self-development plan presenter/participant at local or activities and certificates of for university and that leads to increased leadership national committees, conferences, completion or participation; educational partnerships; confidence and school-wide and/or workshops; Individual Professional Development  Assistant Superintendents improvement The principal completes courses or Plan with approval from Assistant provide support to seminars offered by district, college Superintendent; principals by monitoring or university training; the principal  Professional memberships specific targeted areas for attends workshops that support school documented the principal’s self- district’s vision, mission, or goals improvement Membership in local, national, and international professional organization(s) is evidenced (e.g., NAESP, NASSP, DCAESP, DCASSP, ASCD)

III. LEADERSHIP FOR HIGH PERFORMANCE MANAGEMENT

The principal is an educational leader who uses compliant management and 63 accountability skills to achieve effective and efficient organizational operations in support of instruction. Strategy Indicators of Success in Local Schools Suggested or Possible Samples of Evidence Central Office Support A. The principal builds high The principal provides opportunities for  Meeting minutes and planning agendas  Support for service performing teams. shared governance by students, staff, parents, from student government meetings, learning and career and community; faculty meetings, staff development, development departmental/team meetings, parent activities The principal utilizes effective group workshops, MDT, SST  System integrates processes and consensus-building skills to  Planning and Meeting Agendas community involve all stakeholders in decisions affecting  Members of the LSRT/Governance resources (libraries, schools;  PTA/HAS Membership Roster recreation, child  Logs of Meetings care, etc.) to support The principal motivates and inspires  Committees participation in the stakeholders to contribute to the success of  Student Government/Council instructional school programs.  Translated notices to parents program.  Sign-in sheets for parent functions  Team building Provides culturally sensitive outreach to LCD include evidence of language minority strategies staff parents in a language LCD parents are able to parent participation development understand. B. The principal ensures effective The principal regularly communicates,  Master Schedules  Re-align and monitor management of the facility and the monitors, evaluates, revises, and implements  PPEP documentation school improvement organizational operations for a the local school plan to safely and securely  Building use agreements plans safe, efficient, and successful maintain the school environment.  Contracts  Documented and learning environment and  Incident Reports certified principal establishes and maintains The principal develops and implements a plan  Fire Drill Logs training in professional communication with to maintain and/or increase student  Inventory Reports leadership, program all school stakeholders. attendance  Safety Committee Planning Meetings development,  Suspensions operations and The principal engages in activities that ensure procedures.  Custodial Cleaning Schedules the school plant, equipment, and support  IEP and HOD  Food/Health Inspection Reports systems operate safely, efficiently, and compliance  Fire Inspector Reports effectively. specialists

Strategy Indicators of Success in Local Schools Suggested or Possible Samples of Evidence Central Office Support B. (continued) The principal creates and maintains a safe,  Annual calendar  Certified and clean, and aesthetically pleasing school  Emergency Response Plan documented principal 64 environment.  Duty schedules training in Human  Departmental/Team planning agendas Resources and Labor The principal maintains accurate, secure, and  School rituals and routines Relations procedures confidential school records.  Behavior plan and regulations.  School Improvement Plan  Documenting and The principal adheres to all policies and  Full IEP and HOD compliance reporting teacher procedures to insure compliance with  Special Education timeline compliance certification contractual agreements, local and federal  ENCORE management reports of  Central should be legislation regarding special populations and upcoming meetings/reveals monitoring contracts compliance issues.  Documents to support legal actions and compliance with legislation relating to  Acceptable student data for DC STARS The principal ensures compliance with the special population. rollover and records transfer process Unsafe School Choice Option requirements  Office of  Correspondence to LSRT/School of the No Child Left Behind Act. Communication Governance Team, staff, students, parents certified and in appropriate languages The principal builds collaboration, documented training  E-mail summaries understanding, and respect between and on Developing among groups  Satisfaction survey forms Effective Media Skills  Annual reports  Office of Bilingual The principal uses frequent and timely  Volunteer/Recognition programs Education provides written and oral communication to keep  Flyers, brochures, press announcements translation of all constituents informed.  Newsletters/Student/Parent publications central office  Business and community partnerships communication to The principal maintains honesty and  Open house parents and provides integrity and maintains confidential  Parent conference Schedules contacts for having information within the limits of the law in  Special population meeting notices school-based dealing with people.  Telephone logs/Mailing logs information translated.  Translated versions of school  Office of Bilingual The principal provides parents with communication to parents Education provides appropriate communication for evaluating  Log of interpretation services provided to interpreters when student progress, attendance, suspensions, parents school staff is not and school events proficient in the language needed for communication.

65 C. The principal efficiently The principal follows state and federal  Annual budget  Teacher and student manages fiscal, material, human regulations, statutes, policies, and  Budget reconciliation documents recognition programs resources for the successful procedures in making management  Supplemental funding for school programs  Support team of implementation of the school decisions. documentation Budget analyst and HR program, utilizes technology to  P Card and SAF reports staffing specialist effectively manage school The principal aligns financial, human, and  Staffing schedule A reconciled  Certified and operations, and effectively material resources to the vision of the school  Addressed staffing vacancies documented responds to and resolves and the implementation of the Local School  Certified ENCORE/data personnel technology training in concerns and issues/problems in Plan.  Work orders DC STARS, APDS, timely manner.  E-mail ENCORE, Quik-Click The principal effectively utilizes technology  EEO and Labor to manage the school facility.  ENCORE management reports  DC STARS/e-SIS, master schedule Relations documentation and  APDS The principal utilizes a variety of training on adverse  Quik Click supervisory and evaluation methods in actions  Textbook Management effectively managing a diverse and complex  Office of learning community where differences and  Telephone Logs Communication similarities are recognized and valued.  Correspondence and e-mail summaries compilation and  Telephone logs publication of yearly,  Anecdotal Logs monthly calendars of  Information, whenever practicable, in the school activities languages of the school community

66 IV. LEADERSHIP FOR THE EDUCATION OF STUDENTS WITH DISABILITIES The principal is an educational leader that facilitates, support, and initiates reform strategies to implement educational programs for students with special education needs.

