Principal Appraiser Forms
2
Appraiser Rubric and Evaluation Forms
Table of Contents
Getting Started Instructions (p. 3)
Beginning-of-Year Goal Setting Form
(p. 4)
T-PESS Principal Evaluation Rubric Form
(p. 5)
Mid-Year Progress Form (p. 28)
Principal Summary Rating Form
(p. 30)
End-of-Year Goal Attainment Form (p. 35)
Principal Record of Activities Form (Optional) (p. 37)
Copyright © Notice. The materials are copyrighted © and trademarked ™ as the property of the Texas
Education Agency (TEA) and may not
be reproduced without the express written permission of TEA and McREL International, except under the following conditions:
1. Texas public school districts, charter schools, and Education Service Centers may reproduce and use copies of the Materials and
Related Materials for the districts’ and schools’ educational use without obtaining permission from TEA.
2. Residents of the state of Texas may reproduce and use copies of the Materials and Related Materials for individual personal use
only without obtaining wrtten permission of TEA.
3. Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered and unchanged in any way.
No monetary charge can be made for the reproduced materials or any document containing them; however, a reasonable charge to cover only
the cost of reproduction and distribution may be charged. Private entities or persons located in Texas that are not Texas public school
districts, Texas Education Service Centers, or Texas charter schools or any entity, whether public or private, educational or non-educational,
located outside the state of Texas MUST obtain written approval from TEA.
© TEA 6/16/2020
Getting Started
Goal Setting Form
Rubric Form
Mid-Year Form
Summary Rating Form
End-of-Year Form
Record of Activities Form
Principal Name: School Year:
Appraiser Rubric and Evaluation Forms
Getting Started Instructions
3
Texas Principal Evaluation and Support System (T-PESS)
(Getting Started Instructions)
Instructions: To begin, please complete the contact information for the principal and appraiser then click on
the SAVE FORM button before proceeding with the form or printing.
You may want to include the Principal's name and the school year in the file name when you save it. The
information entered on this page will be populated throughout all forms in this document.
SPECIAL NOTE: The forms contained in this Adobe PDF document are designed to be used
electronically or in a print format. Some sections of the form can also be emailed directly from
the
document.
Contact Information
Principal Name:
Principal Email:
Principal School:
Appraiser Email:
School Year:
Appraiser Name:
© TEA 6/16/2020
Save Form
Principal Name: School Year:
4
Beginning-of-Year Conference
Self-Assessment/Goal Setting/Professional Development Plan
Principals complete a self-assessment using the T-PESS Rubric and T-PESS Principal Handbook,
providing an opportunity for them to reflect on their current level of practice in relation to the Texas
Principal Standards and serving as the basis for establishing professional growth goals. It is essential
that the goal-setting process prioritizes areas of development for the principal as a professional,
independent of campus-related needs. The primary goal, therefore, is focused on the principal’s
individual growth as a professional. Principals will also set a second goal related to student growth on
their campus. Although principals may choose to establish more than two goals, it is not required and
any additional goals should be considered carefully, so as not to dilute their actions from the two
required goals.
The Self-Assessment and Goal Setting step is central to the core intent that the T-PESS process guide
self-reflection, inform professional development, and personify continuous growth and improvement.
Principals should use the following criteria when completing the Beginning-of-Year Goal Setting Forms:
Principals should conduct a comprehensive review of the T-PESS Rubric and Principal Handbook
in preparation for completing the Principal Self-Assessment.
Principals shall set at least two goals; one goal must focus on developing an aspect of the
principal’s practice, while the second goal must focus on an aspect of student growth.
The strategies and actions to be taken over the course of the year should be outlined in the Goal
Setting and Professional Development (GSPD) plan, along with the expected outcomes, time line
for achievement, and the resources needed for attainment.
The Beginning-of-Year Conference provides the principal and the appraiser an opportunity to engage in
collaborative conversations. At this meeting, the principal and the appraiser discuss the principal’s Self-
Assessment and the principal’s proposed goals. The primary purpose of the BOY Conference is to give
the principal and the appraiser an opportunity to discuss professional practice
in relation to the five
principal standards and rubric domains.
In preparation for the BOY Conference:
The principal will submit (1) a copy of his or her completed Self-Assessment and (2) draft goals.
The appraiser will review (1) the results of the princ
ipal’s Self-Assessment and the previous year’s
summary ratings (if a continuing principal) and (2) the principal’s draft goals.
BOY Rubric Instructions: Using the principal's self-assessment and other evidence collected by the
appraiser, complete the BOY section for each indicator of the r
ubric.
BOY GSPD Instructions:
1. Use the BOY ratings from the comprehensive self-assessment process to set a primary goal
focused on developing principal practices and a second goal focused on student growth.
