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T-PESS Principal

Orientation Manual

T-PESS Principal Orientation Manual

Table of Contents

User Guide ........................................................................................................................................... 3

Introduction ................................................................................................................................. 3

Purposes of T-PESS ................................................................................................................... 5

Key Priorities .......................................................................................................................... 5

Evaluation Process ................................................................................................................ 6

Timeline and Schedule ............................................................................................................... 9

T-PESS Timeline Sample ...................................................................................................... 9

Roles and Expectations ............................................................................................................ 10

Principal Expectations .......................................................................................................... 10

Appraiser Expectations ........................................................................................................ 10

Texas Principal Standards ........................................................................................................ 11

Standard 1 – Instructional Leadership .................................................................................. 11

Standard 2 – Human Capital ................................................................................................ 12

Standard 3 – Executive Leadership ..................................................................................... 13

Standard 4 – School Culture ................................................................................................ 14

Standard 5 – Strategic Operations ....................................................................................... 15

T-PESS Rubric Design ............................................................................................................. 16

Performance Levels ............................................................................................................. 17

Performance Indicators ........................................................................................................ 17

Performance Descriptors ..................................................................................................... 18

Research-based Responsibilities and Practices ................................................................... 18

Principal Competencies ....................................................................................................... 21

Implementing T-PESS .............................................................................................................. 24

Appraiser Training................................................................................................................ 24

Orientation ........................................................................................................................... 24

Self-Assessment and Review of Goal Setting ...................................................................... 25

Beginning-of-Year Conference and Goal Approval............................................................... 30

Data Collection and Site Visits ............................................................................................. 30

Mid-Year Conference and Goal Progress Review ................................................................ 31

T-PESS Orientation Manual

Collection and Summary of Artifacts and Evidence .............................................................. 32

End-of-Year Conference and Goal Review .......................................................................... 32

Summative Annual Appraisal Report ................................................................................... 32

References ............................................................................................................................... 36

Glossary ................................................................................................................................... 37

Guidance on Student Growth in T-PESS .......................................................................................... 41

T-PESS “Look Fors” ............................................................................................................................ 47

Principal Self-Assessment and Goal Setting Forms.......................................................................... 49

Getting Started Instructions ............................................................................................................. 50

Principal Self-Assessment Form ..................................................................................................... 51

Beginning-of-year Goal Setting Form............................................................................................... 73

T-PESS User Guide

Introduction

Texas recognizes that s

chool leadership is critical to the success of recruiting and retaining top

teachers and fostering an environment in which student learning flourishes. To that end, Senate

Bill 1383

(82nd Regular Legislative Session) was codified in Section 21.3541

of the Texas

Education Code. This statue directed the Texas Education Agency to accomplish the following

initiatives:

• establish and administer a comprehensive appraisal and professional development

system for public school principals;

• assist in developing the system and make recommendations about the training,

appraisal, professional development, and compensation of principals; and

• establish school leadership standards and a set of indicators of successful school

leadership to align with such training, appraisal, and professional development.

The Texas Education Agency (TEA) and the Principal Evaluation Steering Committee

completed the new principal standards in 2013. These new standards are found in Chapter 149

of the Texas Administrative Code

and are expected to serve as the foundation for the new

leadership appraisal and support system.

The Texas Principal Standards inv

olve best practices for principals to be effective leaders and

improve student performance, primarily by reframing the central role of the principal as the

instructional leader of a campus. The standards are not intended to be performance indicators

used for appraisal, but instead embody the practices toward which all principals can strive

regardless of their level of experience or the context of their position. In that sense, the

standards form the foundation on which the state appraisal system is built. Furthermore, the

standards will assist in informing and supporting educator preparation, mentorship, professional

development, and career pathway programs and systems that strengthen the educational

leadership workforce in the state of Texas.

During the 2014-2015 school year TEA planned the development and pilot of the Texas

Principal Evaluation and Support System (T-PESS) based on the new principal standards and in

accordance with state statute. T-PESS was piloted in approximately 54 districts representing a

robust sample of urban, rural, and suburban schools of various sizes and geographic locations.

The principal evaluation system was planned, developed, and implemented thoughtfully with a

focus on continuously improving educator performance, student results, and school productivity.