Strategy Indicators of Success in Local Schools Suggested or Possible Samples of Central Support to Schools Evidence A. The principal supervises The principal develops the beliefs, mission  Planning agendas from scheduled  Central Office provides educational programs that statements, and goals that clearly address all meetings relating to identified issues certified and on-going reflect the special education children, including children with disabilities.  Meeting minutes and agendas of training for new and responsibilities of identifying, PTA/Home School Association returning principals on evaluating and providing The principal ensures that all stakeholders –  Correspondence to special education current policies and effective services for children including special education professionals, professionals, related service procedures in special with special education needs. related service providers, early childhood provide, early childhood providers, education providers and parents and families of children parents and families of children with  Central Office provides with disabilities – are involved in the process of disabilities. communications to parents developing beliefs, mission statements and  Advisory board meetings and that are translated and goals. partnership agreements disseminated to schools in  Documented evidence of the five major languages of The principal ensures that all beliefs, mission professional development offerings DCPS statements, and goals are consistent with IDEA  Parent workshop flyers, event  Central Office disseminates legal standards. evaluation forms, activity calendars on-going updates on policies  Teacher workshop flyers, event and other procedures related The principal understands what constitutes evaluation forms, activity calendars to special education qualified special education personnel and  A log of services to parents and initiatives through the Office quality special education and related services. teachers of Communications  A log of follow-up activities to the  Central Office develops The principal works with the district’s central Central Office and a file of standards for establishing office, as appropriate and needed, to ensure an responses received from the Central and maintaining high quality appropriate allocation of staff with regard to Office special education programs special education caseloads and class sizes.  Log activities with the with the support of the paraprofessionals principals The principal ensures that roles and  Central Office ensures an responsibilities of paraprofessionals and related appropriate allocation of staff service professionals are clearly delineated with with regard to special respect to their work with children with education caseloads and class disabilities. issues  Central Office ensures an appropriate allocation of staff with regard to special 67 Strategy Indicators of Success in Local Schools Suggested or Possible Samples of Central Support to Schools Evidence A. (continued)  education caseloads and class issues and follow-ups to ensure success B. The principal involves the The principal understands that the Student  Log of allocations provided to the  Central Office helps the local appropriate staff and supportive Support Team (SST) process is a regular local school and placement of staff schools to provide better partnership in a collaborative instructional program, but provides a members in appropriate roles procedures for decreasing the effort to implement the Student collaborative effort for special educators to be  Evidence of the implementation of number of referrals and Support Team (SST) process, fully involved in the successful implementation procedures that are consistent with hearing requests generated at the number of referrals and of the process. the overall intent of the IEP team the local schools through hearing requests generated at  Evidence of collaboration between effective professional the school, effective use of The principal implements procedures that are the regular and special educators to development ENCORE, timely scheduling consistent with the overall intent of the IEP share responsibility for the  Central Office provides and attendance of staff at IEP process. educational achievement of children technical support in areas meetings and the early and with disabilities identified by the principal in The principal ensures that both regular and effective resolution of special  Evidence of instructional schedules various special education special educators share responsibility for the education disputes. that minimize disruptions in settings educational achievement of children with instruction for individual children  Central Office allocates staff disabilities.  Documentation highlighting that and other resources as The principal develops in collaboration with timelines have been established to required by the IEP and regular educators, special educators, and related effectively resolve special education ensures that all services are service providers – instructional schedules that disputes provided as specified in the minimize disruptions in instruction for  Evidence that parents are given the IEP individual children. opportunity to share ideas and  Central Office provides solutions for improving special support in helping the education and related services and schools to meet IEP increasing the achievement of mandates and the early and children with disabilities effective resolution of special  Documentation that the principal education disputes by on- builds relationships and supportive going interaction with the communication links with the principal community and the schools.

68 Strategy Indicators of Success in Local Schools Suggested or Possible Samples of Central Support to Schools Evidence B. (continued) The principal implements procedures and works  Evidence that the principal works  Central Office defines and with the Central Office to identify, establish an with the Central Office to ensure implements professional early timeline, and effectively resolve special that the results of assessments are development opportunities to education disputes. disaggregated where required by help principals in their the D.C. Public Schools effective use of ENCORE The principal develops decision making  Central Office provides processes and procedures that enable and individuals (e.g. from encourage all staff to share ideas and solutions Accountability or Testing for improving special education and related Departments) who analyze, services and increasing the achievement of disaggregate, and manage children with disabilities. data.

The principal builds relationship and supportive communication links with the community and the school.

The principal works with the Central Office to ensure that the results of assessments are disaggregated where required by the D.C. Public Schools.