2. Complete the Goal Setting and Professional Development (GSPD) Plan on page 26.
Appraiser Rubric and Evaluation Forms
Beginning-of-Year Goal Setting Form
© TEA 6/16/2020
Domain 1: Strong School Leadership and Planning
Indicator 1.1: Ethics and Standards Adheres to and applies the Code of Ethics and Standard Practices for Texas
Educators
Ratings
Distinguished
Accomplished
Proficient
Developing
Needs
Improvement
Dis
Acc
Pro
Dev
NI
BOY
MOY
EOY
Actively leads,
shares, and models
related policy,
ethics, and
standards of practice
to build capacity with
other district and
campus leaders
Collaborates with
leadership teams to
consistently develop
and monitor
strategies which fully
address ethical
behaviors, high
expectations, and
quality practices that
are professional and
student-centered
Develops and
implements process
to regularly address
ethical behaviors,
high expectations,
and quality practices
that are professional
and student-
centered
Understands and
adheres to the Code
of Ethics and
Standard Practices
for Texas Educators
Comment Required
Appraiser Comments/ Growth Opportunities
Principal Name: School Year:
Principal Evaluation Rubric Form
5
© TEA 6/16/2020
Indicator 1.2: Schedules for Core Leadership Tasks Focuses calendars and time to address leadership and
instructional priorities
Ratings
Distinguished
Accomplished
Proficient
Developing
Needs
Improvement
Dis
Acc
Pro
Dev
NI
BOY
MOY
EOY
Strategically
adheres to core
leadership tasks
Has detailed
calendaring systems
Coaches and leads
others on managing
and prioritizing their
time and tasks
Ensures efficient
and effective
operations are
upheld with
instruction as the
priority
Strategically defines
priorities to lead,
delegate, calendar,
and communicate
core leadership
tasks
Develops detailed
calendars for self
with clear priorities
for instruction and
communicates the
expectation for
others
Makes adjustments
to respond to
changes in
instructional needs
and priorities
Collaborates with
staff to monitor
calendars that
consistently
maximize learning
time and operations
that enable student
learning
Leads with clear,
written, and
transparent roles
and responsibilities
Develops a school
calendar with key
instructional
leadership tasks
Defines and
calendars personal
core leadership
tasks with clear
priorities for
instruction
Ensures that
schedules for staff
are developed and
accessible to
maximize learning
time and operations
that enable student
learning
Carries out general
leadership roles and
responsibilities, and
develops broad
school and personal
calendars that are
sometimes focused
on instruction and
maximize learning
time
Comment Required
Appraiser Comments/ Growth Opportunities
Principal Name: School Year:
Principal Evaluation Rubric Form
6
© TEA 6/16/2020
Indicator 1.3: Strategic Planning Leads focused planning processes with strategic monitoring of outcomes
Ratings
Distinguished
Accomplished
Proficient
Developing
Needs
Improvement
Dis
Acc
Pro
Dev
NI
BOY
MOY
EOY
Leverages strategic
planning as a high-
level leadership
process to sustain a
high performing
culture of innovation,
improvement, and
accountability that is
data- and results-
driven
Maintains clear
continuous
improvement and
decision-making
processes that are
linked to the plan
Leverages all staff
and multiple
stakeholders to
strategically develop
a data-driven
improvement plan
that is
comprehensive,
rigorous, and
instructionally
focused
Uses multiple
quantitative and
qualitative data
sources
Establishes
aggressive student
outcomes and clear
staff accountability
with ongoing
systems to check for
fidelity of targets and
actions
Consistently uses
the plan to guide
decision-making and
adjusts, accordingly
Collaboratively
develops a data-
driven improvement
plan that addresses
targeted priorities,
intended outcomes,
high leverage
strategies, clear
timelines,
milestones, metrics,
and task owners
Includes multiple
sources of data
Ensures the plan is
rigorous and
instructionally
focused
Uses the plan to
guide decision-
making and adjusts,
accordingly
Develops an
improvement plan
based on limited
data and provides
staff with the plan
Sometimes conducts
formative reviews of
the strategies
Comment Required
Appraiser Comments/ Growth Opportunities
Principal Name: School Year:
Principal Evaluation Rubric Form
7
© TEA 6/16/2020
Indicator 1.4: Change Facilitation Productively manages change processes
Ratings
Distinguished
Accomplished
Proficient
Developing
Needs
Improvement
Dis
Acc
Pro
Dev
NI
BOY
MOY
EOY
Confidently
challenges the
status quo and
serves as a driving
force in initiating and
managing changes
Proactively
anticipates and
manages change
initiatives
Actively leads
change initiatives
with clear solutions,
resiliency, and
productivity
Builds capacity in
others to effectively
lead change
Empowers
leadership teams to
consistently create,
implement, and
monitor new and
necessary
improvement
initiatives linked to
best practices
Uses productivity
and achievement
data to consistently
communicate the
need for change to
staff
Breaks change into
clear and concise
actions that create
the opportunity for
stackable success
Relentlessly focuses
on identifying
solutions when
presented with
challenges, and
shifts challenges to
opportunities
Interacts with a
solutions-oriented
mindset and
empowers staff to
take ownership of
improvement
initiatives
Initiates and
facilitates necessary
change using a
student outcome
lens
Clearly articulates
and involves others
in the change
processes
Articulates the need
for solutions and
accepts some
responsibility for
change and
continuous
improvement
Sometimes acts on
needed change with
limited solutions
Comment Required
Appraiser Comments/ Growth Opportunities
Principal Name: School Year:
Principal Evaluation Rubric Form
8
© TEA 6/16/2020
Indicator 1.5: Coaching, Growth, Feedback, and Professional Development Models personal commitment to
developing self and others
Ratings
Distinguished
Accomplished
Proficient
Developing
Needs
Improvement
Dis
Acc
Pro
Dev
NI
BOY
MOY
EOY
Serves as a role
model for continuous
improvement with
other district and
campus leaders
Consistently
coaches other
leaders beyond the
campus
Embraces a lead
learner role through
participation in
varied learning
opportunities and
impactful follow
through to develop
self and others
Proactively seeks
coaching and
feedback from
supervisors, peers,
and staff, and
models these
interactions as
standard practices
Strategically plans
for participation in
learning
opportunities
Consistently creates
clear performance
outcomes for
professional
development with
follow-through that
positively impact
personal growth and
student outcomes
Regularly seeks
coaching and
feedback from
supervisors and
peers
Regularly
incorporates
refinements to adapt
and improve
practices
Maintains a growth
mindset for self and
others
Aligns growth to the
needs of the school
and student
outcomes
Sometimes seeks
coaching and
feedback from
supervisors
Understand the
importance of
growth for self and
others
Engages in limited
professional
development
Comment Required
Appraiser Comments/ Growth Opportunities
Domain 1: Examples of Artifacts and/o
r Evidence
Code of Ethics/Behaviors
Leadership Team Protocols
Leadership Team Agendas and
Minutes
Leadership Team Roles and
Responsibilities
Calendar(s) of Activities and Core
Leadership Tasks
Master Calendar
Visioning Documents
Mission, Vision, Goals,
Values/Beliefs
Campus Improvement Plan and
Plan Monitoring Systems
Strategic Planning and Monitoring
Processes
Budgets and Fiscal Management
Systems
Productivity and Achievement
Data: Students and Staff
Change Processes and Actions
