Principal
Self-Assessment and
Goal Setting Forms
© Texas Education Agency 8/15/2017
2
Principal Self-Assessment and Goal Setting Forms
Table of Contents
Getting Started In
structions (p. 3)
Principal Self-Assessment Form
(p. 4)
Beginning-of-Year Goal Setting Form
(p. 26)
Copyright © Notice. The
materials are copyrighted © and trademarked ™ as the property of the Texas Education Agency (TEA) and may not
be reproduced without the express written permission of TEA and McREL International, except under the following conditions:
1. Texas public school districts, charter schools, and Education Service Centers may reproduce and use copies of the Materials and
Related Materials for the districts’ and schools’ educational use without obtaining permission from TEA.
2. Residents of the state of Texas may reproduce and use copies of the Materials and Related Materials for individual personal use
only without obtaining wrtten permission of TEA.
3. Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered and unchanged in any way.
No monetary charge can be made for the reproduced materials or any document containing them; however, a reasonable charge to cover only
the cost of reproduction and distribution may be charged. Private entities or persons located in Texas that are not Texas public school
districts, Texas Education Service Centers, or Texas charter schools or any entity, whether public or private, educational or non-educational,
located outside the state of Texas MUST obtain written approval from TEA and McREL International* and will be required to enter into a
license agreement that may involve the payment of a licensing fee or a royalty.
Goal Setting Form
Self-Assessment Form
Getting Started
Principal Name: School Year:
© TEA 8/15/2017
Principal Self-Assessment and Goal Setting Forms
Getting Started Instructions
3
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.
You may
want to include the Principal's name and the sc
hool year
in the
file
name
when
you save it. Th
e
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.
School Year:
Appraiser Name:
Save Form
Principal Name: School Year:
© TEA 8/15/2017
Principal Self-Assessment and Goal Setting Forms
Principal Self-Assessment Form
4
The Principal Standards serve as the foundation of the T-PESS rubric.
Read the specific Standard carefully and then review the given indicator.
In
most cases, there are two or more performance capacities that are considered under each
indicator.
Begin in the Developing column and prepare to read starting from the right side of the rubric.
If the practices listed in the Developing column describes the principal’s performance
throughout the year, mark the box beside the practice. There should be evidence to support
this decision.
For self-assessment, continue to move to the left to the Proficient column. If the practice
describes the principal’s performance throughout the year, mark the box beside the practice
and move on the Accomplished, and Distinguished categories for each indicator within the
principal evaluation rubric using the same process. There should be evidence that supports
the designation of a Performance Level.
The standards for performance increase in skill and sophistication as you move to the left on
the rubric. The performance demands grown increasingly complex.
Complete this process for each of the skill areas identified within the specific Standard.
Principal Self-Assessment Form
(Appraiser Pre-assessment & Pre-evaluation 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.
The T-PESS Rubric should be completed by principals as a self-assessment of the
performance during the year. Appraisers will use the rubric to complete their assessment of the
principals’ performance for the same time period. Likewise, the principal and evaluator will use this
rubric as a guide for performance discussions and as a tool to determine the final evaluation rating for
the principal.
Instructions: Each year principals should assess their own performance using the T-PESS
self-assessment rubric in preparation for the Beginning-of-Year Conference. The appraiser may
also complete this as a pre-assessment. Local policy/procedures will outline the expectations for
principal and appraiser completion of BOY assessment process. For example, local policy/
procedure will determine if the principal is to submit the self-assessment to the appraiser
prior to the BOY conference. This self-assessment will serve as the basis for establishing
professional growth goals.
To complete this form for self-assessment:
Principal Name: School Year:
© TEA 8/15/2017
Principal Self-Assessment and Goal Setting Forms
Principal Self-Assessment Form
5
Standard 1 Instructional Leadership: The principal is responsible for
ensuring every student receives high-quality instruction.
Indicator 1A: The principal ensures implementation of state and district curricula and
assessments aligned with state standards, including college and career readiness standards.
Distinguished Accomplished Proficient Developing
Needs Improvement
Makes significant
and noteworthy
contributions toward
helping the school
district adopt, adapt,
or design rigorous
research-based
curriculum aligned
with state standards
Monitors the fidelity
of curriculum
implementation
Collaborates with
building leadership
team to strengthen
implementation of the
approved curriculum
and the alignment with
state standards through
accurate analysis of
data sources
Plans with clearly
defined detail for
implementation of the
district’s approved
curriculum
Actively initiates
activities and
opportunities for
teachers and staff to
evaluate the
implementation of the
approved curriculum
Understands and
is knowledgeable
about the district
approved curriculum
and its alignment to the
state standards
Comment Required
Makes significant
and noteworthy
contributions toward
helping the school
district adopt, adapt,
or design rigorous
research-based
assessments (both
formative and
summative) that
support the approved
curriculum and
improve student
learning outcomes
Ensures the
approved curriculum is
assessed using
formative and
summative
assessments that are
focused on maximizing
learning for all students
across all grades and
content areas
. . . and
Actively initiates
activities and
opportunities for
teachers and staff to
provide a
comprehensive
analysis of formative
and summative
assessment data and
the impact on student
achievement
. . . and
Understands and
is knowledgeable
about assessment
(formative &
summative) practices
and issues and their
effect on student
learning
. . . and
Evidence, Artifacts, and/or Notes: Examples include; 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, and Stakeholder surveys.