Senate Bill 1383. Retrieved from outside source, retrieved 11/2014:

http://www.capitol.state.tx.us/BillLookup/Text.aspx?LegSess=82R&Bill=SB1383

Section 21.3541 Texas Education Code. Retrieved from outside source 11/2014:

http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.21.htm#21.3541

Texas Administrative Code (TAC), Title 19, Part II Chapter §149.2001: Commissioner’s Rules Concerning Educator

Standards: Principal Standards. Retrieved from outside source, retrieved 11/2014

(http://ritter.tea.state.tx.us/rules/tac/chapter149/

T-PESS Orientation Manual

User Guide

As an integral part of

the development process, TEA convened a steering committee of leaders

representative of all levels of the K-12 Texas educational system, representatives from higher

education leadership preparation programs, and nationally recognized experts in the field of

educator effectiveness and personnel evaluation. These educational professionals were

charged with designing and developing a research-based system for supporting and evaluating

Texas principals. The committee convened in early 2014 to begin work on the development of

an evaluation instrument and supporting system that reflected the newly developed Texas

Principal Standards and met the fundamental tenets of the primary purposes for evaluation and

support of school principals. The instrument, supporting process, and materials were drafted

and tested in late May 2014 in preparation for the first year of a two-year pilot that began in the

fall of the 2014-2015 school year. Results of the pilot test were used to strengthen the

evaluation instrument, evaluation process, and implementation of Section 21.3541 of the Texas

Education Code.

T-PESS Orientation Manual

User Guide

Purposes of T-PESS

T-PESS clarifies what effective principals should know and

be able to do leading to increased consistency and rigor in

the evaluation process. The system is intended to enhance

communication between a supervisor and a principal with

transparency, fairness, and constructive feedback. By using

the results of the evaluation to guide their own professional

development, all principals will be able to chart a course for

professional growth from the novice principal just beginning

the journey of development to the experienced and an

effective school leader seeking to be influential throughout

the profession.

Key Priorities

During the development of T-PESS, the Texas Principal Evaluation Steering Committee agreed

on four key priorities as the guiding principles for the process. Systematically revisiting these

principles throughout implementation serves to anchor the process and to increase the impact

for all stakeholders. Using these priorities as operating principles offers the opportunity for T-

PESS to fulfill the purposes of according to the Texas Administrative Code and strengthen

leadership performance across the state of Texas. The Steering Committee’s key priorities for

principal evaluation are the following:

• Personify continuous growth and improvement

• Guide self-reflection

• Inform professional development

• Improve leadership quality

Focused attention on principal support and evaluation provides the unique opportunity to

redefine and strengthen the larger system of educator quality and effectiveness. Leadership is a

complex task requiring a dynamic combination of knowledge, skills, and dispositions to realize a

number of outcomes, most important, the educational needs of all students. Positive outcomes

are obtained when systems of evaluation have trustworthy information about effective teaching,

leading, and learning and are aligned with other systems across the school district. T-PESS, its

purposes, and its key priorities, exemplify TEA’s commitment to the process of ensuring that this

part of the larger system is meaningful, manageable, and operates in a way that is coherent and

supportive of leadership effectiveness, school productivity, and student outcomes.

T-PESS Orientation Manual

User Guide

Evaluation Process

The T-PESS process is comprised of a series of ongoing

actions and activities (see Figure 1) intended to embody

the essence of a reflective and responsive practitioner.

Although the T-PESS process results in an annual

summary assessment of the principal, it is designed and

most effective as a collaborative dialogue that includes

annual self-assessment, goal-setting, on-going review,

reflection and response to artifacts and data, and regular

opportunities to receive constructive feedback, resulting in

the improvement and refinement of

practice.

Steps of the Evaluation Process

Step 1: Orientation (As Necessary)

In the first year of implementation, districts provide an orientation for all

principals on T-PESS. At this orientation, each principal receives a

complete set of materials outlining the district evaluation process, including

information such as expectations for participation, process timeline, and

guidance on performance measurement.

Each principal should become thoroughly familiar with T-PESS and all of

the materials associated with it, including definitions and forms. In

subsequent years, orientation must be provided to any principal who is new to the T-PESS

system and to all principals when district evaluation policy changes.

Step 2: Self-Ass

essment and Goal Setting

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.

Beginning with the 2017 – 2018 school year, principals must also develop 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. During the initial implementation of T-PESS, principals will self-assess and

draft goals following district orientation on the process. In subsequent years, the start of school

provides another opportunity for principals to review and update their self-assessment and

adjust goals based on any additional information gathered since the end of the previous year.