Coaching and Support Systems
Professional Development Plans
and Results
Principal Name: School Year:
Principal Evaluation Rubric Form
9
© TEA 6/16/2020
Domain 2: Effective, Well-Supported Teachers
Indicator 2.1: Human Capital - Recruits, selects, assigns, and inducts highly effective educators
Ratings
Distinguished
Accomplished
Proficient
Developing
Needs
Improvement
Dis
Acc
Pro
Dev
NI
BOY
MOY
EOY
Leads and models
high standards for
all positions and
responsibilities with
clear and
established human
capital management
systems
Strategically places
and shifts positions
to best meet the
needs of the school,
teams, and students
Collaborates with
leadership teams to
strategically and
consistently recruit,
select, assign, and
induct high quality
candidates that are
a match for specific
position
expectations and
student needs
Analyzes existing
assignments and
team dynamics
when assigning
teachers/staff to
ensure cultural fit
Follows district-
approved hiring
processes and
protocols to recruit,
select, assign, and
induct candidates
Ensures that
placements of high-
quality staff are
strategic based on
student needs and
teacher/staff
strengths
Uses basic criteria
and teachers’
qualifications to
recruit, select, and
assign candidates
Sometimes involves
others in hiring
decisions
Comment Required
Appraiser Comments/ Growth Opportunities
Principal Name: School Year:
Principal Evaluation Rubric Form
10
© TEA 6/16/2020
Indicator 2.2: Talent Management - Supports and retains highly effective educators
Ratings
Distinguished
Accomplished
Proficient
Developing
Needs
Improvement
Dis
Acc
Pro
Dev
NI
BOY
MOY
EOY
Capitalizes on
tangible and
intangible assets of
staff to support
and/or validate a
system of highly
effective practices
which result in staff
retention
Establishes career
pathways for
teacher/staff
advancement to
ensure a pipeline of
potential campus
leaders with
instructional insight
Establishes a clear
culture of systemic
support strategies
that are consistently
used to provide
timely, targeted, and
personalized
support
Uses administrator
and teacher
leader/peer
feedback and
leadership
opportunities to
consistently support
retention of effective
teachers
Routinely
implements targeted
and personalized
strategies, including
the use of high
performing teachers,
to support, grow,
and retain teachers
Gathers input from
teachers to develop
strategies for the
retention of effective
teachers
Uses a mentoring
support system as
the primary means
of supporting and
retaining staff
Comment Required
Appraiser Comments/ Growth Opportunities
Principal Name: School Year:
Principal Evaluation Rubric Form
11
© TEA 6/16/2020
Indicator 2.3: Observations, Feedback, and Coaching Conducts rigorous, calibrated, and supported observations
Ratings
Distinguished
Accomplished
Proficient
Developing
Needs
Improvement
Dis
Acc
Pro
Dev
NI
BOY
MOY
EOY
Leverages
observations and
feedback to build
capacity with others
as an established
professional growth
model
Maintains and
models coaching
and actionable
feedback as primary
means of interacting
with staff
Establishes a robust
system of
professional
development that is
personalized, data-
driven based on
student learning and
observation and
feedback data, and
includes follow up to
ensure
implementation of
practices covered in
professional
development
Systematically uses
normed tools and
processes with
instructional
leadership teams to
analyze calibrated
teacher observation
data
Establishes and
makes available to
staff clearly defined
and reflective
classroom routines
and instructional
strategies as
exemplars for
performance
Conducts targeted
observations based
on analysis of
formative student
assessment data
and follows up
observations with
coaching that leads
to rapid
improvement in
teacher practice and
student learning
Uses normed tools
and processes to
conduct frequent
formal and informal
observations,
capture data trends,
and track progress
over time
Reviews observation
data and student
achievement to
ensure alignment
between the two
Provides timely,
clear, and actionable
feedback and
coaching to all
teachers
Feedback and
coaching includes
clear
models/exemplars,
concise actions
steps for
improvement, and
opportunities to
practice with
embedded coaching
Observes teachers
primarily during
scheduled
observations and
occasional
walkthroughs
Feedback is
sometimes provided
Provides coaching
primarily to new
teachers and those
in need of support
Comment Required
Appraiser Comments/ Growth Opportunities
Principal Name: School Year:
Principal Evaluation Rubric Form
12
© TEA 6/16/2020
Indicator 2.4: Professional Development - Personalizes and aligns professional development
Ratings
Distinguished
Accomplished
Proficient
Developing
Needs
Improvement
Dis
Acc
Pro
Dev
NI
BOY
MOY
EOY
Models a
schoolwide culture
of learning and
growth
Leverages expertise
to systematically
develop and coach
high fidelity
practices
Establishes a
comprehensive
professional
development system
that is frequent,
reflective, and
recursive
Seamlessly
integrates
professional
development and
goal setting as
cycles of
improvement and
refinement
Leverages
leadership teams to
consistently analyze
performance, goal
setting data, and
growth plans
Customizes
research-based
professional
development and
assesses
implementation and
impact on staff and
student learning and
achievement
Regularly uses
observation and
other relevant data
to deliver targeted
professional
development that is
research-based and
addresses staff and
student learning and
achievement needs
Develops calendars
for professional
development that
are modified based
on data and
teacher/student
needs
Provides some
professional
development
opportunities that
are teacher-driven
and/or delivered for
all staff
Comment Required
Appraiser Comments/ Growth Opportunities
Domain 2: Examples of Artifacts and/or Evidence
Campus Improvement Plan
Teacher Recruiting and Hiring
Processes
Teacher and Staff Onboarding
Teacher Placement Decisions
Teacher Capacity-Building Strategies
Professional Development Plans and
Resources
Teacher and Staff Retention Data
Teacher Professional Growth Plans
Coaching and Other Support
Systems
Teacher Goal Setting Data and
Results
Principal Name: School Year:
Principal Evaluation Rubric Form
13
© TEA 6/16/2020
Domain 3: Positive School Culture
Indicator 3.1: Safe Environment and High Expectations Aligns the vision, mission, and goals to a safe environment
and high expectations
Ratings
Distinguished
Accomplished
Proficient
Developing
Needs
Improvement
Dis
Acc
Pro
Dev
NI
BOY
MOY
EOY
Serves as a catalyst
and role model for
other district and
campus leaders in
establishing clear
purpose and
direction
Strategically
connects and
threads all school
aspects to the
visioning process
Models and
assumes high
expectations from
self and others
Leads leadership
teams and
stakeholders in
establishing a
unified purpose and
shared vision
Creates and models
experiences that
positively promote
high expectations
and a relentless
pursuit of success
for all students
Connects all
initiatives and
decisions to the
vision
Systematically
assesses and
measures the
climate, challenges
low expectations,
and refines the
vision as appropriate
Involves stakeholder
groups in creating
and continuously
refining the school’s
mission, vision,
goals, and values
Uses this
information to
regularly guide
decisions
Ensures the vision
and practices focus
on a safe and
orderly environment
Maintains, and
assumes from
others, high
expectations and
shared ownership
for student success
Develops and
implements a
shared vision and
aligned goals
Periodically uses the
