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2012
February
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Teacher/Principal Evaluation Self Assessment Tool
Teacher/Principal Evaluation Self Assessment Tool
Redesigning Teacher/Principal Evaluation Self Assessment Survey
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Survey Purpose: The purpose of this tool is to give the Fremont Unified School District’s committee members an opportunity to reflect on the district’s work in the areas of administration evaluation, support systems and related HR functions. This information will provide the basis for dialogue about the opportunities and priorities in these areas. This tool provides a sampling of important elements to consider in improving District Administrator/Leader effectiveness and is intended to help district teams develop a better understanding of their progress as well as areas in need of further work. This is not an evaluation tool, rather an assessment tool intended to promote reflection, dialogue, and, ultimately, action which is based on data.
Instructions: Important elements of each of the areas are listed down the left hand side with a 4 point rubric scale across the top. For each of the elements listed, check the box that describes where along the continuum of progress you believe your district is. The scale represents an estimation of how far you have come with each item.
Name (not required):
Email (not required):
Please select the occupation that best describes your role in the district:
Assistant Superintendent
Assistant Principal
Principal
District Office Director or Supervisor
Other
DISTRICT ADMINISTRATOR/LEADER EVALUATION SELF ASSESSMENT
Think about where your district is in response to the descriptions related to District Administrator/Leader evaluation:
LEVEL 1 Beginning:
Awareness and planning stage
LEVEL 2 Emerging:
Beginning action and training stage
LEVEL 3 Consistent:
Regular practice in/for some schools
LEVEL 4 Systematic::
Institutionalized throughout the district
NOT APPLICABLE/I DON'T KNOW:
The district uses a clearly understood set of standards for evaluation of its site administrators and district staff.
The district uses a clearly understood set of tools that are aligned to the standards for administrator observation and coaching.
The district uses an evaluation process in which an array of student outcomes and/or data is a component of administrator evaluation.
The district provides professional development programs and other activities to help administrators understand and implement the standards used for evaluation.
Goal setting for administrators allows sufficient time for administrators to achieve the goals for the student school year.
Goals established for administrators include targets for raising student achievement and closing achievement gaps.
Goals for administrators are aligned to the district-wide goals and/or strategic plan.
District managers meet with each person they evaluate to set goals based on the standards, student learning data, and other objectives.
The evaluator and the person being evaluated use data in the summative evaluation in order to show progress in meeting goals.
The district uses the evaluation process and the results to drive continuous improvement and to provide intervention, support and coaching.
The evaluation processes make it possible to distinguish different levels of administrator effectiveness.
There are consequences for poor performers that range from action plans for improvement to dismissal.
California Professional Standards for Educational Leaders are used in the evaluation of principals and assistant principals.
California Professional Standards for Educational Leaders are used in the evaluation of district directors/ supervisors.
There are district identified multiple measures used in evaluation.
If you have any comments on the above section, please list them here:
SUPPORT SYSTEMS FOR ADMINISTRATORS SELF ASSESSMENT:
Think about where your district is in response to the descriptions below.
LEVEL 1 Beginning:
Awareness and planning stage
LEVEL 2 Emerging:
Beginning action and training stage
LEVEL 3 Consistent:
Regular practice in/for some schools
LEVEL 4 Systematic::
Institutionalized throughout the district
NOT APPLICABLE/I DON'T KNOW:
Induction, mentoring and professional development programs are aligned with district standards for District Administrator/Leader effectiveness.
The district provides high quality, focused, differentiated training offerings which include coaching for administrators, and are based on student data as well as on the needs of the staff.
The district regularly identifies and employs incentives for administrative staff.
The district identifies and rewards high performing administrative staff.
Systems are in place to provide effective mentoring for administrators.
If you have any comments on the above section, please list them here:
HR SYSTEMS-SELF ASSESSMENT:
Think about where your district is in response to the descriptions below.
LEVEL 1 Beginning:
Awareness and planning stage
LEVEL 2 Emerging:
Beginning action and training stage
LEVEL 3 Consistent:
Regular practice in/for some schools
LEVEL 4 Systematic::
Institutionalized throughout the district
NOT APPLICABLE/I DON'T KNOW:
HR personnel have a strong customer service orientation and view themselves as service providers, strategic partners, and advisors.
Principals are highly involved in determining the staffing of their schools.
For those doing the hiring, the interviewing and hiring processes include training on how best to assess and select administrators/district staff that are most likely to meet the needs for a particular position.
For administrators/district staff being hired, the hiring process is guided to ensure maximum employee support and orientation to the new assignment.
HR staff supports and works with principals and managers to: (1) develop Action Plans for Improvement for poor administrative performers (2) monitor the implementation and evaluation of the employee’s success with the implementation of the Action Plan (3) take further steps towards release if no improvement occurs.
HR processes support non-reelection of administrative employees.
HR processes are perceived as fair.
The HR department is proactive in providing research findings and innovative solutions to challenging problems on which the district and union negotiate (e.g. placement, compensation, and incentives).
If you have any comments on the above section, please list them here:
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