Figure 1: Annual Principal Evaluation

T-PESS Orientation Manual

User Guide

Step 3: Beginning-of-Year Conference (Goal Approval)

During the Beginning-of-Year (BOY) Conference, the appraiser and the

principal will discuss the principal’s completed Self-Assessment and the

proposed goals related to professional practice and student growth. As the

appraiser and principal reach agreement on the yearly performance goals,

they should also decide on what support may be needed to achieve the

goals and the artifacts and evidence most appropriate to understanding

and determining the principal’s progress toward the goals. This discussion

may also include a review of the current context of the school and previous practice, as

applicable. The principal and appraiser will agree on the data, evidence, and documentation

applicable to fairly appraise the principal’s goal attainment. The BOY Conference is intended to

begin the ongoing yearly dialogue between principal and appraiser to help the principal

strengthen effectiveness and build capacity as a leader and to help the appraiser better support

and appraise the principal’s work.

Step 4: School

Site Visits/Informal Assessment (On-Going)

The appraiser will visit the school throughout the year in order to observe

the campus environment, interact with teachers and other members of the

school community, and to continue to talk with the principal about

professional practice and support needed to accomplish the desired goals.

Throughout the year, the principal collects data to monitor progress toward

the goals and to gain insight on his/her practice. These data may include

the artifacts listed on the rubric; feedback from parents, students, and the school community;

documentation of professional development completed during the year; and other data to

document achievement of performance goals. Data collection is ongoing throughout the

evaluation cycle and is not limited to monitoring progress toward the goals. It is hoped that as

principals reflect on those areas identified through self-assessment, they will seek both

quantitative and qualitative data and artifacts to help them better understand what is or is not

working, and why.

Step 5: Mid-Year Conference (Goal Progress)

Approximately halfw

ay 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.

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.

T-PESS Orientation Manual

User Guide

Step 6: Ident

ify and Collect Artifacts and Evidence (On-Going)

As the year progr

esses, the principal will collect data and artifacts to inform

review and guide reflection on professional practice and goal progress. As

the end of the year approaches, the principal will begin to synthesize data

(artifacts and evidence) as specified in his/her performance goals. In

addition, principals may collect additional information obtained throughout

the evaluation cycle in order to prepare for the End of Year (EOY)

Conference.

This brief summary of data from the year is not intended to be a portfolio but rather a targeted

presentation of artifacts, evidence, and information for consideration to evaluate performance.

The principal may be asked to provide the summary evidence to the appraiser in advance of the

EOY meeting, as specified in local policy/procedure or requested by the appraiser.

Step 7: End-of-

Year Conference and Goal Setting (Looking Forward)

To complete t

he 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

appraiser prepares for the meeting by reviewing the artifacts and evidence

gathered to-date which allows the appraiser to request additional information, if needed, and to

respond appropriately to additional data provided by the principal. Similar to the T-TESS

process, the T-PESS EOY Conference will inform the appraiser, who will complete the

Summative Rating and Goal Attainment form after having time to review and reflect upon the

information provided. The EOY conference and summary assessment is an essential step to

ensure that insight gained through the process translates into continuous growth resulting in

improved leadership quality.

Evaluation Forms

The T-PESS evaluation forms are merely the vehicle for capturing the essence of the process

which includes self-reflection, goal-setting, and on-going professional development. For ease of

reference, the following forms are available in electronic form on the TPESS website:

• Self-Assessment using the T-PESS Rubric

• Professional Development Plan:

• Beginning-of-Year Goal Setting Form

• Mid-Year Progress Form toward Goal Attainment

• End-of-Year Goal Attainment Form

• Summary Rating Form

T-PESS Orientation Manual

User Guide

Timeline and Schedule

It is important for districts to consider and

establish timelines and schedules (see

Table 1 for example) of when specific

actions and activities should be

completed related to the seven-step

process. For example, consider your

calendars and make sure that all

stakeholders involved with the evaluation

of principals know and understand your

established schedules and timelines.

Table 1: Example of an estimated timeline for completing the T-PESS process

Sample T-PESS Timeline

Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Step 7

Prior to the

beginning

of the

school year

During the

first 3

weeks of

the school

year

During the

first 6

weeks of

the school

year

On-going At or near

the end of

the 1

semester.

On-going;

summary

submitted

by end of

school

Within two

weeks of

the end of

the school

year

T-PESS Timeline Sample

The main advantage of a timeline is to increase the fidelity and consistency of the process. The

timeline should align with other district calendars and schedules. The table below is an example

of an optional planning tool for school districts as they consider the T-PESS process. This

sample may not include all actions and activities required by a school district related to the

support and evaluation of their principals, but it may provide a starting point for consideration.