vision to guide
school initiatives and
decisions
High expectations
are sometimes
evident
Comment Required
Appraiser Comments/ Growth Opportunities
Principal Name: School Year: Principal Name: School Year:
Principal Evaluation Rubric Form
14
© TEA 6/16/2020
Indicator 3.2: Behavioral Expectations and Management Systems Establishes clear expectations and systems for
behaviors, including social and emotional supports
Ratings
Distinguished
Accomplished
Proficient
Developing
Needs
Improvement
Dis
Acc
Pro
Dev
NI
BOY
MOY
EOY
Models a
comprehensive
schoolwide
approach for
behavior
expectations and
management
systems that
reinforce behaviors,
applies clear
consequence, and
utilizes a multi-tier
system of support
for all students
Data is reflective of
minimal behavioral
issues and high
performance
Systematically
tracks and analyzes
data with leadership
teams to proactively
identify and respond
to behavioral
concerns
Systematically and
explicitly teaches,
practices, and
reinforces
behavioral
expectations that
promote the school’s
mission, vision,
values, and goals
Embraces equity,
diversity, and
implications for
behaviors
Communicates,
applies, and
faithfully upholds
schoolwide routines
and procedures that
support the code of
conduct and reflect
the school’s mission,
vision, values, and
goals
Fairly implements a
system of rewards
and consequences
Consistently tracks
and analyzes data to
address patterns of
issues
Proactively teaches,
practices, and
reinforces
behavioral
expectations with all
staff and students
that are aligned with
the school’s mission,
vision, values, and
goals
Implements and
executes the code of
conduct as routine
practice
Supports teachers in
implementing
rewards and
consequences at the
classroom and
school levels
Regularly tracks and
analyzes data
Enforces the code of
conduct with
established
consequences
Periodically reviews
data, particularly for
students with
patterns of behavior
Comment Required
Appraiser Comments/ Growth Opportunities
Principal Name: School Year:
Principal Evaluation Rubric Form
15
© TEA 6/16/2020
Indicator 3.3: Proactive and Responsive Student Support Services Leads strategies to proactively provide and
coordinate student support services
Ratings
Distinguished
Accomplished
Proficient
Developing
Needs
Improvement
Dis
Acc
Pro
Dev
NI
BOY
MOY
EOY
Leverages high-
level,
comprehensive
internal and external
services for students
and their families
Uses schoolwide
routines and
procedures to
proactively identify
and respond to
students’ needs
Incorporates wrap-
around services for
high-need students
through established
case management
processes
Establishes and
implements multi-
tiered systems of
support to identify
individual students’
support needs
Ensures that
student's and staff
connect what’s
taught through
mental health and
wellness, and social
and emotional
learning strategies
and methodologies
are transparently
connected to recent
and relevant
cognitive science
Coordinates internal
and external support
services for students
and families to
proactively respond
to students needs
and maximize their
learning potential
Ensures that mental
health and wellness,
and/or social and
emotional learning
strategies and
methodologies are
proactively taught
Provides structures
to monitor individual
progress, behavior,
and emotional well-
being
Links internal and
external support
services to
immediately respond
to students’ needs
Utilizes basic school
support services to
meet some students’
needs, including
counseling,
mentoring, and
some external
service referrals
Comment Required
Appraiser Comments/ Growth Opportunities
Principal Name: School Year:
Principal Evaluation Rubric Form
16
© TEA 6/16/2020
Indicator 3.4: Involving Families and Community Productively involves and coordinates family and community
involvement
Ratings
Accomplished
Proficient
Developing
Needs
Improvement
Dis
Acc
Pro
Dev
NI
BOY
MOY
EOY
Confidently serves
as a driving force in
creating a culture
that welcomes all
families and
community
members as
partners
Develops authentic
relationships with
family and
community partners
to garner resources
in support of the
school’s agenda and
outcomes
Incorporates varied
strategies to gather
feedback from family
and community
partners
Leverages the
influence and
synergy of the
school and
community
stakeholders to work
together in support
of high levels of
student achievement
Empowers teachers
and staff to establish
a welcoming culture
that consistently
engage and connect
with all families
Establishes systems
for staff to explicitly
shares critical
aspects of student
learning, and
consistently
provides positive,
constructive, and
personalized
feedback to families
about their child’s
performance
Purposefully uses
multiple
communication
platforms to send
consistent
messages about
involvement and the
family/community
roles in decision
making, supporting
the school and
student outcomes
Uses productivity
and achievement
data to increase
authentic
engagement and
share responsibility
for student
outcomes
Provides varied
opportunities for all
families to engage in
critical aspects of
student learning
Ensures that staff
regularly provides
positive,
constructive, and
personalized
feedback to families
about their child’s
performance
Establishes multiple
family
communication
strategies and
platforms that are
integrated with
teachers’ roles and
responsibilities
Analyzes data about
involvement and
adopts plans to
increase authentic
engagement and
shared responsibility
for student
outcomes
Articulates the need
for family and
community
involvement, and
accepts some
responsibility for
engaging
stakeholders
Communicates
essential information
with families and the
community
Comment Required
Appraiser Comments/ Growth Opportunities
Principal Name: School Year:
Principal Evaluation Rubric Form
17
© TEA 6/16/2020
Distinguished
Domain 3: Examp
les
of Artifacts and/or Evidence
Campus Improvement Plan
Mission, Vision, Goals, and
Beliefs/Values
Culture and Climate Surveys
Expectations for Performance
Behavior Expectations and
Management Systems for Students and
Staff
Teacher Retention Data
Discipline Data Tracking System
School Safety/Emergency Operations
Plan
Student Support Services
Case Management Systems
Partner Agreements
Communication with Families
Family and Community Engagement
Data
Principal Name: School Year:
Principal Evaluation Rubric Form
18
© TEA 6/16/2020
Domain 4: High-Quality Curriculum
Indicator 4.1: Standards-based Curricula and Assessments - Ensures fidelity of implementation with state and district
curricula and assessments
Ratings
Distinguished
Accomplished
Proficient
Developing
Needs
Improvement
Dis
Acc
Pro
Dev
NI
BOY
MOY
EOY
Leads student
achievement
through established,
rigorous, and
standards-based
curricula and
assessments
Consistently builds
capacity with
teachers to know
and understand
essential/powerful
learning standards,
criteria for success
with students,
pacing expectations,
and overall
alignment of high-
quality curricula and
assessments
Develops,
maintains, and
monitors a
systematic approach
for all teachers to
review and
internalize relevant
curriculum and
assessments
Utilizes leadership
teams to ensure
teachers have
access to and
effectively use the
curriculum in
planning units and
daily lessons
Supports teachers in
the development or
internalization of
formative
assessments that
can be used to
identify students
conceptual or
procedural
understanding of the
content and from
which targeted re-
teach plans can be
developed
Establishes
calendars with clear
checkpoints,
embedded
corrective
instruction, and
spiraling for all