Principal Name: School Year:
© TEA 8/15/2017
Principal Self-Assessment and Goal Setting Forms
Principal Self-Assessment Form
6
Indicator 1B: The principal monitors and ensures high-quality instructional practices among
teachers and staff that improve student performance.
Distinguished Accomplished Proficient Developing
Not Demonstrated
Needs Improvement
Ensures that
knowledge of teaching
and learning serves
as the foundation for
the school’s
professional learning
community
Analyzes
instructional
implementation data
and provides staff with
on-going opportunities
(e.g. vicarious
experience, action
research) to master
the use of effective
instructional strategies
Provides
guidance on the
implementation and
effective use of
research-based
instructional strategies
in every classroom
Implements a
system(s) for
monitoring the
implementation and
effective use of
research-based
instructional strategies
in every classroom
Understands
and articulates the
adopted model of
instructional planning
and delivery
Comment Required
Leverages
professional
development and
research-based
strategies to increase
the collective efficacy
of teachers and staff
Analyzes and
synthesizes teacher
performance data to
determine school-wide
goals for instructional
improvement
Develops and
executes a specific
and targeted plan for
instructional
professional
development informed
by teacher evaluation,
student achievement,
and other applicable
data sources
. . . and
Utilizes
instructional
performance data to
encourage self-
reflection and engage
teachers in
performance
improvement
conversations about
instructional planning
and delivery
Utilizes existing
structures within the
school to provide and
actively participate
with teachers in
meaningful
professional
development that
incorporates self-
reflection and
addresses findings
from multiple data
sources
. . . and
Demonstrates
knowledge about
research on effective
instructional practices
and their impact on
student achievement
. . . and
Evidence, Artifacts, and/or Notes: Examples include; 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, Educati
on plans for identified sub-populations, and Stakeholder surveys.
Principal Name: School Year:
© TEA 8/15/2017
Principal Self-Assessment and Goal Setting Forms
Principal Self-Assessment Form
7
Indicator 1C: The principal monitors multiple forms of student data to inform instruction and
intervention decisions to maximize student achievement.
Distinguished Accomplished Proficient Developing
Not Demonstrated
Needs Improvement
Empowers,
challenges, and
supports staff to
execute approved
programs and
research-based
school and classroom
practices with the
fidelity needed to
ensure the learning,
achievement, and
complete educational
development of all
students
Requires and
monitors fidelity and
consistency in the
implementation of
research-based
practices and monitors
their impact on
student learning and
achievement
Works
collaboratively with
teachers and staff to
assess the impact of
programs and
interventions on
student learning and
achievement
Understands
and articulates the
impact of school-
level practices on
student learning and
achievement
Comment Required
Actively utilizes
leadership teams to
analyze data relevant
to the fidelity and
consistency of
implementing
research-based
school and classroom
practices and the
impact of those
practices on the
learning and
achievement of all
students
. . . and
Utilizes a variety
of district- approved
student achievement
data sources to
strategically and
intentionally implement
effective research-
based programs and
interventions that
improve the
achievement of all
students
. . . and
Understands and
articulates the
importance of using
multiple data sources
to inform program
decisions that improve
the achievement of all
students
. . . and
Evidence, Artifacts, and/or Notes: Examples include; 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, and Stakeholder surveys.
Principal Name: School Year:
© TEA 8/15/2017
Principal Self-Assessment and Goal Setting Forms
Principal Self-Assessment Form
8
Indicator 1D: The principal ensures that effective instruction maximizes growth of individual
students and student groups, supports equity, and eliminates the achievement gap.