Table 2: Sample - Evaluation Process Timeline Guide (optional)

Activity

Timeframe

Orientation

Self-Assessment & Beginning-of-Year Goal Setting

Beginning-of-Year Conference

School Site Visits (On-going)

Mid-Year Conference (Mid-Year Progress Review /Form )

End-of-Year Conference

End-of-Year Goal Attainment Form & Final Evaluation

Ratings

T-PESS Orientation Manual

User Guide

Roles and Expectations

For T-PESS to fulfill the purpose of

evaluation and realize the key priorities of

the Texas Principal Evaluation Steering

Committee, stakeholders need to know and

understand their roles and expectations.

Stakeholder responsibilities link directly to

processes and practices associated with

effective implementation and use of any

system, specifically T-PESS.

Principal Expectations:

 Know and understand the Texas Principal Standards.

 Participate in orientation to understand and implement T-PESS.

 Engage in process of on-going self-reflection to better understand strengths and areas

for improvement and make decisions to build capacity.

 Prepare for participation in the Beginning-of-Year Conference, including self-

assessment, identification of performance goals, and development of a goal setting and

professional development plan (GSPD).

 Gather data, artifacts, and evidence to reflect on impact, request support, and

demonstrate progress in relation to standards and attainment of goals.

 Develop and implement strategies to improve personal performance/attain goals in

areas individually or collaboratively identified.

 Prepare for participation in the Mid-Year Conference, and the End-of-Year

Conference.

 Draft goal(s) for the subsequent year based on the final evaluation.

Appraiser Expectations:

 Know and understand the Texas Principal Standards.

 Participate in professional development to understand and implement T-PESS.

 Commit to growth-oriented supervision and ensure that all steps are conducted with

fidelity to the T-PESS process and philosophy.

 Engage in regular and on-going dialogue with principals through a combination of site

visits and personal interaction.

 Review the principal’s strengths and areas for improvement in order to provide more

meaningful and effective coaching and support.

 Ensure that the content of the Summative Annual Appraisal Report

contain information

that accurately reflects the principal’s performance.

 Understand the context and environment in which the principal must work and leverage

skills and knowledge required to implement T-PESS to benefit leadership improvement

and school performance.

 Effectively facilitate Beginning-of-Year, Mid-Year, and the End-of-Year Conferences.

T-PESS Orientation Manual

User Guide

Texas Principal Standards

The Texas Principal Standards have been

developed and used in T-PESS in accordance

with Chapter 149 of the Texas Administrative

Code. The standards imply what skills and

knowledge principals should have to improve

school productivity and increase student

achievement and outcomes. When principals use

the standards as a guide, they will have the

opportunity to continually reflect upon and

improve their effectiveness as leaders throughout

all stages of their careers. Although there are

many influences on a school leader’s

development, these standards will serve as an important tool for principals as they consider

their growth and development as executives leading schools in the 21

century.

Standard 1 – Instructional Leadership: The principal is responsible for

ensuring every student receives high-quality instruction.

Effective pr

incipals prioritize instruction and student achievement by developing and sharing a

clear definition of high-quality instruction based on best practices from research. They

implement a rigorous curriculum aligned with state standards. They analyze the curriculum to

ensure that teachers align content across grades and that those curricular scopes and

sequences meet the particular needs of their diverse student populations. They model

instructional strategies and set expectations for the content, rigor, and structure of lessons and

unit plans. They dedicate a part of each day to monitoring and improving instruction by visiting

classrooms, giving formative feedback to teachers, and attending grade level, PLC, or team

meetings.

In schools led by effective principals (instructional leaders), data are used to determine

instructional decisions and monitor progress. Principals implement common interim assessment

cycles to track classroom trends and determine appropriate interventions. Staff have the

capacity to use data to drive effective instructional practices and interventions. The principal's

focus on instruction results in a school filled with effective teachers who can describe, plan, and

implement strong instruction and in classrooms filled with students actively engaged in

cognitively challenging and differentiated activities.

Indicators

Rigorous and aligned curriculum and assessment

1a. The principal implements rigorous curricula and assessments aligned with

state standards, including college and career-readiness standards.

Effective instructional practices

1b. The principal develops high-quality instructional practices among teachers

that improve student performance.