69 V. LEADERSHIP FOR PARENT, FAMILY AND COMMUNITY COLLABORATION AND SUPPORT

The principal is an educational leader who respects parents as full partners with DCPS in every aspect of their children’s education. Understands parental involvement is one of the keys to Student Achievement and involves parents in a variety of roles in the local schools.

Strategy Indicators of Success in Local Schools Suggested or Possible Samples of Central Support to Schools Evidence A. The principal provides The principal facilitates constructive and  Newsletters  System develops parent information to family and students timely communication to  Bulletins and flyers workshops including regarding student status and parents/guardians relative to student  Parent Handbooks support for special progress in a timely and consistent progress, attendance, activities,  Letters and notices populations and social manner recognition events, and meetings.  Recognition programs concerns  The Office of Student 4  Report cards, progress notices Goal 5 or the relevant goal on parent and  Handbooks Support Services community involvement indicates parental  Parent workshops coordinates an annual and community input.  Parents ensure that parent school options fair. involvement information is posted on  The OIT disseminates The reasons and process involved in school bulletin boards and at meaningful school report decisions are communicated to parents and entranceways. cards and attendance the school community.  Log of telephone calls by information. administrators indicating parents have been contacted regarding discipline infractions or other issues.  Parent satisfaction survey indicates information is accurate and important and that communication is timely,  Reduction in the number of Non- public Placements.

4 Goal 5 of the Local School Plan is to: Enable and energize parent and community involvement and strengthen partnerships. 70 B. The principal involves parents, The principal promotes home/school  Meeting agendas  The system maintains a solicits and encourages input and partnerships to support school programs.  Active PTA/HSA DCPS website of school feedback in school activities and  School calendars events, school data and decision making process, and The principal promotes the school as a  Parent Resource Center school report cards. accesses and effectively uses center for community involvement.  Parent Programs  The Office of the community resources.  Before and After school activities Associate Superintendent The principal provides culturally sensitive  Special meetings implements a city-wide outreach to LCD parents in a language  Parent Surveys parent conference LCD parents are able to understand.  Sign-in sheets for parent functions  Parent involvement include evidence of language minority resources are made The principal utilizes community liaisons parent participation. available by the divisional and resources to enhance student learning parent partnership officers and support student goals  Parent outreach communication is available in languages the parents are  Support staff and able to understand resources to develop  Parent involvement activities include programs to return topics unique to serving students students from private whose first language is other than placement. English and who are new to the  OBE provides interpreters, language and culture of the school. upon request, for school-  Active Partnerships based functions and parent-teacher conferences  Community Surveys when no staff in the school  School brochures and other outreach is proficient in the needed efforts that support access to language. The district instruction (i.e., open house, school develops standards for fair, etc.) establishing, maintaining high quality school-agency partnerships  The reality office provides coordinated and approved usage of the school for community events

71 VI. LEADERSHIP FOR AN ENGAGING AND RESPONSIBLE SCHOOL CULTURE The principal is an educational leader who works with others to ensure a working and learning climate that is safe, secure, and respectful of diversity. Strategy Indicators of Success in Local Schools Suggested or Possible Samples of Central Office Support Evidence A. The principal implements and The principal will develop in collaboration  Volunteer Packet  Provides technical support enforces policies and procedures with school groups:  Faculty Handbook  Provides continuous consistently and responsibly to school-wide discipline plan, safety,  Student/Parent Handbook updates help ensure a school environment security plan, emergency response plan,  Parent Compact  Provides operations support that is safe, stable, and conducive and school Handbooks.  Meeting and Training Schedule and related services 5 to learning.  School-wide discipline plan  Provides guidance and  Safety and Security Plan training on DCOS non-  Emergency Response Plan discrimination and  School Improvement Plan harassment policies.  Conducts employee volunteer background checks. B. The principal develops and The principal supports students and staff  Evacuation plans;  Identifies materials and implements programs and through crises and other challenges.  Fire drill and evacuation reports other items for building humanistic policies to encourage,  List materials and supplies provided reserves recognize, and support specific The principal creates an atmosphere of to ensure the safety and security of  Provides funding for student needs based on gender, respect among and toward students students and staff in emergency supplies ethnicity, culture, social class, and situations  Provides non- special needs to help students and The principal ensures that staff feels  Documentation of partnerships discrimination policy. staff to form productive and respected, valued, and important.  Special Events Programs and  Develops policies, respectful relationships which Schedules procedures, roles and promote equity among individuals The principal provides training for staff on  Support programs made available to responsibilities and specific populations. multiculturalism and encourages all students  Provides training and instructional staff to integrate multicultural  Staff development agendas and sign- support for building a perspectives with classroom instruction. in sheets from multicultural training successful learning sessions community  Multicultural displays, literature and  Office for Multicultural lessons are evident in the classrooms Development provides staff development guidance on multicultural training and resources  Central Office will support

5 72 Strategy Indicators of Success in Local Schools Suggested or Possible Samples of Central Office Support Evidence the satisfaction survey and other surveys to ensure that they are uniform and fair. 

Goal 3 of the local school plan is: Make schools inviting for students. Making the schools inviting for students encompasses clear and well- implemented enrollment, attendance and discipline policies.

District of Columbia Public Schools 73 Performance Appraisal Rubric

District of Columbia Public Schools Performance Appraisal Rubric

Table I: LEADERSHIP FOR TEACHING AND LEARNING 74 The principal is an educational leader who promotes leadership for literacy, numeracy, the development of organizational, instructional, and assessment strategies that enhance teaching and learning.

