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Developed by and for Iowa School Leaders
with support from School Administrators of Iowa and The Wallace Foundation
This document is designed to be a tool to help local school leaders develop
powerful growth goals. It is a working document and subject to periodic
updates. Local districts are encouraged to adapt these processes to meet their
specific need.
Principal Leadership
Performance Review:
A Systems Approach
2
Principal Performance Review: A Systems Approach
Introduction
The process of coaching a principal is a very
important tool in the entire improvement effort
of a school district. It denes expectations,
enhances communication, prioritizes district
goals and encourages supervisors to focus their
attention on the principal’s role in improving
achievement for all students.
Principal evaluation should reect a systems
approach. Such an approach should be guided
by a set of ethics, values, and beliefs that
undergird the work so both the principal and
his/her supervisor can operate in an integrity-
lled manner.
The following system of evaluation is a model
which can be adopted for such a purpose.
Senate File 277, enacted by the 2007 Iowa
Legislature, requires that principals be
evaluated annually based on the six Iowa
Standards for School Leaders (ISSL). The
minimum requirement of Iowa law is that
individuals new to administration have
a comprehensive evaluation during their
initial year of employment. Best practice
is for administrators who assume a new
administrative position to have a summative
evaluation during their rst year in the new
position. After the initial comprehensive/
summative evaluation, the law requires
an annual formative assessment based
on the principal’s Individual Professional
Development Plan (IPDP). The three-year
summative evaluation requires documentation
of competence on the six ISSL standards,
meeting of district expectations drawn from
the district’s CSIP and building improvement
plan, Individual Professional Development
Plan attainment and other supporting
documentation.
Operating Principles
A comprehensive principal performance review process must:
1. Align with the Iowa Standards for School Leaders and Criteria
Rationale: The Board of Educational Examiners, the State Board of Education, and the Iowa
Department of Education have all endorsed the Iowa Standards for School Leaders as the
framework for expectations for building principals.
2. Be intended to acknowledge strengths and improve performance.
Rationale: An effective evaluation process is predicated on a spirit of providing feedback for
growth.
3. Connect academic, social, emotional and developmental growth for all students in
the building/system.
Rationale: Multiple indicators for all types of student growth must be included in the
denition of accountability.
4. Recognize the importance of a principal’s role in improving the culture of the
learning community.
Rationale: Research is very clear that the quality of leadership in a building has a direct
correlation to positive relationships and the achievement levels of all learners.
3
5. Have research-based criteria about effective principal behaviors which are
substantiated by measurable data from multiple sources, and are legal, feasible,
accurate and useful.
Rationale: Examples may include self-assessment, a portfolio compiled by the principal, 360
degree feedback, the school improvement plan, artifacts that address previous goals, and
meeting agendas.
6. Provide opportunities for personal and professional growth as a facilitator/leader
of learning.
Rationale: Evaluation processes must consider the needs of the whole professional and be
oriented toward continuous improvement.
7. Be ongoing and connected to school improvement goals.
Rationale: An evaluation is a process, not a once-a-year conversation, and must be connected
to Comprehensive School Improvement Plans.
8. Align building and district goals with community members’ vision for education.
Rationale: Goals cannot be developed in isolation; district and building goals must reect the
community’s highest hope for its public schools.
Timelines
Principal Leadership Performance Review
Suggested Timeline Action
Late Spring 1. Principal and superintendent/designee clarify vision, mission and district goals.
2. Principal and superintendent/designee will review job description and performance
review process, forms, indicators, timelines and possible supporting documents/
information/data to be used to measure performance.
Early Summer 3. Principal in collaboration with superintendent/designee develops Professional
Development Plan. Goals should be measurable and attainable. Writers can use
processes such as QIC decide or SMART goals, etc. to identify goal targets. (Sample
goals can be found on SAI’s Web site under “Resources” at www.sai-iowa.org)
Prior to the Start of School 4. Review processes and forms with new administrators.
Quarterly or Early Winter 5. Principal and superintendent/designee discuss progress reports regarding
Individual Professional Development Plan goals.
Early Spring 6. Principal completes a self-assessment of performance on the leadership standards
and criteria. Documents and data used to support the measurable outcomes are
prepared and presented to the superintendent/designee.
7. The official performance review document(s) is/are shared, clarified and
discussed with the principal. Changes may be made as a result of the discussions.
Remediation Targets (if any) will be included as a part of the final document(s) as a
confidential, personnel record
8. A copy of the final written performance review form is placed in the principal’s
personnel folder.
4
Principal Performance Standards and Criteria
Part I - Job Responsibilities
Standard 1: An educational leader promotes the success of all students by facilitating
the development, articulation, implementation, and stewardship of a vision of
learning that is shared and supported by the school community. (Shared Vision)
The descriptors supporting each criterion are provided as examples of the kind of activities/behaviors
that would support the criterion. The descriptors are not exhaustive nor would it be reasonable to
expect that a principal demonstrate competence on all descriptors. The artifacts listed are meant to
provide examples of evidence of work on the standards. The artifacts listed are not exhaustive nor
would it be reasonable to expect a principal to provide all of the artifacts.
1a. In collaboration with others, uses appropriate data to establish rigorous, concrete goals in
the context of student achievement and instructional programs.
Descriptors Examples of Evidence/Artifacts
Participates in planning process
to establish measurable goals
with all stakeholders.
Copy of School Improvement Plan, Building Improvement
Plans/grade-level goals
Building Staff Development Plan
Staff meeting agenda (addressing vision/mission)
Building-wide discipline plans/academic guidelines
Establishing and maintaining student organization in support
of student learning (agendas and minutes)
Use of student data/proles to identify goals and address
actual needs
Department meeting agendas (grade-level meetings, team
meetings)
“State of the School” report from principal quarterly
Mission/vision statement posters everywhere/schools/
businesses
Partners in Education programs
Agendas from data analysis/PD sessions
Data compiled for staff
Notes from SIAC meetings and agendas
Board presentations
Parent meeting agendas
Communicating with local community/service organization
about vision for learning
Advisory committee meetings – agendas and minutes
End-of-Year Board Report (review of programs)
Collects a variety of types of
data in student learning to
guide goal development.
Uses an established procedure
to collaboratively analyze and
interpret data.
Ensures that a comprehensive
planning process is in place and
followed.
5
1b. Uses research and/or best practices in improving the education program.
Descriptors Examples of Evidence/Artifacts
Demonstrates knowledge
of current research and best
practice.