Data-driven instruction and interventions

T-PESS Orientation Manual

User Guide

1c. The principal monitors multiple forms of student data to inform instructional

and intervention decisions to maximize student achievement.

Maximize learning for all students

1d. The principal ensures that effective instruction maximizes growth of individual

students and student groups, supports equity, and eliminates the achievement

gap.

Standard 2 – Human Capital: The principal is responsible for ensuring there

are high-quality teachers and staff in every classroom throughout the

school.

Effective principals focus on key issues related to human capital. They treat faculty/staff

members as their most valuable resource and invest in the development, support, and

supervision of the staff. They ensure all staff members have clear goals and expectations that

guide them and by which they are assessed. They are strategic in selecting and hiring

candidates whose vision aligns with their school's vision and whose skills match the school's

needs. They ensure that, once hired, teachers develop and grow by building layered supports

that include regular observations, actionable feedback, coaching, and schoolwide supports so

that teachers know how they are performing. They facilitate professional learning communities

to review data and support development. They create opportunities for effective teachers and

staff to take on a variety of leadership roles and delegate responsibilities to staff and

administrators on their leadership team. They use data from multiple points of the year to

complete accurate evaluations of all staff, using evidence from regular observations, student

data, and other sources to evaluate the effectiveness of teachers and staff.

In schools with effective principals, faculty and staff understand how they are being evaluated

and what the expectations are for their performance. Staff can identify areas of strength and

have opportunities to practice and receive feedback on growth areas from the leadership team

and peers. Staff evaluation data show variation based on effectiveness and improvement across

years, as development and retention efforts take effect. Across the school, faculty and staff

support each other's development through regular opportunities for collaboration.

Indicators

Targeted selection, placement, and retention

2a. The principal selects, places, and retains effective teachers and staff.

Tailored development, feedback, and coaching

2b. The principal coaches and develops teachers by giving individualized

feedback and aligned professional development opportunities.

Staff collaboration and leadership

2c. The principal implements collaborative structures and provides leadership

opportunities for effective teachers and staff.

Systematic evaluation and supervision

2d. The principal conducts rigorous evaluations of all staff using multiple data

source.

T-PESS Orientation Manual

User Guide

Standard 3 – Executive Leadership: The principal is responsible for

modeling a consistent focus and personal responsibility for improving

student outcomes.

Effective principals take personal responsibility for the success of the school. They motivate the

school community by modeling a relentless pursuit of excellence. They are reflective in their

practice and strive to continually to improve, learn, and grow. They acknowledge mistakes while

remaining focused on solutions and are not stymied by challenges or setbacks. When a strategy

fails, these principals analyze data, assess implementation, and talk with stakeholders to

understand what went wrong and how to adapt strategies moving forward. They keep staff

inspired and focused on the end goal even as they support effective change management. They

have strong communication skills and understand how to communicate a message in different

ways to meet the needs of various audiences. They are willing to listen to others and create

opportunities for staff and stakeholders to provide feedback. They treat all members of the

community with respect and develop strong, positive relationships with them.

Effective principals build a supportive and adaptive context for identifying the right work,

sustaining improvement, managing change, and emphasizing leadership practices positively

associated with student achievement. Waters and Cameron (2007) suggest that:

“Everything that happens in a school happens within the context of a community. School

communities are comprised of students, parents, teachers and other school staff

members, central office administrators and support personnel, the school board, other

social agencies, and businesses. The more this diverse community is able to coalesce

around shared purposes, the more sustainable and effective the school’s change efforts

will be.”

The impact of principal leadership on school productivity, instructional quality, and student

achievement is instrumental in developing a purposeful community. Accordingly, a first priority

of school leaders is to work with teachers and key community leaders to develop and maintain a

strong, intentional, and purposeful community.

Indicators

Resiliency and change management

3a. The principal remains solutions-oriented, treats challenges as opportunities,

and supports staff through changes.

Commitment to ongoing learning

3b. The principal proactively seeks and acts on feedback, reflects on personal

growth areas and seeks development opportunities, and accepts responsibility

for mistakes.

Communication and interpersonal skills

3c. The principal tailors communication strategies to the audience and develops

meaningful and positive relationships.

Ethical Behavior

3d. The principal adheres to the Code of Ethics and Standard Practices for Texas

Educators in such a way that it demonstrates the moral imperative to educate all

children and follows practices and procedures of his or her respective district.

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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.