Strategy Outstanding Proficient Satisfactory Needs Assistance Unsatisfactory L-A. The principal The principal The principal The principal The principal The principal rarely develops and establishes a creditable proactively seeks, establishes and inconsistently promotes promotes, ineffectively communicates with record of developing, creates, and uses maintains effective contributes to, and/or all stakeholders the implementing and opportunities and communication with all communication with the obstructs effective school vision aligned evaluating means to communicate stakeholders, the school stakeholders, the school communication with the with the mission and opportunities and effectively the school vision that is aligned vision that is aligned stakeholders, the school goals of the system. means to communicate vision that is aligned with the mission and with the mission and vision that is aligned with effectively the school with the mission and goals of the system, in goals of the system, in the mission and goals of the vision that is aligned goals of the system, in the school and the school and system, in the school and with the mission and the school and community. community. community. goals of the system, in community. the school and community. L-B. The principal The principal creates a The principal The principal reviews The principal The principal fails to assess ensures the success of climate that consistently assesses programs and services inconsistently assesses the outcomes of programs all students by substantially promotes programs and services to assess how well they the outcomes of some and services resulting in directing, monitoring, creativity in teaching and makes appropriate meet the needs of programs and services; student achievement that and supporting an and supports increased adjustments with an students and teachers; and a collaborative consistently declines or instructional program student achievement, emphasis on meeting and a collaborative effort to implement the remains below expectations. to improve teaching and a collaborative teacher/student needs effort to implement the Student Support Team and learning, and effort to implement resulting in increased Student Support Team (SST) team. utilizing the Student the Student Support student achievement, (SST) process. Support Team (SST) Team (SST) process. and a collaborative process. effort to implement the Student Support Team (SST) process. L-C. Student growth Evidence of The principal The principal utilizes The principal The principal repeatedly and development are widespread staff- continually analyzes data from the school inconsistently applies makes decisions without measured by the commitment to student and uses appropriate system’s mandated data for student growth considering appropriate data school system’s growth and data from the school instruments, including from the school from the school system’s mandated instruments development that are system’s mandated standardized tests and system’s mandated mandated instruments including measured by the school instruments, including other designated instruments, including including standardized tests standardized tests system’s mandated standardized tests and evaluations to make standardized tests and and other designated other designated instruments that other designated informed decisions for other designated evaluation instruments 75 Strategy Outstanding Proficient Satisfactory Needs Assistance Unsatisfactory evaluation consistently result in evaluation instruments enhancing student evaluation instruments. instruments. measured that consistently result performance improvement. in measured improvement L-D. The principal The principal builds a The principal The principal analyzes The principal The principal fails to analyze analyzes and shared concept of the consistently analyzes and communicates inconsistently analyzes and communicate school and communicates school direction of the school, and communicates school and student data and communicates student data to implement and student data to which relates school data to to implement programs school and student data programs and activities that implement programs substantially to implement programs and activities that to implement programs deploy certified staff to and activities that analyzing, and and activities that deploy certified staff to and activities for a serve the needs of a diverse deploy certified staff communicating school deploy certified staff to serve the needs of a diverse population and student population and fails to serve the needs of a and student data to serve the needs of a diverse student inconsistently supports to support curriculum diverse student implement programs diverse student population and supports the curriculum standards. population and and activities that population and the curriculum standards. supports the deploy certified staff to supports the standards. curriculum standards serve the needs of a curriculum standards. diverse student population and in support of an exemplary instructional program. L-E. The principal The principal promotes The principal seeks, The principal The principal The principal rarely develops a culture of collaboration with staff creates and uses establishes and inconsistently promotes promotes, ineffectively high expectations for to effectively develop a communication to maintains effective contributes to and/or self, students, and culture of high effectively develop a communication to communication to obstructs effective staff performance. expectations for self, culture of high develop a culture of develop a culture of communication to develop a students, and expectations for self, high expectations for high expectations for culture of high expectations measurable staff students, and staff self, students, and staff self, students, and staff for self, students, and staff performance. performance. performance. performance. performance. L-F. Technology is The principal The principal The principal The principal provides The principal fails to utilize utilized in teaching encourages, continuously seeks, demonstrates minimal opportunities technology in teaching and and learning continuously seeks, applies and evaluates knowledge of and for the utilization of learning. applies and evaluates the utilization of provides direction for technology that the utilization of technology that the utilization of maximizes teaching and technology that maximizes teaching technology that learning. maximizes teaching and learning. maximizes teaching and and learning. learning. 76 Strategy Outstanding Proficient Satisfactory Needs Assistance Unsatisfactory

L-G. The principal The principal The principal The principal supports The principal The principal ineffectively ensures that the effectively supports consistently supports and evaluates the inconsistently supports supports and evaluates the school achieves and evaluates the and evaluates the instructional program in and evaluates the instructional program and Adequate Yearly instructional program instructional program order to show instructional program did not meet the District- Progress in Reading, in order to exceed the in order to meet the significant gains (Safe where gains in student wide goals in student Mathematics, and District-wide goals in District-wide goals in Harbor) in student achievement are achievement. Attendance under the student achievement. student achievement. achievement. minimal. No Child Left Behind Act. L-H. Write in Strategy: (Rubric for this category is discussed and agreed on by the principal and the Assistant Superintendent.)