Copy of School Improvement Plan, Building Improvement
Plans/grade-level goals
Building Staff Development Plan
Staff meeting agenda (addressing vision/mission)
School newsletter
Building-wide discipline plans/academic guidelines
Establishing and maintaining student organization in support
of student learning (agendas and minutes)
Use of student data/proles to identify goals and address
actual needs
Department meeting agendas (grade-level meetings, team
meetings)
District report card/building report – annual report to all
community – 3-year comparison
“State of the School” report from principal quarterly
Mission/vision statement posters everywhere/schools/
businesses
Agendas from data analysis/PD sessions
Data compiled for staff
Notes from SIAC meetings and agendas
Board presentations
Daily/weekly teacher/staff communications (e.g., newsletter)
Scheduled collaboration time
Advisory committee meetings – agendas and minutes
End-of-Year Board Report (review of programs)
Provides staff with information
and/or examples of current
research and best practices.
Builds goals based on current
research and best practice
about high-quality instructional
programs.
Systematically engages teachers
and staff in discussions about
current research and theory.
6
1c. Articulates and promotes high expectations for teaching and learning.
Descriptors Examples of Evidence/Artifacts
Demonstrates understanding of
the district’s vision and goals.
Copy of School Improvement Plan, Building Improvement
Plans/grade-level goals.
Building Staff Development Plan
Staff meeting agenda (addressing vision/mission)
School newsletter
Local newspaper articles highlighting achievement
Use of student data/proles to identify goals and address
actual needs
Department meeting agendas (grade-level meetings, team
meetings)
District report card/building report – annual report to all
community – 3-year comparison
“State of the School” report from principal quarterly
Mission/vision statement posters everywhere/schools/
businesses
Partners in Education programs
Agendas from data analysis/PD sessions
Data compiled for staff
Notes from SIAC meetings and agendas
Web articles
Blog submission
Podcasts
Board presentations
Parent meeting agendas
Communicating with local community/service organization
about vision for learning
Advisory committee meetings – agendas and minutes
End-of-Year Board Report (review of programs)
Makes decisions and allocates
resources to support building
and district goals.
Maintains a focus on the
implementation of the district’s
vision and goals.
Supports the district’s
initiatives.
7
1d. Aligns and implements the education programs, plans, action, and resources with the
district’s vision and goals
Descriptors Examples of Evidence/Artifacts
Demonstrates understanding of
the district’s vision and goals.
Copy of School Improvement Plan, Building Improvement
Plans/grade level goals.
Building Staff Development Plan
Staff meeting agenda (addressing vision/mission)
Local newspaper articles highlighting achievement
Establishing and maintaining student organization in support
of student learning (agendas and minutes)
Department meeting agendas (grade level meetings, team
meetings)
District report card/building report – annual report to all
community – 3 year comparison
“State of the School” report from principal quarterly
Mission/Vision statement posters everywhere/schools/
businesses
Partners in Education programs
Agendas from data analysis PD/sessions
Data compiled for staff
Notes from SIAC meetings and agendas
Web articles
Blog submission
Podcasts
Board presentations
Scheduled collaboration time
Communicating with local community/service organization
about vision for learning
Advisory committee meetings – agendas and minutes
End of Year Board Report (review of programs)
Makes decisions and allocates
resources to support building
and district goals.
Maintains a focus on the
implementation of the district’s
vision and goals.
Facilitates curriculum,
instruction and assessment
alignment.
8
1e. Provides leadership for major initiatives and change efforts.
Descriptors Examples of Evidence/Artifacts
Demonstrates understanding of
the change process.
Copy of School Improvement Plan, Building Improvement
Plans/grade level goals.
Building Staff Development Plan
Staff meeting agenda (addressing vision/mission)
Building wide discipline plans/academic guidelines
Implement character education (plan)
Establishing and maintaining student organization in support
of student learning (agendas and minutes)
Department meeting agendas (grade-level meetings, team
meetings)
District report card/building report – annual report to all
community – 3-year comparison
“State of the School” report from principal quarterly
Mission/vision statement posters everywhere/schools/
businesses
Agendas from data analysis/PD sessions
Data compiled for staff
Notes from SIAC meetings and agendas
Parent meeting agendas
Daily/weekly teacher/staff communications (e.g., newsletter)
Scheduled collaboration time
Communicating with local community/service organization
about vision for learning
Advisory committee meetings – agendas and minutes
End-of-Year Board Report (review of programs)
Systematically plans change
efforts to improve student
achievement.
Uses knowledge of the school,
district and community
environment to inform
planning and actions.
Allocates resources to support
initiatives and change efforts.
Supports staff during the
change process.
Garners staff and community
support for change.
Fosters a climate of shared
leadership.
9
1f. Communicates effectively to various stakeholders regarding progress with school
improvement plan goals.
Descriptors Examples of Evidence/Artifacts
Uses multiple means of
communication to report
building progress to share
and help all stakeholders
understand building progress.
School newsletter
Monthly student recognition
Local newspaper articles highlighting achievement
“State of the School” report from principal quarterly
Mission/Vision statement posters everywhere/schools/
businesses
Partners in Education programs
Tours of building and sites to prospective parents (list of
dates)
Web articles
Blog submission
Podcasts
Board presentations
Parent meeting agendas
Communicating with local community/service organization
about vision for learning
Advisory committee meetings – agendas and minutes
End of Year Board Report (review of programs)
Responds to stakeholder
questions and/or concerns with
information.
Evidence:
Summary Rating
{ Meets Standard
{ Doesn’ t Meet Standard
Reflection:
10
Standard 2: An educational leader promotes the success of all students by advocating,
nurturing and sustaining a school culture and instructional program conducive to
student learning and staff professional development. (Culture of Learning)
The descriptors supporting each criterion are provided as examples of the kind of activities/behaviors that
would support the criterion. The descriptors are not exhaustive nor would it be reasonable to expect that
a principal demonstrate competence on all descriptors. The artifacts listed are meant to provide examples
of evidence of work on the standards. The artifacts listed are not exhaustive nor would it be reasonable to
expect a principal to provide all of the artifacts.
2a. Provides leadership for assessing, developing and improving climate and culture.
Descriptors Examples of Evidence/Artifacts
Facilitates collaborative
development of culture and
climate goals.
Staff in-service quarterly – focusing on reading in the HS
content areas
Walk-through supervision schedules
School climate surveys (results and/or analysis)
Copy of year’s Staff Development Plan
Teacher evaluation artifact(s)
Faculty meeting agenda (Prof issues and Dev)
Copy of professional growth plan
Attendance at state and national conferences (agendas)
Building level study teams (agendas)
Provides opportunities for teachers to observe best practice
(both inside and outside discipline) (dates)
Uses state denitions and guidelines as basis for staff
development (e.g., Iowa Core Curriculum, Iowa Professional
Development Model, etc.) (staff development agendas)
Selection of teachers based on their openness /interest in staff
development (copy of interview questions or hiring rubric)
Develop a model portfolio for teachers
Evidence of involvement in planning and implementation of
teacher in-service/PD
Quality teacher in every classroom report to community
Agendas from leadership team meetings
Building wide assembly data to build climate: authors,
speakers
PLC meeting minutes
Develop, model and demonstrate a lesson plan
Supportive notes to or from staff or community
Recruiting, hiring and retaining quality professional staff
(copies of hiring procedures and/or schedules)
Provides and enforces clear
structure, rules, and procedures
for teachers, staff, and students.