Effective pr

incipals leverage the schools’ culture to drive improved outcomes and to create high

expectations. They establish and implement a shared vision of high achievement for all students

and use that vision as the foundation for key decisions and priorities for the school. They

establish and communicate consistent expectations for staff and students, providing supportive

feedback to ensure a positive campus environment. They focus on students' social and

emotional development and help students develop resiliency and self-advocacy skills. They

treat families as key partners to support student learning, creating structures for two-way

communication and reporting regular updates on student progress. Regular opportunities exist

for both families and the communities to engage with the schools and participate in school

functions.

In schools with effective principals, the staff believes in and is inspired by the school vision and

has high expectations for all students. Staff members takes responsibility for communicating the

vision in their classrooms and for implementing behavioral expectations throughout the building,

not only in their own classrooms. Teachers regularly communicate with the families of their

students to provide updates on progress and actively work with families to support learning at

home.

Indicators

Shared vision of high achievement

4a. The principal develops and implements a shared vision of high expectations

for students and staff.

Culture of high expectations

4b. The principal establishes and monitors clear expectations for adult and

student conduct and implements social and emotional supports for students.

Intentional family and community engagement

4c. The principal engages families and community members in student learning.

Safe school environment

4d. The principal creates an atmosphere of safety that encourages the social,

emotional, and physical well-being of staff and students.

Discipline

4e. The principal uses a variety of student discipline techniques to meet the

behavioral and academic needs of individual students.

T-PESS Orientation Manual

User Guide

Standard 5 – Strategic Operations: The principal outlines and tracks clear

goals, targets, and strategies aligned to a school vision that continuously

improves teacher effectiveness and student outcomes.

Effective principals assess the current needs of their schools, reviewing a wide range of

evidence to determine the schools' priorities and ambitious and measurable school goals,

targets, and strategies that form the schools' strategic plans. With their leadership teams, they

regularly monitor multiple data points to evaluate progress towards goals, adjusting strategies

that are proving ineffective. They develop a year-long calendar and daily schedule that

strategically use time both to maximize instructional time and create regular time for teacher

collaboration and data review. They are deliberate in the allocation of resources (staff time,

dollars, and tools), aligning them to the school priorities and goals, and they work to access

additional resources as needed to support learning. They treat central office staff as partners in

achieving goals and collaborate with staff throughout the district to adapt policies as needed to

meet the needs of students and staff.

In schools with effective principals, faculty and staff have access to resources needed to meet

the needs of all students. Staff understands the goals and expectations for students, has clear

strategies for meeting those goals, and has the capacity to track progress. Members of the staff

collaborate with the principal to develop the school calendar. Teacher teams and administrator

teams meet regularly to review and improve instructional strategies and analyze student data.

Throughout the year, all staff members participates in formal development opportunities that

build the capacity to identify and implement strategies aligned to their school's improvement

goals.

Indicators

Strategic planning

5a. The principal outlines and tracks clear goals, targets, and strategies aligned

to a school vision that improves teacher effectiveness and student outcomes.

Maximized learning time

5b. The principal implements daily schedules and a year-long calendar that plan

for regular data-driven instruction cycles, give students access to diverse and

rigorous course offerings, and build in time for staff professional development.

Tactical resource management

5c. The principal aligns resources with the needs of the school and effectively

monitors the impact on school goals.

Policy implementation and advocacy

5d. The principal collaborates with district staff to implement and advocate for

district policies that meet the needs of students and staff.

T-PESS Orientation Manual

User Guide

T-PESS Rubric Design

The T-PESS rubr

ic was developed to align with and

exemplify the Texas Principal Standards. The rubric

serves as the foundation of T-PESS. It should be

used throughout the process to inform principal

practice and monitor progress toward consistently

using practices that leadership research has identified

as necessary to improve instructional quality and

school productivity, and increase student achievement.

The Texas Principal Evaluation Steering Committee

applied a unique theory of action to the design of the

rubric. As a result, the T-PESS rubric personifies a

formative, growth-oriented approach to leadership

assessment.

The rubric consists of four main components as seen in Figure 2.

Each standard is formatted as follows:

• Performance Standard: The broad category of the principal’s knowledge and skills

• Indicator: A part or aspect of the standard, especially one that is essential or

characteristic to overall intent and meaning of the standard

• Performance Level:

A classification or ranking of performance based on generalized

descriptors related to knowledge, skills, and dispositions of performance

• Performance Descri

ptors: An item or term that has the function of describing or

identifying knowledge, skills, and dispositions that are intended to describe leadership

Figure 2: T-PESS rubric components

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Performance Levels

The following levels will be used:

Distinguished: Principal consistently and significantly exceeded proficiency on

standard(s) of performance. Direct comment is required.