Distinguished Accomplished Proficient Developing
Not Demonstrated
Needs Improvement
Develops
relationships with
parents/guardians and
the community to
improve good will and
trust in the school’s
ability to close
achievement gaps
Utilizes
leadership teams to
analyze relevant data
and optimize work
processes, programs,
and services that
result in closing
achievement gaps
Collaboratively
develops clear
expectations for
teachers and staff that
emphasize practices
consistent with the
meaning of equity and
result in closing
achievement gaps
Understands and
articulates a clear
meaning of equity
within the school
community
Comment Required
Makes significant
and consistent
progress towards
eliminating
achievement gaps
while maximizing
individual student
achievement
Analyzes relevant
achievement data to
inform and prioritize
program and
instructional
improvement efforts
that make
measureable progress
towards eliminating
the achievement gaps
while maximizing
individual student
achievement
Continually and
systematically
assesses the progress
towards eliminating
achievement gaps
among identified sub-
groups of students
Models and
promotes high
expectations for all
students, student sub-
groups, and staff
Actively identifies
and secures the
additional resources
necessary to eliminate
achievement gaps
among student groups
. . . and
Analyzes relevant
data and ensures that
available resources
are appropriated and
aligned with school
improvement priorities
to maximize
achievement growth
for all students
. . . and
Understands and
articulates the learning
and social-emotional
needs of student
groups within the
school community
. . . and
Evidence, Artifacts, and/or Notes: Examples include; 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, and Stakeholder surveys.
Principal Name: School Year:
© TEA 8/15/2017
Principal Self-Assessment and Goal Setting Forms
Principal Self-Assessment Form
9
Standard 2 Human Capital: The principal is responsible for ensuring there
are high-quality teachers and staff in every classroom throughout the school.
Indicator 2A: The principal recruits, selects, places, mentors, and retains diverse and highly
effective teachers and staff.
Distinguished Accomplished Proficient Developing
Not Demonstrated
Needs Improvement
Capitalizes on
the tangible and
intangible assets of
staff members to
optimize student
academic growth and
development
Utilizes
leadership teams to
analyze appropriate
data sources and
strategically develop
processes for
recruiting, hiring,
supporting, and
retaining staff to
strengthen the
school’s vision and
mission
Plans with
concise details and
implements processes
for recruiting, hiring,
supporting, and
retaining staff who
implement school
improvement priorities
and support student
achievement goals
Understands and
articulates the
importance of effective
recruiting, hiring,
supporting, and
retaining teachers and
staff members
Comment Required
Establishes a
culture of high
performance that
supports teacher
retention
. . . and
Uses approved
district processes to
screen, interview, and
hire a diverse staff that
is representative of the
vision of the school
and meets students
needs
Implements and
manages district
personnel policies in a
fair and equitable
manner
Understands and
articulates the
importance of clear
expectations,
structures, and
procedures for
managing human
resources
Utilizes
organizational
resources to
effectively manage
human capital
. . . and
Identifies
organizational
resources and
understands the
necessity of managing
human capital
. . . and
Evidence, Artifacts, and/or Notes: Examples include; Campus Improvement Plan, Student achievement and testing data,
Teacher retention data, Teacher professional growth plans, Site professional development plan, National Board Certified Teachers,
and Stakeholder surveys.
Principal Name: School Year:
© TEA 8/15/2017
Principal Self-Assessment and Goal Setting Forms
Principal Self-Assessment Form
10
Indicator 2B: The principal coaches and develops teachers and staff by giving individual
feedback and aligned professional development opportunities.
Distinguished Accomplished Proficient Developing
Not Demonstrated
Needs Improvement
Leverages
observational and
hands-on experiences
for teachers that meet
staff development
needs and ensures
expected performance
improvement
outcomes are met
Uses
performance and goal
setting data to
encourage and
challenge staff to
reflect on and define
the knowledge, skills,
and concepts that are
essential to the
complete educational
development of all
students
Routinely works
collaboratively with
teachers and staff to
assess the impact of
research-based
programs and
interventions on
student learning and
achievement
Understands and
can articulate the
professional
development needs of
teachers and staff as
those needs relate to
educating a diverse
student population
Comment Required
Maintains and
models a school-wide
culture of professional
learning and
improvement that
supports frequent
professional feedback
for teachers and staff
Supports and
encourages
systematic feedback
among teachers and
staff
Utilizes
leadership teams to
accurately analyze
teacher performance
data to adapt
professional
development based
on the changing
needs of the school
. . . and
Regularly
provides teachers and
staff with individual
performance feedback
and organizes
targeted professional
development
opportunities
. . . and
Involves campus
committees and/or
leadership teams in
identifying needs for
campus professional
development
. . . and
Evidence, Artifacts, and/or Notes: Examples include; Campus Improvement Plan, Student achievement and testing data,
Teacher retention data, Teacher professional growth plans, Site professional development plan, National Board Certified Teachers,
and Stakeholder surveys.
Principal Name: School Year:
© TEA 8/15/2017
Principal Self-Assessment and Goal Setting Forms
Principal Self-Assessment Form
11
Indicator 2C: The principal implements collaborative structures and provides leadership
opportunities for effective teachers and staff.