students
Ensures teachers
have access to a
standards-aligned,
guaranteed, and
viable curriculum
and scope and
sequence
Ensures
assessments are
aligned to the
standards, at the
expected level of
rigor, and allow for
students to
demonstrate
conceptual and
procedural
understanding of the
content
Corrective
instruction and
spiraling are built
into teaching and
learning
Establishes systems
to support teachers
in managing
curriculum and
assessment
documents
Provides teachers
with district-
approved curricula
and assessments
Supports teachers in
using and
implementing
expected curriculum
and assessments
Comment Required
Appraiser Comments/ Growth Opportunities
Principal Name: School Year:
Principal Evaluation Rubric Form
19
© TEA 6/16/2020
Indicator 4.2: Instructional Resources and Professional Development Facilitates access to instructional resources
and professional development
Ratings
Distinguished
Accomplished
Proficient
Developing
Needs
Improvement
Dis
Acc
Pro
Dev
NI
BOY
MOY
EOY
Coordinates a
seamless integration
of high-fidelity
curricula, instruction,
assessments,
resources, and
professional
development
components that
work in tandem to
yield high quality
teaching and
learning processes
Designs and
operates the
curriculum resource
system with clarity,
coherence, and
precision
Strategically aligns
instructional
materials and
resources with
expected rigor, key
ideas, essential
questions, and
content-rich texts
through ongoing
teacher discourse,
collaboration, and
coaching
Consistently
connects materials
and resources to
instructional needs
of all students and
student groups
Provides ongoing,
content-focused,
and job-embedded
professional
development to
hone teachers’
knowledge, skills,
and responsibilities
Ensures
instructional
materials and
resources are
intentionally
designed with
expected rigor, key
ideas, essential
questions, and
content-rich texts
Connects materials
and resources to
needs of specific
teachers, students
and student groups
Provides high-
fidelity, content-
focused professional
development that is
linked to the
curricula and
assessments and
teacher’s individual
needs
Provides teachers
with relevant
instructional
materials and
resources necessary
to implement
curricula and
assessments
Provides some
professional
development for all
teachers to assist
with the use of
resources
Comment Required
Appraiser Comments/ Growth Opportunities
Domain 4: Examples of Artifacts and/or Ev
idence
Curricular Materials
Curriculum Calendars
TEKS Studies
Scope and Sequence
Lesson and Unit Plans
Formative and Summative
Assessments
Professional Development Plans and
Resources
Education Plans for Identified
Students
Student Achievement and Testing
Data
Leadership Team Decision-Making
Processes
Principal Name: School Year:
Principal Evaluation Rubric Form
20
© TEA 6/16/2020
Domain 5: Effective Instruction
Indicator 5.1: High-Performing Instructional Leadership Team Creates a high-performing, skilled leadership team
Ratings
Distinguished
Accomplished
Proficient
Developing
Needs
Improvement
Dis
Acc
Pro
Dev
NI
BOY
MOY
EOY
Systematically
adheres to and
models high levels
of implementation of
written protocols and
processes
Establishes clear
instructional team
roles and
responsibilities with
accountability
measures
Builds capacity with
other campus
leaders to lead
highly productive
meetings and tasks
with clear outcomes
for staff and student
performance
Incorporates written
protocols and
processes that are
consistently used to
lead and manage
various leadership
teams and other
instructional
functions
Builds capacity with
others to lead and
manage instructional
initiatives
Uses targeted
observation and
feedback of the
instructional
leadership team to
develop a defined
set of skills
Monitors the
effectiveness of
team outcomes for
staff and student
performance
Uses written
protocols and
processes to
regularly lead and
manage leadership
teams
Implements these
protocols and
processes as
standard operating
procedures
Identifies needs and
regularly supports
the development of
leadership team
members
Uses some written
protocols and
processes for broader
instructional
leadership tasks
Involves leadership
teams in some
instructional
leadership
responsibilities
Comment Required
Appraiser Comments/ Growth Opportunities
Principal Name: School Year:
Principal Evaluation Rubric Form
21
© TEA 6/16/2020
Indicator 5.2: Objective-Driven Plans Supports the development of objective-driven daily lesson plans
Ratings
Distinguished
Accomplished
Proficient
Developing
Needs
Improvement
Dis
Acc
Pro
Dev
NI
BOY
MOY
EOY
Empowers,
challenges, and
supports staff in
leading and
managing planning
with respective
teams
Uses a system of
checks and
balances that are
tied to student
achievement results
within teams and
accountability for
quality plans
Develops,
maintains, and
monitors a
systematic approach
for all teacher to
collaboratively
internalize, modify,
or create and submit
daily lesson plans
with clear learning
objectives and other
essential
components
Utilizes leadership
teams to assess the
fidelity and impact of
plans on learning
and achievement for
all students
Consistently
provides feedback
on and monitors the
revisions to plans
based on evidence
of student mastery
Ensures the
unpacking of
standards and the
analysis of curricular
resources, including
assessments
Communicates and
monitors the
expectation for all
teachers to submit
daily lesson plans
with clear learning
objectives and other
essential
components,
including formative
assessments with
exemplar responses
and success criteria
for student mastery
Regularly monitors
the quality of plans
and provides
feedback
Communicates an
expectation for
teachers to
internalize, modify,
or develop daily
lesson plans and
submit them
Monitors teachers
submissions
Comment Required
Appraiser Comments/ Growth Opportunities
Principal Name: School Year:
Principal Evaluation Rubric Form
22
© TEA 6/16/2020
Indicator 5.3: Effective Classroom Routines and Instructional Strategies Develops effective routines, instructional
strategies, and experiences for all students
Ratings
Distinguished
Accomplished
Proficient
Developing
Needs
Improvement
Dis
Acc
Pro
Dev
NI
BOY
MOY
EOY
Strategically
develops model
classrooms to
showcase effective
instructional
practices;
Leads change
efforts through
structured practices,
observations, and
debriefs as teachers
develop mastery of
effective
instructional
strategies and
practices across
classrooms
Actively utilizes
leadership teams
and high-performing
teachers to model
high-leverage
classroom routines
and instructional
strategies
Provides real-time
feedback to
teachers as
strategies are
practices and
implemented
Consistently
observes and
coaches teachers to
facilitate mastery of
research-based,
high-leverage
instructional
practices
Facilitates and
supports the
implementation of
high-leverage
instructional
strategies,
classroom
procedures, and
routines that are
modeled and
practiced with fidelity
in all classrooms
Conducts regular
walkthroughs and
observations that
include feedback
using a research-
based instructional
rubric
Incorporates
instructional routines
and strategies that
are teacher-driven
Monitors the
effectiveness of
practices when
teacher and/or
student needs arise
Comment Required
Appraiser Comments/ Growth Opportunities
Principal Name: School Year:
Principal Evaluation Rubric Form
23
© TEA 6/16/2020
Indicator 5.4: Data-Driven Instruction Monitors multiple forms of data to guide instructional decisions and maximize
performance
Ratings
Distinguished
Accomplished
Proficient
Developing
Needs
Improvement
Dis
Acc
Pro