Table II: LEADERSHIP FOR PROFESSIONAL DEVELOPMENT

77 The principal is an educational leader who fosters a culture of continuous professional development focused upon teaching and learning. Needs Strategy Outstanding Proficient Satisfactory Assistance Unsatisfactory L-A. The principal The principal provides The principal builds a The principal articulates The principal holds a The principal plans plans and implements a evidence of the shared concept of the and builds a clear and concept about and implements a professional planning and direction of the school appropriate conception of teaching and learning professional development calendar implementing of a through the planning and the direction of the school through the development calendar that is focused on comprehensive implementing of a through the planning and development of a that communicates student achievement and professional professional development implementing of a professional disconnected ideas and school improvement. development calendar calendar where professional development development calendar initiatives in place of which impacts upon instructional practice calendar pertaining to that is not always an overall concept of pedagogical practice increasingly reflects goals student outcomes. consistent or focused the direction of the and results in pertaining to student on student outcomes. school, and are not demonstrable outcomes. focused on student improvement in outcomes.. student outcomes. L-B. The principal The principal creates a The principal provides The principal seeks to The principal develops The principal is attracts and retains high- climate that promotes opportunities for the staff accommodate staff’s staff development experiencing performance teachers by the attraction of high- to access external development needs and programs with limited widespread apathy providing staff performing teachers professional experiences allocates time as an staff input and among staff members. development and by providing staff that helps in the attraction incentive to attract high- instructional support Little or no staff instructional support development and of high-performing performing teachers and inconsistent with Goal development occurs to consistent with Goal instructional support teachers and instructional instructional support Four of the Local enhance increased Four of the Local School consistent with Goal support consistent with consistent with Goal Four School Plan. student outcomes. Plan. Four of the Local Goal Four of the Local of the Local School Plan. School Plan. School Plan. L-C. The principal The principal regularly The principal proactively The principal identifies The principal The principal is unable implements a targeted acquires new skills, seeks out a broad range of and addresses self- participates or to identify and address self-development plan knowledge and best professional development development needs and is implements a targeted personal development that leads to increased practices in leadership opportunities that results open to direction that leads self-development plan needs. leadership confidence by implementing a in a targeted self- to a targeted self- to increase leadership, and school-wide targeted self- development plan that development plan to confidence and improvement. development plan that leads to increased increase leadership, school-wide leads to increase leadership, confidence and confidence and school- improvement only leadership, confidence school-wide improvement. wide improvement. when the need has and school-wide been highlighted. improvement. L-D. Write in Strategy: (Rubric for this category 78 Needs Strategy Outstanding Proficient Satisfactory Assistance Unsatisfactory is discussed and agreed on by the principal and the Assistant Superintendent.) Goal 4 of the Local School Plan:

Table III: LEADERSHIP FOR HIGH PERFORMANCE MANAGEMENT

79 The principal is an educational leader who uses compliant management and accountability skills to achieve effective and efficient organizational operations in support of instruction. Needs Strategy Outstanding Proficient Satisfactory Assistance Unsatisfactory L-A. The principal builds The principal creates The principal The principal consistently The principal does The principal fails to high performing teams. structures through team implements programs involves staff and not have a consistent institute methods to building that is evidenced and activities through students in team building plan to validate the build high performing through on-going team building that are activities that are building of high teams. feedback leading to evidenced through evidenced through on- performing teams to continuous improvement on-going feedback going feedback leading to improve school of school leadership, staff leading to continuous continuous improvement leadership, staff morale, and increased improvement of of school leadership, staff morale, and increased student achievement. school leadership, morale, and increased student achievement. staff morale, and student achievement. increased student achievement. L-B. The principal The principal models and The principal The principal effectively The principal The principal ensures effective creates a climate which effectively and efficiently aligns inadequately oversees inappropriately and/or management of the ensures effective coordinates the daily daily operations of the the daily operations ineffectively coordinates facility and the management of the operations, facility and the of the facility and the the daily operations of organizational operations facility and the maintenance, and organizational operations organizational the facility and the for a safe, efficient, and organizational operations safety of the school for a safe, efficient, and operations for a safe, organizational operations successful learning for a safe, efficient and for a safe efficient successful learning efficient, and for a safe, efficient, and environment and successful learning and successful environment and successful learning successful learning establishes and maintains environment and learning environment establishes and maintains environment resulting environment resulting in professional establishes and maintains and establishes and professional in an in efficient a disorganized and communication with all professional maintains communication with all work environment unproductive work school stakeholders. communication with all professional school stakeholders. and inadequate environment and . school stakeholders. communication with communication with ineffective all school school stakeholders. communication with stakeholders. school stakeholders. L-C. The principal The principal effectively The principal The principal plans, The principal plans, The principal efficiently manages fiscal, and efficiently plans, responsibly and manages and accounts for manages and inappropriately or material, human resources manages and accounts for efficiently manages fiscal, material and accounts for fiscal irresponsibly plans, for the successful fiscal, material and fiscal, material and human resources for the and other resources manages, or accounts for implementation of the human resources for the human resources for successful but inconsistently fiscal, material and school program, utilizes successful the successful implementation of the across all areas of human resources for the technology to effectively implementation of the implementation of school program, and responsibility, and successful manage school school program, and the school program, develops structures to principal holds a implementation of the operations, and principal promotes and and actively involves continually integrate the concept about the school program, and 80 Needs Strategy Outstanding Proficient Satisfactory Assistance Unsatisfactory effectively responds to creates a climate that the staff in the use of technology to utilization of communicates and resolves concerns and utilizes technology to utilization of effectively manage technology to disconnected ideas and issues/problems in timely effectively manage school technology to school operations and effectively manage initiatives related to the manner. operations and effectively effectively manage responds to and resolves school operations that utilization of technology responds to and resolves school operations and concerns and are inconsistent and to effectively manage concerns and effectively responds issues/problems in timely not developmentally school operations and issues/problems in timely to and resolves manner. sound and inappropriately responds manner. concerns and inconsistently to and resolves concerns issues/problems in responds to and and issues/problems in timely manner. resolves concerns and timely manner. issues/problems in timely manner. L-D. Write in Strategy: (Rubric for this category is discussed and agreed on by the principal and the Assistant Superintendent.)