Collects data regarding school
climate.
Works with stakeholders in the
development of an action plan
to accomplish goals.
Fosters a climate in which
every student is well known,
respected, and cared for.
11
2b. Systematically and fairly recognizes and celebrates accomplishments of staff and students.
Descriptors Examples of Evidence/Artifacts
Develops a structure that
ensures all students and staff
earn recognition for work well
done.
School climate surveys (results and/or analysis)
Teacher evaluation artifact(s)
Faculty meeting agenda (Prof issues and Dev)
Copy of professional growth plan
Provides opportunities for teachers to observe best practice
(both inside and outside discipline) (dates)
Evidence of involvement in planning and implementation of
teacher in-service/PD
Quality teacher in every classroom report to community
Agendas from leadership team meetings
PLC meeting minutes
Supportive notes to or from staff or community
Support of mentoring and induction program (membership
on district k-12 staff development team)
Communicates
accomplishments of staff
and students to district
stakeholders.
12
2c. Provides leadership, encouragement, opportunities and structure for staff to continually
design more effective teaching and learning experiences for all students.
Descriptors Examples of Evidence/Artifacts
Uses observation feedback
to assist teachers in the
development of effective
teaching strategies.
Staff in-service quarterly – focusing on reading in the HS
content areas
Walk-through supervision schedules
School climate surveys (results and/or analysis)
Copy of year’s Staff Development Plan
Teacher evaluation artifact(s)
Faculty meeting agenda (Prof issues and Dev)
Copy of professional growth plan
Building level study teams (agendas)
Provides staff with professional reading material (copies of
communications)
Provides opportunities for teachers to observe best practice
(both inside and outside discipline) (dates)
Develop a model portfolio for teachers
Evidence of involvement in planning and implementation of
teacher in-service/PD
Agendas from leadership team meetings
Building wide assembly data to build climate: authors,
speakers
Keep an administrative journal of learning opportunities
participated in/read and what was learned
PLC meeting minutes
Book study notes
Develop, model and demonstrate a lesson plan
Support of mentoring and induction program (membership
on district k-12 staff development team)
Recruiting, hiring and retaining quality professional staff
(copies of hiring procedures and/or schedules)
Provides conceptual guidance
for teachers regarding effective
classroom practice.
13
2d. Monitors and evaluates the effectiveness of curriculum, instruction and assessment.
Descriptors Examples of Evidence/Artifacts
Ensures a high-quality system is
in place and used for the review
of curriculum implementation
and instruction and assessment
practices.
Staff in-service quarterly – focusing on reading in the HS
content areas
Walk-through supervision schedules
Serve on a state-wide committee addressing NCLB, Principals’
Standards (documentation)
Copy of year’s Staff Development Plan
Teacher evaluation artifact(s)
Faculty meeting agenda (Prof issues and Dev)
Copy of professional growth plan
Building level study teams (agendas)
Provides staff with professional reading material (copies of
communications)
Provides opportunities for teachers to observe best practice
(both inside and outside discipline) (dates)
Uses state denitions and guidelines as basis for staff
development (e.g., Iowa Core Curriculum, Iowa Professional
Development Model, etc.) (staff development agendas)
Develop a model portfolio for teachers
Evidence of involvement in planning and implementation of
teacher in-service/PD
Agendas from leadership team meetings
Keep an administrative journal of learning opportunities
participated in/read and what was learned
PLC meeting minutes
Develop model and demonstrate a lesson plan
Support of mentoring and induction program (membership
on district k-12 staff development team)
Recruiting, hiring and retaining quality professional staff
(copies of hiring procedures and/or schedules)
Facilitates the collection of
data related to curriculum,
instruction and assessment.
Facilitates the collaborative
analysis of data related to
curriculum, instruction and
assessment.
Ensures that a rigorous
academic program is in place at
the school.
Ensures that each student is
engaged in a rigorous course of
study.
Ensures that the curricular
program is aligned with
assessment systems.
Ensures that the curricular
program is aligned across
grades and levels of schooling.
Ensures that the regular and
special programs (special
education, English as a Second
Language, etc.) are aligned.
14
2e. Evaluates staff and provides ongoing coaching for improvement.
Descriptors Examples of Evidence/Artifacts
Demonstrates an understanding
of and applies the Iowa
Teaching Standards to
evaluation.
Walk-through supervision schedules
Copy of year’s Staff Development Plan
Teacher evaluation artifact(s)
Copy of professional growth plan
Building level study teams (agendas)
Provides staff with professional reading material (copies of
communications)
Provides opportunities for teachers to observe best practice
(both inside and outside discipline) (dates)
Uses state denitions and guidelines as basis for staff
development (e.g., Iowa Core Curriculum, Iowa Professional
Development Model, etc.) (staff development agendas)
Develop a model portfolio for teachers
Evidence of involvement in planning and implementation of
teacher in-service/PD
Quality teacher in every classroom report to community
Agendas from leadership team meetings
PLC meeting minutes
Book study notes
Develop, model and demonstrate a lesson plan
Support of mentoring and induction program (membership
on district k-12 staff development team)
Recruiting, hiring and retaining quality professional staff
(copies of hiring procedures and/or schedules)
Maximizes district evaluation
process to improve staff
performance.
Initiates critical conversations
about quality teaching.
15
2f. Ensures staff members have professional development that directly enhances their
performance and improves student learning.
Descriptors Examples of Evidence/Artifacts
Allocates resources to provide
ongoing, job-embedded
professional development.
Staff in-service quarterly – focusing on reading in the HS
content areas
Walk-through supervision schedules
Serve on a state-wide committee addressing NCLB, Principals’
Standards (documentation)
Copy of year’s Staff Development Plan
Teacher evaluation artifact(s)
Faculty meeting agenda (Prof issues and Dev)
Copy of professional growth plan
Building level study teams (agendas)
Provides staff with professional reading material (copies of
communications)
Provides opportunities for teachers to observe best practice
(both inside and outside discipline) (dates)
Uses state denitions and guidelines as basis for staff
development (e.g., Iowa Core Curriculum, Iowa Professional
Development Model, etc.) (staff development agendas)
Develop a model portfolio for teachers
Evidence of involvement in planning and implementation of
teacher in-service/PD
Quality teacher in every classroom report to community
Agendas from leadership team meetings
Building wide assembly data to build climate: authors,
speakers
Keep an administrative journal of learning opportunities
participated in/read and what was learned
PLC meeting minutes
Book study notes
Develop model and demonstrate a lesson plan
Support of mentoring and induction program (membership
on district k-12 staff development team)
Recruiting, hiring and retaining quality professional staff
(copies of hiring procedures and/or schedules)
Ensures alignment between
professional development and
improved student learning.