Dev
NI
BOY
MOY
EOY
Empowers,
challenges, and
supports staff with
comprehensive data
management and
analyses systems
Teams make data-
driven decisions as
a routine practice
and individually
track their own data
Students take
ownership of and act
on their data
Data extends
beyond varied
academic sources
Leverages all staff to
consistently
disaggregate
multiple sources of
student-level data
which inform and
prioritize student-
specific instructional
needs
Ensures teachers,
students, and
strategies are
matched to
maximize growth
Implements
schedules to
facilitate frequent
and recurring data
meetings with
teachers
Ensures data
meetings include an
analysis of student
work to determine
procedural and
conceptual errors
preventing student
mastery and the
crafting of reteach
plans targeted to the
point of error(s)
shown in student
work
Supports teachers in
analyzing multiple
sources of data to
regularly track and
monitor the progress
of all students and
student groups
Ensures teachers
use data to assess
instructional
effectiveness,
prioritize needs, and
determine root
causes for mastery
and non-mastery
Focuses teachers
on regular analysis
of student work
Communicates an
expectation for
teachers to analyze
multiple forms of
academic data
Sometimes reviews
other sources of
data beyond
academics
Comment Required
Appraiser Comments/ Growth Opportunities
Principal Name: School Year:
Principal Evaluation Rubric Form
24
© TEA 6/16/2020
Indicator 5.5: Response to Intervention Leverages resources to respond in a timely manner to all students needs
Ratings
Distinguished
Accomplished
Proficient
Developing
Needs
Improvement
Dis
Acc
Pro
Dev
NI
BOY
MOY
EOY
Prioritizes schedules
and targets
resources to
strategically address
the instructional
needs of students,
address growth, and
close achievement
gaps
Systematically
involves teams of
teachers in tracking
learning, growth and
achievement for
students who need
interventions
Closing gaps are
evident and student
achievement
increases
Leverages
leadership teams to
systematically lead
and monitor
diagnostics and
interventions
Ensures student
diagnostics and data
are used to
consistently provide
timely, targeted, and
data-driven
interventions from
highly effective
teachers and
address learning
needs
Ensures flexibility in
schedules, student
groups, and
resources to
respond to students
with varied learning
needs
Creates and
maintains systems
at varied levels
within the campus to
set goals and
consistently monitor
and track students
and their growth with
interventions
Ensures student
diagnostics and data
are used to drive
timely, targeted, and
data-driven
interventions from
highly effective
teachers and
address learning
needs
Monitors
interventions with a
focus on grouping
configurations,
differentiation,
instructional
effectiveness, and
coordination
between teachers
Implements data
monitoring and
tracking systems for
each teacher and
student
Uses regular and
extended day
schedules to
regularly provide
interventions
Uses limited data to
identify students’
learning needs
Relies on teachers
to provide necessary
interventions
Focuses primarily on
students with the
greatest learning
needs
Comment Required
Appraiser Comments/ Growth Opportunities
Domain 5: Examples of Artifacts and/or E
vidence
Leadership Team Protocols
Leadership Team Agendas and Minutes
Leadership Team Roles and
Responsibilities
Use of Research-Based Campus and
Instructional Practices
Effective Classroom Routines
Use of Objective-Driven Lesson
Plans
Monitoring Processes for Lesson
Plans
Walkthroughs and Observations
Staff Coaching Processes
Data Management Systems
Student Achievement and
Testing Data
Response to Intervention
Tracking, Data and Meetings
Teacher Tracking Systems for
Students
Principal Name: School Year:
Principal Evaluation Rubric Form
25
© TEA 6/16/2020
Print Form
Professional Practice Goal
Professional Practice Goal:
Texas Principal Standard(s) and Indicator(s) to be Addressed:
Strategies and Actions:
Expected Measurable Outcomes:
Timeline for Achieving Goal:
Comments:
Student Growth Goal
Student Growth Goal (can span a period greater than one year):
Texas Principal Standard(s) and Indicator(s) to be Addressed:
Strategies and Actions (to be taken over time):
Expected Measurable Outcomes (to be realized over time):
Timeline for Achieving Goal:
Comments:
Principal Signature:
Date:
Appraiser Signature:
Date:
Principal Name: School Year:
Principal Self-Assessment and Goal Setting Forms
Beginning-of-Year Goal Setting Form
Goal Setting and Professional Development (GSPD) Form
Professional Development:
Professional Development:
Resources Needed:
Resources Needed:
26
© TEA 6/16/2020
Print Form
Principal Name: School Year:
Appraiser Rubric and Evaluation Forms
Principal Evaluation Rubric Form
27
Read the specific Domain carefully, and then review the given indicator.
Begin in the Developing column. Based on the evidence and the rubric, use preponderance of
evidence to determine the appropriate performance level for each indicator. There should be
evidence that documents attainment of the performance level: Developing, Proficient,
Accomplished, or Distinguished.
If practices in the Distinguished column are marked, provide an explanatory comment in the
"Appraiser Comment" section for each respective indicator.
If the Needs Improvement performance level is selected, provide a comment in that column.
MOY and EOY Principal Evaluation Rubric
(Mid-Year Conference and the End-of-Year Conference)
The rubric serves as the foundation for Texas Principal Evaluation and Support System. It should be
used throughout the process to monitor principals’ progress toward consistently using practices that
leadership research has identified as necessary to improve the amount of learning that takes place in
a school.
Appraisers will use the rubric to complete their assessment of the principals’ performance at the
beginning of the year (BOY), middle of the year (MOY) and end of the year (EOY). Local policy/
procedure will determine the means, time frame, and formality of these reviews. Example: At the
beginning of the year, local procedure may dictate that the supervisor “review” the rubric for an
informal assessment. Or, local guidelines might require that the BOY assessment be completed and
submitted as a formative assessment. This will be determined at the local level.
The principal and appraiser will use the rubric as a guide for performance discussions throughout the
year and as a tool to determine the final evaluation rating for the principal. This is a working document
and should be referred to throughout the year. It is designed so that appraisers may take notes and
cite evidence in an on-going manner.
Instructions: Appraisers will use the rubric on pages 5-25 to complete their assessment of the
principals’ performance at the mid-year point. Likewise, the principal and appraiser will use this rubric
as a guide for performance discussions and as a tool to determine the final evaluation ratings (EOY) for
the principal.
To complete this form,
© TEA 6/16/2020
Principal Name: School Year:
Appraiser Rubric and Evaluation Forms
Mid-Year Progress Form
28
Mid-Year Progress Form
(Mid-Year Progress Conference)
Reviewing goal progress should be an ongoing process when using T-PESS. When done regularly, it
encourages principals to reflect on and refine the leadership practices emphasized to accomplish the
goal. Monitoring current progress also offers the opportunity for the appraiser and the principal to discuss
and clarify leadership practices within the context of the school using real data.