Table IV: LEADERSHIP FOR THE EDUCATION OF STUDENTS WITH DISABILITIES The principal is an educational leader that facilitates, support, and initiates reform strategies to implement educational programs for students with special education needs. Needs 81 Strategy Outstanding Proficient Satisfactory Assistance Unsatisfactory L-A. The principal The principal The principal consistently The principal reviews The principal The principal fails to implements educational creates a climate assesses programs and programs and services to inconsistently assess the outcomes programs that reflect the that substantially services for the special assess how they will meet assesses the services of programs and special education promotes the education population the needs of students and for the special services for the responsibilities of creativity in through the teachers by identifying education students special education identifying, evaluating and teaching special identification, evaluation and evaluating the by an inappropriate population resulting providing effective services education students of effective services for appropriate services for identification, in student for children with special by identifying and children with special children with special evaluation and achievement that needs. evaluating education needs. education needs. follow-up on consistently declines effective services effective services for or remains below for children with the special education expectations. special education population. needs. L-B. The principal involves The principal has The principal promotes The principal articulates The principal .The principal fails to the appropriate staff and on-going and implements and builds a clear and inconsistently makes effectively respond to supportive partnerships in a comprehensive communication networks appropriate vision of the decision in and resolve concerns collaborative effort to and documented that involves the direction of the school that responding to and that involve the implement the Student evidence with appropriate staff and involves the appropriate resolving issues that appropriate staff and Support Team (SST) process, achievement supportive partnerships in staff and supportive involves the supportive the number of referrals and indicators that a collaborative effort to partnerships in a appropriate staff and partnerships in a hearing requests generated at involves the implement the Student collaborative effort to supportive collaborative effort to the school, effective use of appropriate staff Support Team (SST) implement the Student partnerships in a implement the ENCORE, timely scheduling and supportive process, the number of Support Team (SST) collaborative effort Student Support and attendance of staff at IEP partnerships in a referrals and hearing process, the number of to implement the Team (SST) process, meetings and the early and collaborative requests generated at the referrals and hearing Student Support the number of effective resolution of effort to school, effective use of requests generated at the Team (SST) process, referrals and hearing Special Education disputes. implement the ENCORE, timely school, effective use of the number of requests generated at Student Support scheduling and ENCORE, timely referrals and hearing the school, effective Team (SST) attendance of staff at IEP scheduling and attendance requests generated at use of ENCORE, the referrals and the early of staff at IEP meetings the school, effective timely scheduling and and effective resolution and the early and effective use of ENCORE, attendance of staff at of special education resolution of special timely the IEP meetings disputes. education disputes.

Needs Strategy Outstanding Proficient Satisfactory Assistance Unsatisfactory L-B. (continued) process, the scheduling and and the early and number of attendance of staff at effective resolution of referrals and IEP meetings and the special education 82 hearing requests early and effective disputes. generated at the resolution of special school, effective education disputes. use of ENCORE, timely scheduling and attendance of staff at IEP meetings and the early and effective resolution of special education disputes. L-C. Write in Strategy: (Rubric for this category is discussed and agreed on by the principal and the Assistant Superintendent.)

Table V: LEADERSHIP FOR PARENT, FAMILY AND COMMUNITY COLLABORATION AND SUPPORT

83 The principal is an educational leader that understands parental involvement is one of the keys to Student Achievement and respects parents as full partners with DCPS in every aspect of the education of their children by setting forth requirements for the involvement of parents in a variety of roles in the local schools. Needs Strategy Outstanding Proficient Satisfactory Assistance Unsatisfactory L-A. The principal The principal The principal promotes The principal informs The principal has The principal fails to provides information to establishes an on- consultation with family family and students established a provide information to family and students going comprehensive and students that provides regarding student status communication mode family and students regarding student status communication information regarding and progress in a timely with family and regarding student and progress in a timely network with family student status and and consistent manner. students regarding status and progress in and consistent manner. and students that progress in a timely and student status and a timely and provides information consistent manner. progress that is consistent manner. regarding student inconsistent. status and progress in a timely and consistent manner. L-B. The principal The principal The principal involves the The principal develops The principal Te principal fails to involves parents, solicits establishes a system parents and/or parent procedures for parent provides parents with inform and involve and encourages input and where parents are representatives in school involvement in school information only, and parents and feedback in school visible in school activities and the activities and decision- establishes district representatives in activities and the decision- activities and decision decision-making process making processes and school school activities, and making process, and making processes on a on a regular basis validated by evidence on community does not effectively accesses and effectively regular basis validated validated by evidence on file, and works effectively partnerships, but is utilize any available uses community resources. by evidence on file, file, and consistently with the district and not able to sustain district or community and establishes and accesses district, school community. them or document resources for the monitors a system community resources, and their effectiveness. schools. where the community partnerships and uses broadly identifies with them effectively. the school and provides substantial support and input.