Exposes teachers and staff
to cutting-edge ideas about
effective practices.
Collaborates with staff in the
design of a plan that correlates
with the Iowa Professional
Development Model.
16
2g. Uses current research and theory about effective schools and leadership to develop and
revise his/her professional growth plan.
Descriptors Examples of Evidence/Artifacts
Stays informed about current
research and theory regarding
effective schooling and quality
instructional programs.
Staff in-service quarterly – focusing on reading in the HS
content areas
School climate surveys (results and/or analysis)
Copy of year’s Staff Development Plan
Teacher evaluation artifact(s)
Faculty meeting agenda (Prof issues and Dev)
Copy of professional growth plan
Attendance at state and national conferences (agendas)
Building level study teams (agendas)
Provides staff with professional reading material (copies of
communications)
Provides opportunities for teachers to observe best practice
(both inside and outside discipline) (dates)
Evidence of involvement in planning and implementation of
teacher in-service/PD
Agendas from leadership team meetings
Keep an administrative journal of learning opportunities
participated in/read and what was learned
PLC meeting minutes
Book study notes
Supportive notes to or from staff or community
Support of mentoring and induction program (membership
on district k-12 staff development team)
Builds professional growth
plan based on school district
needs, the school improvement
plan, and data on student
performance.
17
2h. Promotes collaboration with all stakeholders.
Descriptors Examples of Evidence/Artifacts
Ensures that a variety of
stakeholders are meaningfully
involved in accomplishing the
mission of the school.
School climate surveys (results and/or analysis)
Serve on a state-wide committee addressing NCLB, Principals’
Standards (documentation)
Copy of year’s Staff Development Plan
Regional job fair brochure (attend with district personnel)
Copy of professional growth plan
Attendance at state and national conferences (agendas)
Selection of teachers based on their openness /interest in staff
development (copy of interview questions or hiring rubric)
Evidence of involvement in planning and implementation of
teacher in-service/PD
Agendas from leadership team meetings
Keep an administrative journal of learning opportunities
participated in/read and what was learned
PLC meeting minutes
Supportive notes to or from staff or community
Provides time and
opportunities for collaboration.
Provides meaningful
opportunities for students to be
engaged in school.
Fosters a culture in which
teachers collaboratively engage,
on a routine basis, on the
shared work of improving the
instructional program.
2i. Is easily accessible and approachable to all stakeholders.
Descriptors Examples of Evidence/Artifacts
Develops effective means for
stakeholders to communicate
with administrator.
Walk-through supervision schedules
School climate surveys (results and/or analysis)
Serve on a state-wide committee addressing NCLB, Principals’
Standards (documentation)
Regional job fair brochure (attend with district personnel)
Copy of professional growth plan
Attendance at state and national conferences (agendas)
Quality teacher in every classroom report to community
Building wide assembly data to build climate: authors,
speakers
Keep an administrative journal of learning opportunities
participated in/read and what was learned
PLC meeting minutes
Supportive notes to or from staff or community
Support of mentoring and induction program (membership
on district k-12 staff development team)
18
2j. Is highly visible and engaged in the school community.
Descriptors Examples of Evidence/Artifacts
Makes systematic and frequent
visits to classrooms, student
areas, and activities.
Walk-through supervision schedules
School climate surveys (results and/or analysis)
Serve on a state-wide committee addressing NCLB, Principals’
Standards (documentation)
Faculty meeting agenda (Prof issues and Dev)
Copy of professional growth plan
Building level study teams (agendas)
Evidence of involvement in planning and implementation of
teacher in-service/PD
Agendas from leadership team meetings
Keep an administrative journal of learning opportunities
participated in/read and what was learned
PLC meeting minutes
Supportive notes to or from staff or community
Support of mentoring and induction program (membership
on district k-12 staff development team)
Interacts with students, parents,
and staff in ways that enhance
their support for the school.
2k. Articulates the desired school culture and shows evidence about how it is reinforced.
Descriptors Examples of Evidence/Artifacts
Develops a shared vision of the
school culture.
Walk-through supervision schedules
School climate surveys (results and/or analysis)
Copy of year’s Staff Development Plan
Faculty meeting agenda (Prof issues and Dev)
Copy of professional growth plan
Building level study teams (agendas)
Uses state denitions and guidelines as basis for staff
development (e.g., Iowa Core Curriculum, Iowa Professional
Development Model, etc.) (staff development agendas)
Evidence of involvement in planning and implementation of
teacher in-service/PD
Agendas from leadership team meetings
Building wide assembly data to build climate: authors,
speakers
Keep an administrative journal of learning opportunities
participated in/read and what was learned
PLC meeting minutes
Book study notes
Supportive notes to or from staff or community
Support of mentoring and induction program (membership
on district k-12 staff development team)
Recruiting, hiring and retaining quality professional staff
(copies of hiring procedures/schedules)
Collects, shares and analyzes
data regarding school culture.
19
Evidence:
Summary Rating
{ Meets Standard
{ Doesn’ t Meet Standard
Reflection:
20
Standard 3: An educational leader promotes the success of all students by ensuring
management of the organization, operations and resources for a safe, efficient and
effective learning environment. (Management)
The descriptors supporting each criterion are provided as examples of the kind of activities/behaviors that
would support the criterion. The descriptors are not exhaustive nor would it be reasonable to expect that
a principal demonstrate competence on all descriptors. The artifacts listed are meant to provide examples
of evidence of work on the standards. The artifacts listed are not exhaustive nor would it be reasonable to
expect a principal to provide all of the artifacts.
3a. Complies with state and federal mandates and local board policies.
Descriptors Examples of Evidence/Artifacts
Allocates resources to support
the compliance of mandates
and policies.