Approximately halfway through the school year, the appraiser will meet individually with each principal to
discuss progress toward the principal’s goals and, if applicable, any proposed adjustments to action
plans as necessary to reach set goals. The MOY conference also includes a review of selected parts of
the rubric as determined most applicable by the appraiser and discussion of any additional support
requested by the principal. In preparation for the MOY conference, the principal may wish to prepare a
brief summary the most current data of any projects or initiatives related to their T-PESS goals.
Supporting and monitoring principal progress is an important component of the professional
development process. The Mid-Year Conference provides the opportunity for principals and appraisers
to formatively take stock of the progress the principal is making on his or her professional goals. Key
information discussed and decisions made during the conference are captured on the MOY Conference
form. Reviewing progress allows for continuing dialogue within the context of the domains, indicators,
principal actions, and the performance goals. Additionally, this conference offers the opportunity to
modify goals should the need arise.
The Mid-Year Progress Form is used to capture the information reviewed and any decisions made as a
result of discussion during the meeting. Following the meeting, the appraiser will complete the form and
share it with the principal for review and signature. As a result of this feedback, both principal and
appraiser should have a clear understanding of the principal’s current level of practice in key areas of
focus and goal progress. Ideally, the MOY conference is an extension of the ongoing dialogue between
principal and appraiser.
Preparation by the appraiser prior to this conference is important. The appraiser should:
Review the principal’s Self-Assessment and Goal Setting Form.
Consider the evidence collected through site visits.
Review and consider the depth and quality of the artifacts submitted or col
lected.
During the Mid-Year Progress Conference, the principal and appr
aiser should meet to discuss progress
toward goal attainment:
Using the Mid-Year Progress Form, the appraiser should indicate whether the principal is
progressing or not progressing toward goal attainment on both the principal practice goal, as well as
the student growth goal set by the principal.
Include a brief narrative of evidence of progress and/or revise the plan if necessary.
The appraiser should use this form to include any
relevant feedback and comments that will assist the
principal and promote growth in either or both areas.
© TEA 6/16/2020
29
Professional Practice Goal
Professional Practice Goal:
Indicate progress toward goal attainment:
Progressing Not Progressing
Evidence of Progress:
Revised Plan (only if necessary):
Principal Comments Attached? Yes No
Appraiser Comments:
Student Growth Goal
Student Growth Goal (can span a period greater than one year):
Indicate progress toward goal attainment:
Progressing Not Progressing
Evidence of Progress:
Revised Plan (only if necessary):
Principal Comments Attached? Yes No
Appraiser Comments:
Principal Signature:
Date:
Appraiser Signature:
Date:
Appraiser Rubric and Evaluation Forms
Mid-Year Progress Form
Principal Name: School Year:
© TEA 6/16/2020
Print Form
Principal Name: School Year:
Appraiser Rubric and Evaluation Forms
Principal Summary Rating Form
30
Principal Summary Rating Form:
Instructions: The Principal Summary Rating Form is to be completed by the appraiser following the End-of-
Year Conference where the principal is allowed the opportunity to share artifacts and evidence pertaining to
his/her professional goal and performance throughout the year. The discussion of professional performance
is collaborative between the principal and the appraiser.
A final rating should be given for each indicator.
Local policy will determine if a final overall rating should be given for each domain.
The appraiser should use all data collected throughout the evaluation cycle, any completed rubrics,
and submitted artifacts and evidence in this final performance evaluation.
The appraiser should add comments, recommended actions for improvement, and resources
needed to complete these actions to guide the principal toward continued growth.
Campus
Improvement Plan
Student achievement and testing data
Leadership teams
Use of research-based school and classroom practices
Campus master
schedule
Formative and summative assessments
Education plans for identified sub-populations
Stakeholder surveys
Areas for Growth and Resources Needed:
© TEA 6/16/2020
Domain 1: Strong School Leadership and Planning
Indicators
Distinguished Accomplished Proficient Developing
Not
Demonstrated
Needs
Improvement
1.1: Ethics and Standards
1.2: Schedules for Core Leadership Tasks
1.3: Strategic Planning
1.4: Change Facilitation
1.5: Coaching, Growth, Feedback, and PD
Comments:
Overall Rating (Only for districts that
aggregate to the standard level)
Principal Name: School Year:
Appraiser Rubric and Evaluation Forms
Principal Summary Rating Form
31
Indicators:
Distinguished Accomplished Proficient Developing
Not
Demonstrated
Needs
Improvement
2.1: Human Capital
2.2: Talent Management
2.4: Professional Development
Overall Rating (Only for districts that
aggregate to the standard level)
Comments:
Evidence of documentation that may be used to support
ratings:
Campus Improvement Plan
Student achievement and testing data
Teacher retention data
Teacher professional growth plans
Site professional development plan
National Board Certified Teachers
Stakeholder surveys
Areas for Growth and Resources Needed:
© TEA 6/16/2020
2.3: Observations, Feedback, and Coaching
Domain 2: Effective, Well-Supported Teachers
Principal Name: School Year:
Appraiser Rubric and Evaluation Forms
Principal Summary Rating Form
32
Domain 3: Positive School Culture
Indicators
Distinguished Accomplished Proficient Developing
Not
Demonstrated
Needs
Improvement
3.1: Safe Environment and High Expectations
3.2: Behavioral Expectations and Management Systems
3.3: Proactive and Responsive Student Support Services
3.4: Involving Families and Community
Overall Rating Only for districts that
aggregate to the standard level)
Comments:
Evidence of documentation that may be used to support
ratings:
Campus Improvement Plan
Campus leadership teams
Stakeholder surveys
Student achievement and testing data
Visioning documents
Staff professional development plan
Teacher retention data
Areas for Growth and Resources Needed:
© TEA 6/16/2020
Principal Name: School Year:
Appraiser Rubric and Evaluation Forms
Principal Summary Rating Form
33
Domain 4: High-Quality Curriculum
Indicators
Distinguished Accomplished Proficient Developing
Not
Demonstrated
Needs
Improvement
4.1: Standards-based Curricula and Assessments
Overall Rating (Only for districts that
aggregate to the standard level)
Comments:
Evidence of documentation that may be used to support
ratings:
Campus Improvement Plan
Student discipline data
Teacher turnover data
School safety plan
Stakeholder surveys
Community partnerships
Stakeholder engagement activities
Areas for Growth and Resources Needed:
© TEA 6/16/2020
4.2: Instructional Resources and Professional Development
Principal Name: School Year:
Appraiser Rubric and Evaluation Forms
Principal Summary Rating Form
34
Domain 5: Effective Instruction
Overall Rating (Only for districts that
aggregate to the standard level)
Comments:
Evidence of documentation that may be used to support
ratings:
Campus Improvement Plan
School financial information
Master school schedule with instructional times
Visioning documents
Staff professional development plan
Areas for Growth and Resources Needed:
Principal Comments Attached?