Accomplished: Principal exceeded proficiency on standard(s) of performance most of the

time.

Proficient: Principal demonstrated competent performance on the standard.

Developing: Principal demonstrated adequate growth toward achieving standard(s)

during the period of performance but did not demonstrate proficiency on standard(s) of

performance.

Not Demonstrated/Needs Improvement: Principal did not demonstrate competence on

achieving standard(s) of performance. Direct comment is required.

Performance Indicators

Each standard is supported by four or five indicators. Each indicator provides general

expectations for what knowledge and skills the principal should have to meet the performance

expectations of the standard. The descriptors that describe and differentiate the leadership

practices are detailed horizontally across the rating scale. Figure 3 illustrates how the

performance indicators (leadership practices) are emphasized across the rating scale.

Figure 3: Horizontal alignment of leadership practices

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Performance Descriptors

The descriptors detailed in each performance level of T-PESS address the inadequacies of

previous evaluation systems that lacked the specificity to differentiate performance across

ratings. (Weisberg, Sexton, Mulhern, & Keeling, 2009) Each indicator within each standard

includes descriptors (leadership practices) that are associated with evidence-based research

(Marzano, Waters, & McNulty, 2005) and principal competencies stressed in nationally

recognized leadership standards (ISLLC, 2008).

Research-based Responsibilities and Practices

To further strengthen T-PESS, the Steering Committee used research on effective school-level

leadership (Waters & Cameron, 2007; Marzano et al., 2005; Waters, Marzano, & McNulty,

2003). Results from the study identified 21 specific leadership responsibilities and 66 associated

practices that have a statistically significant link between principal leadership and student

achievement.

The 21 leadership responsibilities have been strategically placed in a framework that simplifies

the complex and demanding job of the principal. The framework helps principals to select the

right work, effectively manage change to implement strategic initiatives and priorities, and build

resilient, purposeful communities of practice that contribute to improving student outcomes. The

21 leadership responsibilities are used in T-PESS to anchor principal practices to the Texas

Principal Standards.

Table 3: Research-Based Leadership Responsibilities and Practices

Balanced Leadership – 21 Principal Responsibilities & 66 Associated Practices

Responsibility

Avg.

The extent to which the

principal…

Associated Practices

Affirmation

.19

Recognizes and

celebrates school

accomplishments and

acknowledges failures

• Systematically and fairly recognizes the

accomplishments of teachers and staff

• Systematically and fairly recognizes and celebrates

the accomplishments of students

•

Systematically and fairly recognizes the failures of

and celebrates the accomplishments of the school as

a whole

Change agent

.25

Is willing to and actively

challenges the status

quo

• Consciously challenges the status quo

•

Is willing to lead change initiatives with uncertain

outcomes

• Systematically considers new and better ways of

doing things

•

Consistently attempts to operate at the edge versus

the center of the school’s competence

Communication

.23

Establishes strong lines

of communication with

teachers and among

students

• Is easily accessible to teachers and staff

•

Develops effective means for teachers and staff to

communicate with one another

•

Maintains open and effective lines of communication

with teachers and staff

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Balanced Leadership – 21 Principal Responsibilities & 66 Associated Practices

Responsibility

Avg.