Distinguished Accomplished Proficient Developing
Not Demonstrated
Needs Improvement
Supports
teachers and staff to
accept leadership
responsibilities
outside of the school
building
Incorporates
teachers and staff into
leadership and
decision-making roles
in the school in ways
that foster their career
development
…and
Defines a process
for supporting and
modeling leadership
development and
decision-making
activities for teachers
and staff members
Facilitates
ongoing support for
teachers and staff who
are taking on new or
additional leadership
and decision-making
roles
…and
Understands and
articulates the
importance of
providing opportunities
for teachers to assume
leadership and
decision making roles
within the school
…and
Comment Required
Evidence, Artifacts, and/or Notes: Examples include; Campus Improvement Plan, Student achievement and testing data,
Teacher retention data, Teacher professional growth plans, Site professional development plan, National Board Certified Teachers,
and Stakeholder surveys.
Principal Name: School Year:
© TEA 8/15/2017
Principal Self-Assessment and Goal Setting Forms
Principal Self-Assessment Form
12
Indicator 2D: The principal provides clear expectations of performance and conducts rigorous
evaluations of all staff using multiple data sources.
Distinguished Accomplished Proficient Developing
Not Demonstrated
Needs Improvement
Maintains a
culture where teacher
performance
evaluations align with
student academic
growth and
development
Holistically
analyzes formative
and summative
teacher and staff
evaluations to
strategically plan for
professional
development to
improve school wide
instructional practice
…and
Creates or adopts
protocols to provide
formal feedback to
teachers concerning
the effectiveness of
their classroom
instruction and ways to
improve
Understands and
communicates clear
expectations of
performance and
professional behavior
for all staff
Comment Required
Implements
evaluation of teachers
and staff according to
district policy and state
stature ensuring
fairness and
consistency
Accurately
analyzes multiple
sources of teacher
performance data and
makes fair and
accurate decisions
concerning teacher
contract and
performance
improvement
…and
Understands
district policy and state
statute governing
teacher and staff
evaluation
…and
Evidence, Artifacts, and/or Notes: Examples include; Campus Improvement Plan, Student achievement and testing data,
Teacher retention data, Teacher professional growth plans, Site professional development plan, National Board Certified Teachers,
and Stakeholder surveys.
Principal Name: School Year:
© TEA 8/15/2017
Principal Self-Assessment and Goal Setting Forms
Principal Self-Assessment Form
13
Standard 3 Executive Leadership: The principal models personal
responsibility and a relentless focus on improving student outcomes.
Indicator 3A: The principal is solutions-oriented, treats challenges as opportunities, and supports the school
and community through continuous improvement.
Distinguished Accomplished Proficient Developing
Not Demonstrated
Needs Improvement
Maintains a culture
in which teachers and
staff encourage and
support each other
during challenging times
Analyzes relevant
school productivity and
student achievement
data to consider new
and innovative ways to
lead improvement
initiatives
Empowers the
school staff to take
ownership of the
continuous
improvement process
Understands and
articulates the necessity
for establishing and
maintaining a culture of
continuous
improvement
Comment Required
Systematically
challenges the status
quo by leading change
initiatives with potentially
beneficial outcomes
Implements
collaborative processes
to collect, analyze, and
act on relevant data
about the school’s
progress toward
accomplishing goals
Inspires teachers
by including them in the
development of a
strategic goal setting
process
Encourages
teachers and staff to
accomplish school
goals
Understands and
articulates a personal
vision for improving the
school’s ability to serve
the needs of all
students and the
necessity for strategic
goal setting
Serve as the driving
force behind
improvement initiatives
that strengthen the
collective ability of the
school community to
adapt to conditions
Creates and uses a
transition team during
times of change to
assist individuals with
new ways of doing
things
…and
Adapts his/her
leadership style to the
needs of individual
teachers and staff
struggling with change
…and
Understands and
articulates how change
initiatives can be
perceived differently by
different stakeholders
…and
Evidence, Artifacts, and/or Notes: Examples include; Campus Improvement Plan, Campus leadership teams, Stakeholder surveys,
Visioning documents, Staff professional development plan, and Teacher retention data.
Principal Name: School Year:
© TEA 8/15/2017
Principal Self-Assessment and Goal Setting Forms
Principal Self-Assessment Form
14
Indicator 3B: The principal proactively seeks and acts on feedback, reflects on personal growth
areas, seeks development opportunities, changes practice in ways that improves student
outcomes.
Distinguished Accomplished Proficient Developing
Not Demonstrated
Needs Improvement
Develops and
refines structures to
gather feedback and
data from educational
stakeholders
Utilizes
performance feedback
and synthesizes
relevant data to adapt
professional practice
and leadership
behaviors that ensure
students receive high-
quality instruction
Incorporates
performance feedback
from supervisors,
attends district-
mandated professional
development, and
makes changes to
practices
Understands the
importance of
performance feedback
from supervisors in the
context of personal
and school
improvement
Comment Required
Serves as a role
model for continuous
improvement in
professional practice
among colleagues
Actively seeks out
individual growth and
professional
development
opportunities
…and
…and
…and
Evidence, Artifacts, and/or Notes: Examples include; Campus Improvement Plan, Campus leadership teams, Stakeholder
surveys, Visioning documents, Staff professional development plan, and Teacher retention data.