Yes No
If comments are attached, include Appraiser Signature.
Principal Signature:
Date:
Appraiser Signature:
Date:
The principal signature on this form represents neither acceptance nor approval of the report. It does, however, indicate that
the principal has reviewed the report with the appraiser and may reply in writing. The signature of the appraiser verifies that
the report has been reviewed and that the proper process has been followed according to the state and local policy for the
evaluation process.
© TEA 6/16/2020
Indicators
Distinguished Accomplished Proficient Developing
Not
Demonstrated
Needs
Improvement
5.1: High-Performing Instructional Leadership Team
5.2: Objective-Driven Plans
5.3: Effective Classroom Routines and Instructional
Strategie
s
5.4: Data-Driven Instruction
5.5: Response to Intervention
Print Form
Principal Name: School Year:
Appraiser Rubric and Evaluation Forms
End-of-Year Goal Attainment Form
35
End-of-Year Goal Attainment Form:
Instructions: EOY Conference and Summative Annual Report
As the year wraps up, the principal should begin reviewing the artifacts and evidence collected throughout
the year to assist in summarizing the impact and to prepare for sharing the summary at the End-of-Year
Conference. The school leader should review progress toward his or her performance goals and collect
and consolidate the artifacts and data that were agreed upon when making final determinations about goal
achievement and improving leadership performance. This information should be sent to the appraiser in
advance of the final meeting to allow the appraiser time to adequately prepare for the final meeting.
To complete the evaluation cycle, the principal and appraiser will meet to review the principal’s
performance for the year and to draft performance goals for next year based on the information available at
that time. The principal will have the opportunity to present artifacts and evidence pertaining to attainment
of his or her performance goals and any information that would provide additional insight for accurate
summary ratings.
The End-of-Year Conference also marks the beginning of the goal-setting process for next year. Drawing
from the insight gained as a result of the work in the current year, the principal and appraiser should
collaborate to identify possible areas of focus for the coming year. The principal will revisit these possible
goals throughout the summer and again with the appraiser in the fall to determine if adjustments are
needed or desired, especially in light of any additional data that may become available after the End-of-
Year Conference.
When completing the Summary Rating Form, the appraiser will:
Give a rating for each indicator contained in the domains.
Make a written comment on any indicator marked Not Demonstrated/Needs Improvement and for
any indicator marked Distinguished.
Give an overall rating for each domain based on the indicator ratings but only if required by the
local district.
Provide the principal with the opportunity to add comments and/or attach written comments to the
Summary Rating Form.
Following the End-of-Year Conference the appraiser should use the End-of-Year Goal
Attainment form to indicate progress in achieving the establish
ed goals and provide a narrative of ev
idence
of completion.
The appraiser should use this form to include any relevant feedback and comments that will assist
the principal and facilitate growth.
If the principal desires to include comments, the appraiser will c
heck the box below to indicate that
comments are included and attached.
The Summary Rating form and the End-of Year Goal Attainment form comprise the Summative
Annual Report which is shared with the principal following completion.
© TEA 6/16/2020
Professional Practice Goal:
Professional Practice Goal:
Significantly
Exceeded
Expectations
Exceeded
Expectations
Attained
Progressing
Not Progressing
Through the completion
and full attainment of the
established goal, the
principal has demonstrated
significant and substantial
competence through
knowledge, skills,
responsibilities, and/or
behaviors essential to an
effective leader in the
progress of meeting the
established goal.
Through the completion
and full attainment of the
established goal, the
principal has demonstrated
adept competence through
knowledge, skills,
responsibilities, and/or
behaviors essential to an
effective leader in the
progress of meeting the
established goal.
Principal demonstrated
significant progress and
growth toward achieving
the established goal and
the goal was at least
marginally attained.
Principal demonstrated
significant progress and
growth toward achieving
the established goal;
however, the goal was not
attained.
Principal did not
demonstrate significant
progress or adequate
growth toward achieving
the established goal.
Evidence of Completion:
Appraiser Comments:
Principal Comments Attached? Yes No
Student Growth Goal:
Student Growth Goal (can span a period greater than one year):
Significantly
Exceeded
Expectations
Exceeded
Expectations
Attained
Progressing
Not Progressing
Through the completion
and full attainment of the
established goal, the
principal has demonstrated
significant and substantial
competence through
knowledge, skills,
responsibilities, and/or
behaviors essential to an
effective leader in the
progress of meeting the
established goal.
Through the completion
and full attainment of the
established goal, the
principal has demonstrated
adept competence through
knowledge, skills,
responsibilities, and/or
behaviors essential to an
effective leader in the
progress of meeting the
established goal.
Principal demonstrated
significant progress and
growth toward achieving
the established goal and
the goal was at least
marginally attained.
Principal demonstrated
significant progress and
growth toward achieving
the established goal;
however, the goal was not
attained.
Principal did not
demonstrate significant
progress or adequate
growth toward achieving
the established goal.
Evidence of Completion:
Appraiser Comments:
Principal Comments Attached? Yes No
Principal Signature:
Date:
Appraiser Signature:
Date:
Appraiser Rubric and Evaluation Forms
End-of-Year Goal Attainment Form
Principal Name: School Year:
36
© TEA 6/16/2020
Print Form
Principal Name: School Year:
Appraiser Rubric and Evaluation Forms
Principal Record of Activities Form (Optional) 37
Principal Record of Activities Form
(Optional)
Instructions: The record of activities is an optional form intended to ensure the process for evaluating
principals is followed according to district adopted policy.
The appraiser and the principal will follow district approved processes for conducting the
evaluation.
Use this form to record and track each component or step of the evaluation process.
Principal Record of Activities
Date Appraiser Principal
Self-Assessment Form
Beginning-of-Year Conference
Beginning-of-Year Goal Setting Form
Mid-Year Progress toward Goal Attainment Form
End-of-Year Goal Attainment Form
Observations/Performance Data Collection
Evidence/ Artifacts
Record and attach the artifact/evidence submitted (e.g., example of
teacher performance plan, communication plan, etc.)
End-of-Year Conference
Summary Rating Form
Principal Signature:
Date:
Appraiser Signature:
Date:
The principal signature on this form represents neither acceptance nor approval of the report. It does, however, indicate that
the principal has reviewed the report with the appraiser and may reply in writing. The signature of the appraiser verifies that
the report has been reviewed and that the proper process has been followed according to the state and local policy for the
evaluation process.
© TEA 6/16/2020
Print Form
Chrome Web Store
It looks like you haven't installed the Fill Chrome Extension Add to Chrome