Building expectations / rules posted
Student, faculty, substitute, and teacher handbook
Crisis plan
Staff memos – agendas
Fire marshal reports/re and disaster drill records
Insurance audit of building
Regular meetings with maintenance staff; save agendas of
those meetings
Door monitors, hall monitors, parking lot monitors, sched-
ules/duties
Safety committee meeting/crisis management plan
Attendance/tardy procedures/expectations with consistently
enforced consequences
Minutes of faculty meetings, department head meetings
Physical plant management plan/walk through
Student (new and incoming) orientation documents
Budget management procedures collaboration (dates and
documents)
In-service of new staff members (agendas)
Hiring rubric/questions
Building leadership team minutes
Staff meeting agendas
Student safety survey data results
School security/supervision schedules
Implements procedures
and structures that support
mandates.
21
3b. Recruits, selects, inducts, and retains staff to support quality instruction.
Descriptors Examples of Evidence/Artifacts
Uses a variety of methods and
resources to recruit highly
qualied staff.
Student, faculty, substitute, and teacher handbook
Newsletters, web articles and other tech artifacts (blogs, wiki,
etc.)
Staff memos – agendas
Phone log – email
Minutes of faculty meetings, department head meetings
In-service of new staff members (agendas)
Hiring rubric/questions
Schedule for interview process
Staff meeting agendas
Follows district procedures for
hiring staff.
Provides orientation and
ongoing support for staff.
Implements the district
mentoring plan.
3c. Addresses current and potential issues in a timely manner.
Descriptors Examples of Evidence/Artifacts
Anticipates issues that
may impact the learning
environment.
Building expectations / rules posted
Student, faculty, substitute, and teacher handbook
Newsletters, web articles and other tech artifacts (blogs, wiki,
etc.)
Crisis plan
Fire marshal reports/re and disaster drill records
Insurance audit of building
Regular meetings with maintenance staff; save agendas of
those meetings
Use technologies to streamline procedures for attendance,
grades, registration
Door monitors, hall monitors, parking lot monitors, sched-
ules/duties
Safety committee meeting/crisis management plan
Attendance/tardy procedures/expectations with consistently
enforced consequences
Minutes of faculty meetings, department head meetings
Physical plant management plan/walk through
Budget management procedures collaboration (dates and
documents)
In-service of new staff members (agendas)
Building leadership team minutes
Staff meeting agendas
Student safety survey data results
Instructional time schedules
Student discipline logs
School security/supervision schedules
Uses knowledge of informal
groups and relationships
among staff to enhance the
learning environment.
22
3d. Manages scal and physical resources responsibly, efciently, and effectively.
Descriptors Examples of Evidence/Artifacts
Demonstrates an understanding
of budgetary policies and
procedures.
Building expectations / rules posted
Staff memos – agendas
Physical plant management plan/walk through
Budget management procedures collaboration (dates and
documents)
In-service of new staff members (agendas)
Building leadership team minutes
Staff meeting agendas
Allocates resources, including
technology, to optimize student
learning.
Maintains day-to-day
management of building
budget.
3e. Protects instructional time by designing and managing operational procedures to maximize
learning.
Descriptors Examples of Evidence/Artifacts
Develops building policies
and procedures to minimize
interruptions and distractions
during the school day.
Building expectations / rules posted
Student, faculty, substitute, and teacher handbook
Crisis plan
Staff memos – agendas
Fire marshal reports/re and disaster drill records
Regular meetings with maintenance staff; save agendas of
those meetings
Use technologies to streamline procedures for attendance,
grades, registration
Door monitors, hall monitors, parking lot monitors, sched-
ules/duties
Attendance/tardy procedures/expectations with consistently
enforced consequences
Minutes of faculty meetings, department head meetings
Student (new and incoming) orientation documents
Budget management procedures collaboration (dates and
documents)
In-service of new staff members (agendas)
Building leadership team minutes
Staff meeting agendas
Instructional time schedules
Develops a master schedule
to optimize instruction and
learning.
23
3f. Communicates effectively with both internal and external audiences about the operations
of the school.
Descriptors Examples of Evidence/Artifacts
Demonstrates an awareness of
district communication plan.
Building expectations / rules posted
Student, faculty, substitute, and teacher handbook
Newsletters, web articles and other tech artifacts (blogs, wiki,
etc.)
Staff memos – agendas
Phone log – email
Gathers information and input
from a variety of sources prior
to communicating.
Communicates accurate
information to appropriate
audience in a timely manner.
Uses a variety of methods and
resources to communicate with
stakeholders.
Evidence:
Summary Rating
{ Meets Standard
{ Doesn’ t Meet Standard
Reflection:
24
Standard 4: An educational leader promotes the success of all students by collaborating
with families and community members, responding to diverse community interests and
needs and mobilizing community resources. (Family and Community)
The descriptors supporting each criterion are provided as examples of the kind of activities/behaviors that
would support the criterion. The descriptors are not exhaustive nor would it be reasonable to expect that
a principal demonstrate competence on all descriptors. The artifacts listed are meant to provide examples
of evidence of work on the standards. The artifacts listed are not exhaustive nor would it be reasonable to
expect a principal to provide all of the artifacts.
4a. Engages family and community by promoting shared responsibility for student learning
and support of the education system.
Descriptors Examples of Evidence/Artifacts
Involves students, families,
and community members in
the decision making process to
enhance student achievement.
Parent advisory committee minutes or agenda
Parent volunteer list and recognition ceremony
Junior Achievement/pictures of classes, sample lessons
Building assistance teams (roster, agendas and minutes)
Log of referrals of students and families to community
agencies
Log of placements of students (SPED) in comm. agencies
Establish business partnerships to enhance collaboration in
community (documentation)
Job shadowing/internships (data)
Collaboration with higher ed (documentation)
Mentors (adults/students) (documentation)
School to work (documentation)
Social health teams (documentation)
School-based health clinics on site (documentation)
Examples of parental involvement and input, e.g., PAC
agendas, log of volunteer hours/tasks, volunteer recognition,
PTA connections/org.
Career day brochure
Teaming w/community agencies, YMCA, Mental Health
(documentation)
Observations of site council meetings & presentations to the
Board of Directors (documentation)
Data from P-T Conferences
Family activity nights brochures
Promotes collaborative
opportunities to enhance
student achievement.
Builds partnerships with
community groups to support
school goals.
25
4b. Promotes and supports a structure for family and community involvement in the education
system.
Descriptors Examples of Evidence/Artifacts
Establishes system for
school and stakeholders to
communicate with one another.
Parent advisory committee minutes or agenda
Parent volunteer list and recognition ceremony
Junior Achievement/pictures of classes, sample lessons
School Web site hits
Log of referrals of students and families to community
agencies
Log of placements of students (SPED) in comm. agencies
Establish business partnerships to enhance collaboration in
community (documentation)
Job shadowing/internships (data)
Collaboration with higher ed (documentation)
Mentors (adults/students) (documentation)
School to work (documentation)
Social health teams (documentation)
School- based health clinics on site (documentation)
Examples of parental involvement and input, e.g., PAC
agendas, log of volunteer hours/tasks, volunteer recognition,
PTA connections/org.