Principal Name: School Year:
© TEA 8/15/2017
Principal Self-Assessment and Goal Setting Forms
Principal Self-Assessment Form
15
Indicator 3C: The principal communicates with all audiences and develops productive
relationships.
Distinguished Accomplished Proficient Developing
Not Demonstrated
Needs Improvement
Leverages
communication
among and between
stakeholder groups to
increase the adoption
of new and innovative
change initiatives
within the school or
district
Monitors the
effectiveness of
systems and protocols
to enable internal and
external stakeholder
groups to effectively
communicate with
each other and with
the principal and
makes adjustments to
optimize
communication
Implements and
utilizes a variety of
strategies to
encourage effective
open communication
between and among
students, teachers,
staff, and the larger
school community
Designs and
utilizes a system of
open communication
so that members of
diverse interest groups
feel welcomed and/or
heard within the
school community
Understands and
articulates the
importance of open
and honest
communication with
stakeholder groups
about school priorities,
initiatives, and
improvement activities
Comment Required
Monitors to
improve systems
designed to
encourage and build
community
relationships in a
manner that fosters
respect, outreach, and
community
engagement
…and
Develops
relationships by
providing opportunities
for the appropriate
participation of
stakeholder groups in
the decision-making
process of the school
…and
Understands and
can articulate the
importance of
developing positive
relationships with
school and community
stakeholder groups
Keeps accessible
to all stakeholder
groups
…and
Evidence, Artifacts, and/or Notes: Examples include; Campus Improvement Plan, Campus leadership teams, Stakeholder
surveys, Visioning documents, Staff professional development plan, and Teacher retention data.
Principal Name: School Year:
© TEA 8/15/2017
Principal Self-Assessment and Goal Setting Forms
Principal Self-Assessment Form
16
Indicator 3D: The principal adheres to the Code of Ethics and Standard Practices for Texas
Educators in such a way that it demonstrates a moral imperative to educate all children and
follows practices and procedures of his or her respective district.
Distinguished Accomplished Proficient Developing
Not Demonstrated
Needs Improvement
Actively leads in
the development of
district goals and
initiatives for
improving
achievement of all
students
Models ethical
behavior by educating
the larger community
Develops and
implements staff
trainings on policies
and procedures
related to ethical
behavior
Ensures
compliance of federal,
state, and local
mandates and policies
by all faculty and staff
Understands and
adheres to the Code of
Ethics and Standard
Practices for Texas
Educators
can articulate federal,
state, and district
mandates and policy
regarding the
educational services
entitled to all students
Comment Required
Develops a
systematic approach
for the selection of
staff members to lead
initiatives designed to
mitigate differences
among student groups
and close
achievement gaps
Models cultural
awareness and
responsiveness to
student differences
and provides training
to faculty and staff
Understands that
cultural awareness and
student differences
(e.g. race, gender,
language, SES)
influences student
achievement
Collaborates with
leadership teams to
develop strategies that
demonstrate an
ethical responsibility
for student opportunity
and access to the full
span of the curriculum
…and
Educates school
personnel on the
ethical responsibility
to respond to all
students’ academic,
social-emotional,
cultural, and physical
needs
…and
Understands the
ethical responsibility
for responding to the
academic, social-
emotional, cultural,
and physical needs of
all students
…and
Evidence, Artifacts, and/or Notes: Examples include; Campus Improvement Plan, Campus leadership teams, Stakeholder
surveys, Visioning documents, Staff professional development plan, and Teacher retention data.
Understands and
Principal Name: School Year:
© TEA 8/15/2017
Principal Self-Assessment and Goal Setting Forms
Principal Self-Assessment Form
17
Standard 4 School Culture: The principal is responsible for establishing and
implementing a shared vision and culture of high expectations for all staff and
students.
Indicator 4A: The principal develops, implements, and sustains a shared vision of high expectations
for all students and staff.