84 Needs Strategy Outstanding Proficient Satisfactory Assistance Unsatisfactory L-C. Write in Strategy: (Rubric for this category is discussed and agreed on by the principal and the Assistant Superintendent.)

85 Table VI: LEADERSHIP FOR AN ENGAGING AND RESPONSIBLE SCHOOL CULTURE

The principal is an educational leader who works with others to ensure a working and learning climate that is safe, secure, and respectful of diversity. Needs Strategy Outstanding Proficient Satisfactory Assistance Unsatisfactory L-A. The principal The principal has The principal builds a The principal articulates The principal The principal has little implements and enforces evidence of widespread shared concept that and builds a clear and provides some evidence of coherent policies and procedures staff commitment that supports the appropriate conception for collaboration but annual planning that consistently and supports the implementation of the school that supports inconsistent initiatives supports the responsibly to help ensure a implementation and policies and procedures the implementation and for staff to support the implementation of school environment that is enforcement of policies that consistently and enforcement of policies implementation and policies and safe, stable, and conducive and procedures that responsibly ensures a and procedures that enforcement of procedures that to learning. consistently and school environment consistently and policies and consistently and responsibly ensures a that is safe, stable, and responsibly ensures a procedures that responsibly ensures a school environment that conducive to learning. school environment that is consistently and school environment is safe, stable, and safe, stable, and responsibly ensures a that is safe, stable, and conducive to learning. conducive to learning. school environment conducive to learning. that is safe, stable, and conducive to learning. L-B. The principal The principal creates a The principal actively The principal develops The principal lacks The principal does not develops and implements climate that promotes involves the school structures to ensure the knowledge and/or take part in the programs and humanistic the development and community in the development and does not communicate development and policies to encourage, implementation of development and implementation of the appropriate implementation of recognize, and support programs and implementation of programs and humanistic procedures in the programs, and specific student needs humanistic policies to programs and policies to encourage, development and humanistic policies to based on gender, ethnicity, encourage, recognize, humanistic policies to recognize, and support implementation of encourage, recognize, culture, social class, and and support specific encourage, recognize, specific student needs programs and and support specific special needs to help student needs based on and support specific based on gender, humanistic policies to student needs based students and staff to form gender, ethnicity, student needs based on ethnicity, culture, social encourage, recognize, on gender, ethnicity, productive and respectful culture, social class, and gender, ethnicity, class and special needs, and support specific culture, social class relationships, which special needs, and culture, social class, and plans, implements, student needs based and special needs, and promotes equity among provides evidence of and special needs, and and sustains school on gender, ethnicity, has little or no individuals and specific widespread staff and seeks out opportunities improvement efforts culture, social class evidence related to populations. student commitment to to refine the concept directly related to the and special needs, and staff and student the direction of forming through program forming of productive and participates in the commitment to the productive and development that respectful relationships development of forming of productive 86 Needs Strategy Outstanding Proficient Satisfactory Assistance Unsatisfactory respectful relationships contributes to the which promotes equity programs or activities and respectful which promotes equity forming of productive among individuals and that form productive relationships which among individuals and and respectful special populations. and respectful promotes equity special populations. relationships which relationships which among individuals promotes equity among promotes equity and special individuals and special among individuals populations. populations. and special populations, only when encouraged to do so. L-C. Write in Strategy. (Rubric for this category is discussed and agreed on by the principal and the Assistant Superintendent.)

87 The Site Monitoring form is to be used at the discretion of the evaluator for documenting on-going performance. The completed form should be retained in the evaluator’s file and a copy distributed to the administrator two weeks after the site visit.

It may not be possible to observe, document, or follow-up on all indicators during a given observation.

District of Columbia Public Schools

88 Evaluation for Principals

Site Monitoring for Assistant Superintendents

School______Date of Observation: ______

Principal ______Evaluator ______

I. Leadership for Teaching and Learning On Target Making Progress Needs Improvement ►Implementation of DCPS standards ______►Use of disaggregated test data ______►Progress toward accomplishing goals on Academic Plan ______►Programs/best practices for working with diverse populations ______►Ensure that knowledge of teaching, learning and student development is used to promote academic achievement ______►Use of technology ______►Implementation of after school programs ______► Evidence of a collaborative effort to implement the Student Support Team (SST) process that is part of the regular instructional program. ______

Other: ______

II. Leadership for Professional Development On Target Making Progress Needs Improvement ►Evaluation and monitoring of staff ______►Alignment of human and material resources to goals in the DCPS ______►Enhance team building and staff empowerment ______►Provides on going staff development ______

Other: ______89 ______

III. Leadership for High Performance Management Target Making Progress Needs Improvement ► Utilize staff to maximize student learning. ______►Compliance with Special Education guidelines ______►Compliance with ESL/Bilingual guidelines ______►Effective management of collective bargaining and other contractual agreements ______► Submission of reports and records ______►Documentation of handbooks, agendas, and other communications ______►Compliance with textbook mandate/proof of residency /health /immunization ______►Implementation and utilization of the allocated budget as prescribed by the DCPS and the Academic Plan. ______►Effective use of grant funds ______►Accuracy of use and timely reporting of SAF/Purchase Cards ______►Ordering of supplies/equipment ______►Completes payroll on time ______► Develops and issues teacher handbook ______► Distributes staff/parents handbook ______► Evidence of letters, bulletins, flyers, e-mail to parents ______► Evidence of students’ progress communicated to parents ______