Career day brochure
Teaming w/community agencies, YMCA, Mental Health
(documentation)
Observations of site council meetings & presentations to the
Board of Directors (documentation)
Data from P-T Conferences
Family activity nights brochures
Collects and uses input/
feedback from families and
community for decision
making.
Provides for skill development
of family and community to
support student learning.
Models equity in engaging
stakeholders that represent
the diversity of the school
community.
Secures resources from the
larger community to support
school goals.
4c. Facilitates the connections of students and families to the health and social services that
support a focus on learning.
Descriptors Examples of Evidence/Artifacts
Collaborates with community
agencies in planning to serve
the needs of students and
address barriers to student
learning.
Parent advisory committee minutes or agenda
Building assistance teams (roster, agendas and minutes)
Log of referrals of students and families to community
agencies
Log of placements of students (SPED) in comm. Agencies
Social health teams (documentation)
School- based health clinics on site (documentation)
Examples of parental involvement and input, e.g., PAC
agendas, log of volunteer hours/tasks, volunteer recognition,
PTA connections/org.
Teaming w/community agencies, YMCA, Mental Health
(documentation)
Provides structure to
assist families in accessing
appropriate community
resources.
Accesses community, health,
human and social resources
available to students and
families
26
4d. Collaboratively establishes a culture that welcomes and honors families and community
and seeks ways to engage them in student learning.
Descriptors Examples of Evidence/Artifacts
Interacts with parents in ways
that enhance their support for
student learning.
Parent advisory committee minutes or agenda
Parent volunteer list and recognition ceremony
Field trips – community support (dates and schedule of sites
visited)
Building assistance teams (roster, agendas and minutes)
School Web site hits
Data from P-T Conferences
Family activity nights brochures
Fosters responsibility among
staff to provide welcoming
culture for all.
Promotes respect for diversity;
capitalizes on the diversity of
the school community.
Evidence:
Summary Rating
{ Meets Standard
{ Doesn’ t Meet Standard
Reflection:
27
Standard 5: An educational leader promotes the success of all students by acting with
integrity, fairness and in an ethical manner. (Ethics)
The descriptors supporting each criterion are provided as examples of the kind of activities/behaviors that
would support the criterion. The descriptors are not exhaustive nor would it be reasonable to expect that
a principal demonstrate competence on all descriptors. The artifacts listed are meant to provide examples
of evidence of work on the standards. The artifacts listed are not exhaustive nor would it be reasonable to
expect a principal to provide all of the artifacts.
5a. Demonstrates ethical and professional behavior.
Descriptors Examples of Evidence/Artifacts
Adheres to state and federal
mandates.
Establish a character education program in the school and
document activities (documentation)
Periodic assemblies that have role-plays and examples of good
character (documentation)
Provide speakers/programs for parents (documentation)
Discipline referral sheets – showing same treatment
Recognize those showing character (documentation)
Culture fest to celebrate diversity (documentation)
Provides multi-lingual newsletters and other school
communications
School calendar reects many ethnic religious holidays based
on school demo
Demographic rep on all school comm. And booster groups
(agendas and minutes)
Building-wide management plan (done by all stakeholders)
Student handbook (policies and procedures)
Review of handbook to show implementing policies
Addresses specic concerns of families/student re:
controversial issues: gay student concerns about treatment,
etc. (documentation)
Evidence of participation in professional development
(agendas and minutes)
Personal written reections
Participation in developing/reviewing/updating instructional
plans for diverse groups such as Ill, TAG, etc.
Consistent, timely address of bullying/harassment issues
documentation
Adheres to board policies,
district procedures, and
contractual obligations.
Adheres to professional
standards of behavior.
Treats people fairly and with
respect.
28
5b. Demonstrates values, beliefs, and attitudes that inspire others to higher levels of
performance.
Descriptors Examples of Evidence/Artifacts
Portrays a positive attitude
about the ability of staff
and students to accomplish
substantial goals.
Share character ed info on newsletters, websites and other
technology to connect with parents and gain support
(documentation)
Recognize those showing character (documentation)
School calendar reects many ethnic religious holidays based
on school demo
Addresses specic concerns of families/student re:
controversial issues: gay student concerns about treatment,
etc. (documentation)
Observations or knowledge of community service work or
participation (documentation)
Evidence of participation in professional development
(agendas and minutes)
Personal written reections
Participation in developing/reviewing/updating instructional
plans for diverse groups such as Ill, TAG, etc.
Consistent, timely address of bullying/harassment issues
documentation
Supports major initiatives.
Communicates and models
ideals and beliefs about
schooling, teaching, and
learning with stakeholders.
5c. Fosters and maintains caring professional relationships with staff.
Descriptors Examples of Evidence/Artifacts
Remains aware of personal
needs of teachers and staff.
Recognize those showing character (documentation)
Culture fest to celebrate diversity (documentation)
Demographic rep on all school comm. And booster groups
(agendas and minutes)
Review of handbook to show implementing policies
Addresses specic concerns of families/student re:
controversial issues: gay student concerns about treatment,
etc. (documentation)
Evidence of participation in professional development
(agendas and minutes)
Personal written reections
Invite staff to complete evaluation of principal anonymously
Consistent, timely address of bullying/harassment issues
documentation
Is informed about signicant
personal issues in the lives of
teachers and staff.
Acknowledges signicant
events in the lives of teachers
and staff.
29
5d. Demonstrates appreciation for and sensitivity to diversity in the school community.
Descriptors Examples of Evidence/Artifacts
Stays aware of informal groups
and relationships among
teachers and staff.
Establish a character education program in the school and
document activities (documentation)
Periodic assemblies that have role-plays and examples of good
character (documentation)
Provide speakers/programs for parents (documentation)
Share character ed info on newsletters, websites and other
technology to connect with parents and gain support
(documentation)
Recognize those showing character (documentation)
Culture fest to celebrate diversity (documentation)
Provides multi-lingual newsletters and other school
communications
School calendar reects many ethnic religious holidays based
on school demo
Student handbook (policies and procedures)
Review of handbook to show implementing policies
Addresses specic concerns of families/student re:
controversial issues: gay student concerns about treatment,
etc. (documentation)
Involve students in community service events, programs
(documentation)
Evidence of participation in professional development
(agendas and minutes)
Personal written reections
Invite staff to complete evaluation of principal anonymously
Consistent, timely address of bullying/harassment issues
documentation
Models inclusive hiring
practices.
Models equity in engaging
stakeholders.
30
5e. Is respectful of divergent opinions.