Distinguished Accomplished Proficient Developing
Not Demonstrated
Needs Improvement
Leverages personal
skills and abilities to be
a leader of leaders
across the district, in the
community, and in the
field impacting student
learning and
achievement
Promotes a unified
purpose and shared
vision for the school to
ensure equity of high
expectations for all
learners
Serves as the
driving force behind a
campus-wide belief that
teachers and staff can
impact student learning
and achievement
Maintains a culture
of continuous
improvement in the
school which guides the
interventions/enrichment/
outcomes for every
student and staff
member
Demonstrates a
belief through words
and actions that
teachers and staff can
impact student learning
and achievement
Leads the
development of clear,
concise, and agreed-
upon processes
to
empower routine and
systematic decisions,
activities, and initiatives
for school improvement
Understands and
articulates how unity of
purpose, teamwork, and
commitment to teaching
and learning are
interrelated and support
the work of the school
Comment Required
Engages school
community and
stakeholders to promote
and internalize the
Campus Improvement
Plan (CIP) as the
baseline for how to do
business
Empowers SBDM*
to collectively lead and
monitor the
implementation of the
Campus Improvement
Plan (CIP)
…and
*SBDM: Site-based
Decision Making
Regularly uses and
applies the Campus
Improvement Plan (CIP)
to inform and lead
campus decisions
…and
Maintains a
Campus Improvement
Plan (CIP) with a unified
purpose and a shared
vision for the school
…and
Evidence, Artifacts, and/or Notes: Examples include; Campus Improvement Plan, Student discipline data, Teacher turnover data,
School safety plan, Stakeholder surveys, Community partnerships, and Stakeholder engagement activities.
Principal Name: School Year:
© TEA 8/15/2017
Principal Self-Assessment and Goal Setting Forms
Principal Self-Assessment Form
18
Indicator 4B: The principal establishes, reinforces, and monitors clear expectations for adult,
staff, and student conduct, including social and emotional supports.
Distinguished Accomplished Proficient Developing
Not Demonstrated
Needs Improvement
Engages
stakeholders to
regularly assess the
capacity and need for
changes in
expectations,
structures, rules,
procedures, routines,
and interventions to
advocate for positive
impact in the school
community
Collaborates with
campus leadership to
systematically monitor
the effectiveness of
systems intended to
support high levels of
student and staff
performance
Collaborates with
campus leadership to
improve systems to
support high levels of
student and staff
performance
Communicates
the expectations for
high levels of
performance for
students and staff
Implements
systems to improve
the efficacy of
students and staff to
improve performance
Understands and
can explain the
importance of
establishing high
performance
expectations for
students and staff
Comment Required
Collaborates with
campus leadership to
improve the operating
procedures and rules
to maximize
opportunities for all
students to learn and
teachers to teach
…and
Implements and
fairly reinforces the
operating procedures
and rules to guide
student and staff
behavior
Collects and
accurately analyzes
data to monitor the
effectiveness of the
operating procedures
and rules
…and
Understands and
can explain the
importance of a
standard set of
operating procedures
and rules for students
and staff to follow
…and
Evidence, Artifacts, and/or Notes: Examples include; Campus Improvement Plan, Student discipline data, Teacher turnover data,
School safety plan, Stakeholder surveys, Community partnerships, and Stakeholder engagement activities.
Principal Name: School Year:
© TEA 8/15/2017
Principal Self-Assessment and Goal Setting Forms
Principal Self-Assessment Form
19
Indicator 4C: The principal purposefully engages families and community members in meaningful
student learning experiences.
Distinguished Accomplished Proficient Developing
Not Demonstrated
Needs Improvement
Develops and
utilizes relationships
with
parents/guardians and
the community to
develop good will and
garner fiscal,
intellectual, and
human resources in
support of the
school’s improvement
agenda
Implements
processes that
empower
parents/guardians and
all community
stakeholders to
contribute to decisions
that positively
influence student
learning experiences
Creates systems
and processes that
engage
parents/guardians and
all community
stakeholders in a
shared responsibility
for student and school
success
Understands and
can explain that
parents/guardians and
community members
have a critical role in
developing community
engagement, support,
and ownership of the
school
Comment Required
Leverages the
influence and synergy
of the school and
community
stakeholders to work
together to support
high levels of student
achievement
Utilizes the
culturally responsive
needs and positive
traditions of the school
and community to
drive student
achievement to higher
levels
…and
Identifies the
culturally responsive
needs and positive,
traditions of the school
and community
…and
Understands and
can explain the
importance of cultural
perspective in the
school and community
…and
Evidence, Artifacts, and/or Notes: Examples include; Campus Improvement Plan, Student discipline data, Teacher turnover data,
School safety plan, Stakeholder surveys, Community partnerships, and Stakeholder engagement activities.
Principal Name: School Year:
© TEA 8/15/2017
Principal Self-Assessment and Goal Setting Forms
Principal Self-Assessment Form
20
Indicator 4D: The principal creates a safe school environment that ensures the social, emotional,
and physical well-being of staff and students.