Other: ______

IV. Leadership for the Education of Students and Disabilities On Target Making Progress Needs Improvement ► Implements educational programs that reflect the special education responsibilities of identifying, evaluating and providing effective ______services for children with special education needs. ______► Effective use of ENCORE ______► Progress toward a timely scheduling and attendance of staff at IEP meetings. ______90 ► Evidence of strategies to ensure the early and effective resolution of special education disputes. ______► Evidence of efforts toward reducing the number of referrals where appropriate hearing requests at the school. ______

Other: ______

V. Leadership for Parent, Family and Community Collaboration and Support On Target Making Progress Needs Improvement

►Cooperation with Local School Restructuring Team ______►Meaningful involvement of parents and community in school issues ______►Establish partnerships with businesses, community groups and stakeholders to support school goals ______►Evidence of an active Family Resource Center ______

Other: ______

VI. Leadership for an Engaging and Responsible School Culture On Target Making Progress Needs Improvement ►Maintenance of clean, safe and effective climate ______►Attention to repairs of Level I fire code violations ______►Documentation of fire drills and incident reports ______►Implementation of extracurricular activities ______►Provisions for alternatives to suspension ______►Implementation of school discipline plan ______

91 Other: ______

Strengths: ______

______

Weaknesses: ______

______

Recommendations for Improvement: ______

______

Principal ______Date ______

Recommendation(s): ______

______

92 ______

Assistant Superintendent ______Date ______

93 Assistant Superintendent’s Comments

Name: ______Title: ______

Signature ______Date: ______94 Principal’s Response

Name: ______Title: ______

Signature ______Date: ______95 KEY FORMS AND DOCUMENTS

96 District of Columbia Public Schools Evaluation of Principals

Personal Information/Pre-Conference Form A

Principal: ______School Year: ______

School: ______Phone Number: ______

Superintendent: ______Assistant Superintendent: ______

Status: Tenure: ______Interim/Acting: ______

Specific School Concerns: To be completed by the principal, in consultation with the Assistant Superintendent, at the beginning of the school year.

Briefly describe your school and the specific concerns which must be addressed; e.g. high teacher turnover, high student mobility, low test scores, etc. (Attach additional pages if necessary).

______

97 District of Columbia Public Schools Evaluations for Principals

Principal and Assistant Superintendent Pre- Write-In Strategies Conference Mutual Agreement Form B

Name of Principal: ______Division: ______

Assistant Superintendent; ______

Standard I Leadership for Teaching and Learning Exemplary Strategy Identified by the Principal and Approved by the Assistant Superintendent: ______

______

______Approved Rubric for the Strategy □ Outstanding:

□ Proficient:

□ Satisfactory:

□ Needs Assistance:

□ Unsatisfactory 98 Standard II Leadership for Professional Development Exemplary Strategy Identified by the Principal and Approved by the Assistant Superintendent: ______

______

□ Proficient:

□ Satisfactory:

□ Unsatisfactory

99 Standard III Leadership for High Performance Management Exemplary Strategy Identified by the Principal and Approved by the Assistant Superintendent: ______

______

□ Proficient:

□ Satisfactory:

□ Unsatisfactory

100 Standard IV Leadership for the Education of Students with Disabilities Exemplary Strategy Identified by the Principal and Approved by the Assistant Superintendent: ______

______

□ Proficient:

□ Satisfactory:

□ Unsatisfactory

101 Standard V Leadership for Parent, Family and Community Collaboration and Support Exemplary Strategy Identified by the Principal and Approved by the Assistant Superintendent: ______

______

______Approved Rubric for the Strategy

□ Outstanding:

□ Proficient:

□ Satisfactory:

□ Unsatisfactory

102 Standard VI Leadership for an Engaging and Responsible School Culture Exemplary Strategy Identified by the Principal and Approved by the Assistant Superintendent: ______

______

Approved Rubric for the Strategy □ Outstanding:

□ Proficient:

□ Satisfactory:

□ Unsatisfactory

Principal and Assistant Superintendent Pre-Conference Mutual Agreement Form B for Write-In Strategies

Signature of Principal: ______

Date: ______

Signature of Assistant Superintendent: ______

Date: ______103 District of Columbia Public Schools Evaluation of Principals

Principal and Assistant Superintendent Collaborative Agreement Form Form C

Note: Please check the appropriate boxes.

Standards have been discussed and key expectations for each standard have been agreed on for the school year.

The Assistant Superintendent has been made aware of shortcomings or constraints that may interfere with measurable growth for an identified area.

Other area(s) discussed?

□ □ □ □

Signature of Assistant Superintendent: ______

Date: ______

Signature of Principal: ______

Date: ______104 District of Columbia Public Schools Evaluation for Principals Name of Principal: ______Division: ______

Assistant Superintendent: ______Communication with the Central Office Monitoring Monthly Report Date Identified Standard Constraint(s) Personal Follow-Up Central Office Contacted Response from the by the Principal for Support Representative in the Central Office Note: Identify Representative