Fillable Principal Self-Assessment DQG Goal Setting Forms (Texas Principle Evaluation and Support System)

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Principal

Self-Assessment DQG

Goal Setting Forms

Principal Self-Assessment and Goal Setting Forms

Table of Contents

Getting Started Instructions (p. 2)

Principal Self-Assessment Form

(p. 3)

Beginning-of-Year Goal Setting Form (p. 25)

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Goal Setting Form

Self-Assessment Form

Getting Started

Principal Name: School Year:

Principal Self-Assessment and Goal Setting Forms

Getting Started Instructions 2

Texas Principal Evaluation and Support System (T-PESS)

(Getting Started Instructions)

Contact Information

Principal Name:

Principal Email:

Principal School:

Appraiser Email:

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.

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want to include the Principal's name and the sc

hool year

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School Year:

Appraiser Name:

Save Form

Principal Name: School Year:

Principal Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 3

Principal Self-Assessment Form

(Appraiser Pre-assessment & Pre-evaluation Conference)

Part 1: Principal Self-Assessment Form

Principals should use the Texas Principal Standards, T-PESS Rubric, T-PESS Principal Guide, and data

sources such as the campus needs assessment, campus improvement plan, district strategies and

priorities, student and staff outcome data, and past feedback from peers and appraisers to recursively

assess their performance. Note: Returning principals should use the end-of-year (EOY) refinement areas

as additional data to generate new goals.

Self-Assessment Instructions:

1. Towards mid-September, principals use the T-PESS Rubric and other guiding documents noted

previously to self-assess practices and performance.

2. Preponderance of evidence is used to complete this data-driven self-assessment and identify the

variances between actual and expected competence and performance as detailed in the rubric.

3. Read the first Domain carefully.

4. For each indicator, begin with the “Developing” performance descriptors and move left towards

the “Distinguished” column. The performance demands and essential actions grow increasingly

complex as you move to the left of the rubric.

5. Read through the descriptors for each performance level to identify those actions and practices

that are consistently performed at expected performance levels and those that require growth or

present challenges.

6. Mark the Beginning of Year (BOY) performance levels for each Domain and Indicator in the rubric

using the same process. (See Performance Level definitions below.)

7. Use the self-assessment ratings to gain a clear idea of the highest-priority areas on which to base

growth goals.

 Distinguished – Describes an exemplary level of performance that has a profound impact on

both campus- and district-level performance. These exhibited practices serve as an exemplar

for other principals and campus leaders and represents a distinct group of principals. Direct

comment is required.

 Accomplished – Describes highly skilled level of competence and automaticity with practices

and performance that exceed proficiency.

 Proficient – Describes demonstrated competence with practices and performance with

expected proficiency of the standard.

 Developing – Describes basic competence with practices and performance and requires direct

oversight and/or growth toward achieving the standard at the proficient level.

 Needs Improvement – Describes subpar competence with practices and performance and

requires immediate growth. Direct comment is required.

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

processes 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 Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 4 © TEA 5/6/2020

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

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 Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 5 © TEA 5/6/2020

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

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 Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 6 © TEA 5/6/2020

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 Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 7 © TEA 5/6/2020

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

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 o

f Artifacts and/or 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 Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 8 © TEA 5/6/2020

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

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 Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 9 © TEA 5/6/2020

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 Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 10 © TEA 5/6/2020

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

Ratings

Distinguished

Accomplished

Proficient

Developing

Needs

Improvement

Dis

Acc

Pro

Dev

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 Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 11 © TEA 5/6/2020

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 Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 12 © TEA 5/6/2020

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

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 Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 13 © TEA 5/6/2020

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

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 Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 14 © TEA 5/6/2020

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

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 Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 15 © TEA 5/6/2020

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

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 Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 16 © TEA 5/6/2020

Distinguished

oma

in 3: Examples 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 Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 17© TEA 5/6/2020

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

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 Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 18 © TEA 5/6/2020

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

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 Ar

tifacts and/or Evidence

• 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 Self-Assessment and Goal Setting Forms

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 Self-Assessment and Goal Setting Forms

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 Self-Assessment and Goal Setting Forms

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 Self-Assessment and Goal Setting Forms

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 Self-Assessment and Goal Setting Forms

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 Evidence

• 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 Self-Assessment and Goal Setting Forms

Print Form

Principal Name: School Year:

Principal Self-Assessment and Goal Setting Forms

Beginning-of-Year Goal Setting Form

(For BOY Conference)

Part 2: BOY Goal Setting and Professional Development (GSPD) Form

Principals use the self-assessment to identify professional growth goals which will strengthen leadership

practices and student outcomes. It is essential that the goal-setting process prioritizes areas of

development for the principal as a professional, independent of campus-related needs. Therefore, the

primary goal is focused on the principal’s individual growth, while a second goal must be developed to

address student growth on the 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 divert energies

from the two required goals. In the second year and beyond, principals may use summative refinement

areas and additional data to establish growth goals and revisit these at the beginning of the school year.

Goal Setting 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 the next page.

3. Prepare for the BOY Conference with the appraiser by submitting a copy of this completed Self-

Assessment and GSPD Plan with the draft goals. The goals will be finalized with the appraiser

during the BOY Conference.

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:

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