Distinguished Accomplished Proficient Developing
Not Demonstrated
Needs Improvement
Encourages and
actively involves
community members
to participate in and
advocate for a safe
and orderly school
environment
Systematically
shares and accurately
reports school safety
data to teachers and
community members
Collaborates with
building leadership to
actively involve
teachers and staff to
lead and manage
components of the
school safety plan
Systematically
reviews and analyzes
school safety data
Implements
school safety
initiatives based on
data to ensure an
environment to
maximize teaching
and learning
Understands and
implements district
policies and
procedures regarding
school safety
Comment Required
Collaborates with
campus leadership to
develop systems to
ensure students, staff,
and community voice
is heard
Utilizes feedback
from students, staff,
and community to
improve the social and
emotional safety of
students and staff
…and
Implements
procedures and
practices to maintain
an orderly and
supportive campus
Collects and
accurately analyzes
data to monitor the
effectiveness of the
operating procedures
and rules
…and
Understands the
importance of
establishing systems
and routines that
ensure an orderly and
supportive campus
environment
…and
Evidence, Artifacts, and/or Notes: Examples include; Campus Improvement Plan, Student discipline data, Teacher turnover data,
School safety plan, Stakeholder surveys, Community partnerships, and Stakeholder engagement activities.
Principal Name: School Year:
© TEA 8/15/2017
Principal Self-Assessment and Goal Setting Forms
Principal Self-Assessment Form
21
Indicator 4E: The principal applies a variety of student discipline techniques to meet the
behavioral and academic needs of individual students.
Distinguished Accomplished Proficient Developing
Not Demonstrated
Needs Improvement
Leverages
campus and district
student support
systems, including
parents/guardians, to
sustain and
strengthen the
confidence in the
school’s ability to
minimize student
discipline issues in
order to best serve the
educational needs of
all students
Provides a
comprehensive
analysis of school
discipline data and
engages learning
teams to sustain
systems that routinely
and conscientiously
protect instructional
time from interruptions
in classrooms and
across the campus
Fairly and
consistently
implements the
Student Code of
Conduct to ensure an
optimal learning
environment for all
students
Understands and
implements district
policies and
procedures regarding
student discipline
Comment Required
Collect and
analyze data
concerning student
behavior and
academic
performance to
accurately address
campus-wide
behavioral and
academic issues
Collaborates with
campus leadership
and intervention
specialist to develop
and implement school
wide intervention
programs that
proactively address
the behavioral and
academic needs of
groups of students
…and
Routinely works
with support specialist
(counselors, special
education, school
psychologist, etc.) to
analyze student
behavior and
academic performance
data
Collaborates with
support specialist to
develop individualized
performance
improvement plans for
students struggling
behaviorally and
academically
…and
Understands how
behavioral issues with
students effect
academic performance
…and
Evidence, Artifacts, and/or Notes: Examples include; Campus Improvement Plan, Student discipline data, Teacher turnover data,
School safety plan, Stakeholder surveys, Community partnerships, and Stakeholder engagement activities.
Principal Name: School Year:
© TEA 8/15/2017
Principal Self-Assessment and Goal Setting Forms
Principal Self-Assessment Form
22
Standard 5 Strategic Operations: The principal is responsible for
implementing systems that align with the school’s vision and mission and
improve the quality of instruction.
Indicator 5A: Strategic Planning - The principal outlines and tracks clear goals, targets, and strategies aligned
to a school vision that continuously improves teacher effectiveness and student outcomes.
Distinguished Accomplished Proficient Developing
Not Demonstrated
Needs Improvement
Leverages high-
level, concrete goals in
order to sustain a high
performing school
culture that creates
demand for innovation
and improvement
Systematically
monitors, evaluates, and
refines goals, targets,
and strategies through
data analysis
Implements change
initiatives that are
aligned with the
school’s goals, targets,
and improvement
strategies
Uses a variety of
classroom and school
data to challenge the
status quo and identify
necessary change
initiatives
Comment Required
Systematically and
clearly communicates
the progress toward
achieving goals to all
members of the school
community
…and
Maintains a
consistent focus on the
school and classroom
influences that affect
student learning and
systematically
communicates
successes and
shortcomings toward
achieving goals and
targets within the school
…and
Understands and
can explain the
importance of open,
effective
communication in the
operation of the school
and the progress
toward improving
student achievement
…and
Evidence, Artifacts, and/or Notes: Examples include; Campus Improvement Plan, School financial information, Master school
schedule with instructional times, Visioning documents, and Staff professional development plan.
Principal Name: School Year:
© TEA 8/15/2017
Principal Self-Assessment and Goal Setting Forms
Principal Self-Assessment Form
23
Indicator 5B: Maximized Learning Time - The principal implements daily schedules and a
yearlong plan for regular data-driven instruction cycles, gives student access to diverse and
rigorous instructional programs, and builds in time for professional development.