Descriptors Examples of Evidence/Artifacts
Maintains open and effective
methods of communication.
Establish a character education program in the school and
document activities (documentation)
Recognize those showing character (documentation)
Culture fest to celebrate diversity (documentation)
Provides multi-lingual newsletters and other school
communications
School calendar reects many ethnic religious holidays based
on school demo
Demographic representation on all school committees and
booster groups (agendas and minutes)
Building-wide management plan (done by all stakeholders)
Student handbook (policies and procedures)
Review of handbook to show implementing policies
Addresses specic concerns of families/student re:
controversial issues: gay student concerns about treatment,
etc. (documentation)
Evidence of participation in professional development
(agendas and minutes)
Personal written reections
Participation in developing/reviewing/updating instructional
plans for diverse groups such as Ill, TAG, etc.
Invite staff to complete evaluation of principal anonymously
Consistent, timely address of bullying/harassment issues
documentation
Encourages minority opinions
to be heard.
Responds appropriately to
school issues as they arise.
Evidence:
Summary Rating
{ Meets Standard
{ Doesn’t Meet Standard
Reflection:
31
Standard 6: An educational leader promotes the success of all students by
understanding the profile of the community and, responding to, and influencing the
larger political, social, economic, legal and cultural context. (Societal Context)
The descriptors supporting each criterion are provided as examples of the kind of activities/behaviors that
would support the criterion. The descriptors are not exhaustive nor would it be reasonable to expect that
a principal demonstrate competence on all descriptors. The artifacts listed are meant to provide examples
of evidence of work on the standards. The artifacts listed are not exhaustive nor would it be reasonable to
expect a principal to provide all of the artifacts.
6a. Collaborates with service providers and other decision-makers to improve teaching and
learning.
Descriptors Examples of Evidence/Artifacts
Participates in efforts to
inuence the political process
related to education.
Meet monthly with curriculum director or building staff
development team to plan staff development for teachers and
self – log meeting notes and action
Active member of district curriculum committee
(documentation)
Speaker at service club (Rotary) (documentation)
Share progress on district goals to P.T.O., P.A.C., etc
Member of Sup Advisory Council (documentation)
Site-Council implementation at the building level
(documentation)
Serves on Ed Committee for city chamber org.
(documentation)
Communication with state legislators personally, in writing
and by phone
Log of outside community resource agencies
Communication log – local/state decision makers
District committee agenda
Staff development plan indicating diversity agenda
Observations of participation in community forums, city
council or Bd. of Directors mtgs. (documentation)
Write articles in newsletter or local paper, e.g., ed. issue
SIAC participation (agendas and minutes)
Staff development survey (documentation)
Work with DE, AEAs and other resources (agendas and
minutes)
Serving on state boards, etc. (like SAI’s Rep Council)
(documentation)
Responds to community needs
by supporting educational
programs.
Interacts with organizations
to enhance their support for
schools and programs.
32
6b. Advocates for the welfare of all members of the learning community.
Descriptors Examples of Evidence/Artifacts
Serves as liaison between
educational community and
broader community.
Member of Sup Advisory Council (documentation)
Culture Fest celebrating school/community diversity
(documentation)
Site-Council implementation at the building level
(documentation)
Serves on Ed Committee for city chamber org.
(documentation)
Log of outside community resource agencies
Communication log – local/state decision makers
Notes of communication with the director of legal services
Guides staff in disaggregating data (documentation)
Use demographic data of community to establish student
learning needs (documentation)
Observations of participation in community forums, city
council or Bd. of Directors mtgs. (documentation)
Write articles in newsletter or local paper re: ed. Issue
SIAC participation (agendas and minutes)
Staff development survey (documentation)
Work with DE, AEAs and other resources (agendas and
minutes)
Serving on state boards, etc. (like SAI’s Rep Council)
(documentation)
Advocates for children
and families in the larger
community.
6c. Designs and implements appropriate strategies to reach desired goals.
Descriptors Examples of Evidence/Artifacts
Analyzes data to make
decisions.
Meet monthly with curriculum director or building staff
development team to plan staff development for teachers and
self – log meeting notes and action
Active member of district curriculum committee
(documentation)
Member of Sup Advisory Council (documentation)
Site-Council implementation at the building level
(documentation)
District committee agenda
Staff development plan indicating diversity agenda
Guides staff in disaggregating data (documentation)
Use demographic data of community to establish student
learning needs (documentation)
SIAC participation (agendas and minutes)
Staff development survey (documentation)
Work with DE, AEAs and other resources (agendas and
minutes)
Provides opportunities for
input from all stakeholders.
Understands prole of and its
relationship to global society.
Infuses global understandings
in program design and
implementation.
33
Evidence:
Summary Rating
{ Meets Standard
{ Doesn’ t Meet Standard
Reflection:
34
Part II – Overall Summary [Mark one in each row]
Job Responsibilities
Meets
Standard
Does Not
Meet Standard
Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
Standard 6
Significant Achievements:
Areas for Growth:
Principal Comments:
Superintendent or Designee Comments:
Continuous Improvement Recommendation (mark one)
Professional Growth Plan
Remediation Target(s)
Principal’s Signature: ________________________________________________ Date: _____________________
Evaluation Period: 20______ to 20______
Superintendent/Designee Signature: ___________________________________ Date: _____________________
35
Iowa Individual Administrator Professional Development Plan
to be developed collaboratively by administrator and supervisor
Name:
_____________________________ School: _____________________ District: _________________________ AEA: ____________
District or Building Focus
General District Goal Area (from CSIP or other improvement plan) If using a goal area not included in a plan, include data to show need for focusing leadership in this area.
Specific School or District Goal (for above general goal area)
Specific Leadership Goals*
(1-3 things the administrator will DO to increase
likelihood that goals in steps 1 & 2 will be achieved)
Related
ISSL
Indicators of Progress
(Document the effect of chosen indicators.)
Start &
End Dates
Review
Date(s)
Items discussed during
review
Learning Goals*
(1-3 things the administrator will learn to increase
likelihood that goals in steps 1 & 2 will be achieved)
Related
ISSL
Indicators of Progress
(Document the effect of chosen indicators.)
Start &
End Dates
Review
Date(s)
Items discussed during
review
*Administrators are encouraged to use “SMART Goal” design to develop their goals. See next page.
Supports for Plan Implementation (mark all that apply and describe)
Supervisor/Board: AEA/Regional: Peer: Other:
Administrator Signature/Date _______________________________ Supervisor Signature/Date______________________________________
36
SMART Goals Worksheet
This is an optional tool to assist with goal writing. Use the process for each of the 1-3 goals you are considering.
