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Principal Appraiser Forms

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)

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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

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:

Save Form

Principal Name: School Year:

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

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

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

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

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

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

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

Indicator 1.4: Change Facilitation – Productively manages change processes

Ratings

Distinguished

Accomplished

Proficient

Developing

Needs

Improvement

Dis

Acc

Pro

Dev

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

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

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

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

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

Indicator 2.2: Talent Management - Supports and retains highly effective educators

Ratings

Distinguished

Accomplished

Proficient

Developing

Needs

Improvement

Dis

Acc

Pro

Dev

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

Indicator 2.3: Observations, Feedback, and Coaching – Conducts rigorous, calibrated, and supported observations

Ratings

Distinguished

Accomplished

Proficient

Developing

Needs

Improvement

Dis

Acc

Pro

Dev

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

Indicator 2.4: Professional Development - Personalizes and aligns professional development

Ratings

Distinguished

Accomplished

Proficient

Developing

Needs

Improvement

Dis

Acc

Pro

Dev

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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:

Resources Needed:

Print Form

Principal Name: School Year:

Appraiser Rubric and Evaluation Forms

Principal Evaluation Rubric Form

• 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,

Principal Name: School Year:

Appraiser Rubric and Evaluation Forms

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.

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:

Print Form

Principal Name: School Year:

Appraiser Rubric and Evaluation Forms

Principal Summary Rating Form

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:

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

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:

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

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:

Principal Name: School Year:

Appraiser Rubric and Evaluation Forms

Principal Summary Rating Form

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:

☐

4.2: Instructional Resources and Professional Development

☐

Principal Name: School Year:

Appraiser Rubric and Evaluation Forms

Principal Summary Rating Form

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.

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

☐ ☐ ☐ ☐

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

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.

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:

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

Fill Online, Printable, Fillable, Blank Principal Appraiser Forms Form

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Fillable Principal Appraiser Forms

Fill Online, Printable, Fillable, Blank Principal Appraiser Forms Form

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