Distinguished Accomplished Proficient Developing
Not Demonstrated
Needs Improvement
Ensures ongoing
student engagement
through instructional
programs that provide
opportunities for
personalized learning
Systematically
monitors the effect of
the master schedule
on teacher planning
and student
achievement
Establishes
systems that minimize
or eliminate
interruptions and
distractions to
classroom instruction
Designs school
schedules and
calendars that address
the learning needs of
diverse student
populations
Comment Required
Proactively
reviews and adjusts
schedules and plans
to respond to changes
in instructional needs
Analyzes school
and classroom data to
guide the
implementation of
policies, practices,
and procedures that
maximize the use of
instructional time
…and
Strategically plans
an annual professional
development schedule
that aligns to school
and classroom
instructional needs
…and
Ensures
adherence to all legal
and policy
requirements for
teacher planning and
professional
development
…and
Evidence, Artifacts, and/or Notes: Examples include; Campus Improvement Plan, School financial information, Master school
schedule with instructional times, Visioning documents, and Staff professional development plan.
Principal Name: School Year:
© TEA 8/15/2017
Principal Self-Assessment and Goal Setting Forms
Principal Self-Assessment Form
24
Indicator 5C: Tactical Resource Management - The principal aligns resources with the needs of
the school and effectively monitors the impact of these resources on school goals.
Distinguished Accomplished Proficient Developing
Not Demonstrated
Needs Improvement
Designs
structures and
processes that enable
shared responsibility
by leadership teams
that result in the
recommendations and
decisions for the
allocation of resources
that ensure equitable
outcomes for all
students
Implements
processes and
procedures that
ensure the long-term
viability of effective
programs and
practices
Analyzes relevant
data and incorporates
feedback in the
decisions to allocate
resources for
professional
development needs of
faculty and staff
Understands and
can explain the
importance to assess
and allocate school
resources to support
the professional
development needs of
faculty and staff
Comment Required
Analyzes school
improvement data to
strategically plan for
the allocation of
human, fiscal and
technological
resources to maximize
outcomes for all
students
…and
Seeks human,
fiscal, and
technological
resources necessary
for faculty and staff to
perform their duties
and maximize
outcomes for all
students
…and
Knows about the
school budget and
accounting procedures
…and
Evidence, Artifacts, and/or Notes: Examples include; Campus Improvement Plan, School financial information, Master school
schedule with instructional times, Visioning documents, and Staff professional development plan.
Principal Name: School Year:
© TEA 8/15/2017
Principal Self-Assessment and Goal Setting Forms
Principal Self-Assessment Form
25
Indicator 5D: Policy Implementation and Advocacy - The principal collaborates with district staff
to implement district policies and advocates for the needs of district students and staff.
Distinguished Accomplished Proficient Developing
Not Demonstrated
Needs Improvement
Plays an active
role in the
development of
district/regional/state/
national goals and
initiatives directed at
improving student
achievement
Analyzes relevant
school data in order to
actively collaborate
with school leadership
teams to plan and
execute strategies of
the CIP that are
aligned with the
district initiatives for
improving student
achievement
…and
Implements
district initiatives
directed at improving
student achievement
Understands and
can explain district
goals and initiatives
directed at improving
student achievement
Comment Required
Collaborates with
administrative
colleagues to share
best practices related
to district goals and
initiatives
Seeks internal
and external
opportunities to secure
resources in support of
the school’s academic
program
…and
Openly and
effectively
communicates
between and within
school and district
administration
Advocates
strongly for the school
and the school
academic program with
school district,
parents/guardians, and
the school community
…and
Evidence, Artifacts, and/or Notes: Examples include; Campus Improvement Plan, School financial information, Master school
schedule with instructional times, Visioning documents, and Staff professional development plan.
Print Form
Principal Name: School Year:
© TEA 8/15/2017
Principal Self-Assessment and Goal Setting Forms
Beginning-of-Year Goal Setting Form
26
Beginning-of-Year Goal Setting Form
(For BOY Conference)
Instructions: Beginning of Year Goal Setting / Professional Development Plan
Principals complete a self-assessment using the T-PESS Rubric 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 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 energies 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 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
GSPD plan (goal setting and professional development), 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.
In preparation for the BOY Conference:
The principal will submit (1) a copy of his or her completed Self-Assessment and (2) his or her
draft goals – one for professional practice and one for student growth.
The appraiser will review (1) the results of the principal’s Self-Assessment and the previous
year’s summary ratings (if a continuing principal) and (2) the principal’s draft goals.
Additional information on Principal Self-Assessment & Goal-Setting and the BOY conference is
available in the T-PESS Participant Manual.
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:
Resources Needed:
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:
Resources Needed:
Comments:
Principal Signature:
Date:
Appraiser Signature:
Date:
Principal Name: School Year:
Principal Self-Assessment and Goal Setting Forms
Beginning-of-Year Goal Setting Form 27
© TEA 8/15/2017
Print Form
Chrome Web Store
It looks like you haven't installed the Fill Chrome Extension Add to Chrome