S
Strategic and Specific
M
Measurable
A
Attainable
R
Results-based
T
Time-bound
Strategic - Select a high-leverage
goal that will make a difference.
Specific - Clearly define what you
will do and how you will do it.
Establish concrete criteria for
tracking progress and determining
success.
Select a goal you have a reason-
able expectation of achieving (a
“stretch” goal that is not easy, but
doable).
Clearly define the results you
expect to see.
Establish a starting and ending
date for completion of the goal.
Leadership Goal
R – What result do you hope to
achieve? Be specific.
S - What specific leadership
action(s) might lead to the
desired result? Describe what you
will do and how you will do it.
A – What is the likelihood you will
achieve the goal upon success-
ful completion of the actions
described? Show the connection
between your actions and the
desired result.
M – What measures (criteria) will
you use to determine progress
and document the effect of cho-
sen indicators?
T – What is the timeframe for
completing the goal? List start
date, review date(s) and end
date.
Final leadership goal statement: (Combine considerations in all columns to create your goal statement. Transfer this to the first page of the plan.)
Learning Goal
R – What result do you hope to
achieve? Be specific.
S - What specific leadership
action(s) might lead to the
desired result? Describe what you
will do and how you will do it.
A – What is the likelihood you will
achieve the goal upon success-
ful completion of the actions
described? Show the connection
between your actions and the
desired result.
M – What measures (criteria) will
you use to determine progress
and document the effect of cho-
sen indicators?
T – What is the timeframe for
completing the goal? List start
date, review date(s) and end
date.
Final learning goal statement: (Combine considerations in all columns to create your goal statement. Transfer this to the first page of the plan.)
37
Remediation Target
A Remediation Target should be identied for each standard or signicant performance indicator identied and supported with evidence as
not meeting standard by the superintendent or designee. A separate target should be written for each performance indicator. The number
of targets should be limited to no more than ve (5). The timelines should be completed within the next 12-month evaluation cycle.
Remediation Target Number
________________________________ Date Target Developed__________________________________________
Performance Indicator
to be Remediated
Remediation Target
(w/measurable outcomes)
Action Steps Evidence of Progress Summary Rating
Meets/Does Not Meet
Superintendent/Designee Comments:
Principal Comments:
Signatures
Superintendent/Designee/Date ___________________________________________ Principal/Date ______________________________________________
38
SAMPLE INSTRUCTIONAL PRINCIPAL’S JOB DESCRIPTION
TITLE: Elementary/Middle/High School Principal
QUALIFICATIONS:
Must possess the qualications and certication set by the Code of
Iowa and the Iowa Department of Education.
REPORTS TO:
The Superintendent or Designee
SUPERVISES: The academic and support personnel employed in the building(s)
assigned to the Principal.
JOB SUMMARY:
To provide leadership, supervisory, and administrative skills that will
promote the educational development of each student.
TERMS OF EMPLOYMENT:
( ) days of service. Salary, benets, and work year to be established
by the Board of Education.
EVALUATION:
Job performance will be evaluated in accordance with provisions of
the board’s policy for Evaluation of Administrative Personnel.
Job Responsibilities
1. Vision
Sets priorities in the context of improving student achievement.
Articulates and promotes high expectations for teaching and student learning.
Aligns the educational programs, plans and actions to the district’s vision and goals for student
learning.
Creates symbols, ceremonies, and activities that support the vision and mission of the district.
Develops communication strategies to inform stakeholders of progress toward the vision and
mission of the district.
2. Culture and Instructional Program
Provides leadership for assessing, developing and improving school environment and culture.
Recruits, interviews and recommends teachers and staff to support quality instruction.
Provides leadership, encouragement, opportunities, and structure for all staff to continually
design more effective teaching and learning experiences for all students.
Evaluates staff and provides direction for improving instruction.
Develops and supports professional development of staff to improve student learning.
Demonstrates awareness of professional issues and developments in education.
Develops and revises as needed his/her own professional development plan for continued
improved performance.
3. Management
Operational procedures are designed and managed to maximize opportunities for successful
learning.
Effectively manages board policies and procedures.
Demonstrates effective communication skills with a variety of stakeholders in the operation of
the school.
Addresses problems in a timely manner.
39
Manages scal resources of the schools responsibly, efciently, and effectively.
Works to assure the school plant, equipment, and support systems operate safely, efciently
and effectively.
4. Collaboration
Engages the community to create shared responsibility for student and school success.
Promotes and supports parent/student/community involvement in the school.
Shares leadership and decision-making.
Connects students and families to the health, human and social services they need to stay
focused on learning.
5. Ethics
Demonstrates ethical, trustworthy, and professional behavior.
Demonstrates values, beliefs, and attitudes that inspire others to higher levels of performance.
Treats people fairly, equitably, and with dignity and respect.
Applies policies and procedures in a fair and equitable manner.
Demonstrates appreciation for and sensitivity to the diversity in the school community.
6. Learning Community
Serves as an effective spokesperson for the welfare of all members of the learning community.
Promotes respect for diversity in the school and community environment.
Engages in dialogue with other decision-makers to improve teaching and learning.
Communicates clearly to the community about building/district issues and performances.
Provides leadership through assisting in the development of mutual expectations, procedures
for working together, and formulating district policies.
Knows and supports the building/district school improvement plan and accurately interprets
and reports progress on goals.
40
Beginning
Administrator
Administrator with
Professional License
Baseline Evaluation on fileNo Baseline EvaluationComprehensive Evaluation
Based on ISSL- under
administrator license
for one year unless
extended for a second year
by school district
Summative Evaluation
based on ISSL
Meets or
exceeds ISSL
Does not meet
ISSL
Meets or
exceeds ISSL
Does not
meet ISSL
Meets or
exceeds ISSL
Does not
meet ISSL
IPDP and ongoing
formative assessment
Remediation
Action Plan
IPDP and
ongoing
formative
assessment
Professional
Administrator
License issued
after 1st or 2nd
year
Does not receive
Professional
Administrator
License
IPDP and
ongoing
formative
assessment
Remediation
Action Plan
Summative
Evaluation
every 3 years
Summative
Evaluation
every 3
years
Does
not
meet
ISSL
IPDP and
ongoing
formative
assessment
Does not
meet
ISSL
IPDP and ongoing
formative assessment
Summative
Evaluation every 3
years
Summative
Evaluation every 3
years
At
completion,
meets or
exceeds
ISSL
At completion,
meets or
exceeds ISSL
Counseled out of
administration
Counseled
out of
administration
Superintendent or Evaluator
Evaluation Process - Evaluation of Administrators - October 2010
(ISSL= Iowa Standards For School Leaders; IPDP= Iowa Professional Development Plan)
Best Practice
Summative
Evaluation every
3 years
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