The extent to which the

principal…

Associated Practices

Contingent

rewards

.24

Recognizes and rewards

individual

accomplishments

• Uses performance versus seniority as the primary

criteria for rewards and recognition

• Uses hard work and results as the basis for rewards

and recognition

• Recognizes individuals who excel

Culture

.25

Fosters shared beliefs

and a sense of

community and

cooperation

• Promotes a sense of well-being among teachers and

staff

• Promotes cohesion among teachers and staff

• Develops an understanding of purpose among

teachers and staff

•

Develops a shared vision of what the school could be

• Promotes cooperation among teachers and staff

Discipline

.27

Protects teachers from

issues and influences

that would detract from

their teaching time or

focus

• Protects instructional time from interruptions

•

Protects/shelters teachers and staff from internal and

external distractions

Flexibility

.28

Adapts his or her

leadership behavior to

the needs of the current

situation and is

comfortable with dissent

• Is comfortable with making major changes in how

things are done

• Encourages people to express diverse opinions

contrary to those held by individuals in positions of

authority

• Adapts leadership style to the needs of specific

situations

• Is directive or non-directive as the situation warrants

Focus

.24

Establishes clear goals

and keeps those goals in

the forefront of the

school’s attention

• Establishes high, concrete goals and expectations

that all students meet them

• Establishes high, concrete goals for curriculum,

instruction, and assessment practices within the

school

• Establishes high, concrete goals for the general

functioning of the school

• Continually keeps attention on established goals

Ideals and beliefs

.22

Communicates and

operates from strong

ideals and beliefs about

schooling

• Possesses well-defined beliefs about schools,

teaching, and learning

• Shares beliefs about school, teaching, and learning

with the teachers and staff

•

Demonstrates behaviors that are consistent with

beliefs

Input

.25

Involves teachers in the

design and

implementation of

important decisions

• Provides opportunities for teacher and staff input on

all important decisions

• Provides opportunities for teachers and staff to be

involved in developing school policies

• Uses leadership teams in decision-making

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Balanced Leadership – 21 Principal Responsibilities & 66 Associated Practices

Responsibility

Avg.

The extent to which the

principal…

Associated Practices

Intellectual

stimulation

.24

Ensures that the faculty

and staff are aware of

the most current theories

and practices and makes

the discussion of these a

regular aspect of the

school culture

• Keeps informed about current research and theory

on effective schooling

• Continually exposes teachers and staff to cutting-

edge research and theory on effective schooling

• Fosters systematic discussion regarding current

research and theory on effective schooling

Involvement in

curriculum,

instruction, and

assessment

.20

Is directly involved in the

design and

implementation of

curriculum, instruction,

and assessment

practices

• Is directly involved in helping teachers design

curricular activities and address assessment and

instructional issues

Knowledge of

curriculum,

instruction, and

assessment

.25

Is knowledgeable about

current curriculum,

instruction, and

assessment practices

• Possesses extensive knowledge about effective

curricular, instructional, and assessment practices

•

Provides conceptual guidance regarding effective

classroom practices

Monitor and

evaluate

.27

Monitors the

effectiveness of school

practices and their

impact on student

learning

• Continually monitors the effectiveness of the school’s

curricular practices

• Continually monitors the effectiveness of the school’s

instructional practices

• Continually monitors the effectiveness of the school’s

assessment practices

•

Remains aware of the impact of the school’s

practices on student achievement

Optimize

.20

Inspires and leads new

and challenging

innovations

• Inspires teachers and staff to accomplish things that

might be beyond their grasp

• Is the driving force behind major initiatives

•

Portrays a positive attitude about the ability of

teachers and staff to accomplish substantial things

Order

.25

Establishes a set of

standard operating

procedures and routines

• Provides and reinforces clear structures, rules, and

procedures for teachers and staff

• Provides and reinforces clear structures, rules, and

procedures for students

•

Establishes routines for the effective running of the

school that teachers and staff understand and follow

Outreach

.27

Is an advocate and

spokesperson for the

school to all stakeholders

• Ensures the school complies with all district and state

mandates

• Is an advocate of the school with the community at

large

•

Is an advocate of the school with parents

• Is an advocate of the school with central office

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Balanced Leadership – 21 Principal Responsibilities & 66 Associated Practices

Responsibility

Avg.

The extent to which the

principal…

Associated Practices

Relationships

.18

Demonstrates

awareness of personal

aspects of teachers and

staff

• Is informed about significant personal issues within

the lives of teachers and staff

• Maintains personal relationships with teachers and

staff

•

Is aware of the personal needs of teachers and staff

•

Acknowledges significant events in the lives of

teachers and staff

Resources

.25

Provides teachers with

materials and

professional

development necessary

for the successful

execution of their jobs

• Ensures that teachers and staff have the necessary

materials and equipment

• Ensures that teachers and staff have the necessary

professional development opportunities that directly

enhance their teaching

Situational

awareness

.33

Is aware of the details

and the undercurrents in

the running of the school

and uses this information

to address current and

potential problems

• Is aware of informal groups and relationships among

teachers and staff

• Is aware of the issues in the school that have not

surfaced but could create discord

• Accurately predicts what could go wrong from day to

day

Visibility

.20

Has quality contacts and

interactions with teachers

and students

• Makes systematic and frequent visits to the

classroom

•

Is highly visible to students, teachers, and parents

• Has frequent contact with students

Principal Compet

encies

A competency is a combination of knowledge (factual and experiential) and skills that one needs

to do something effectively and efficiently--in this case, implement T-PESS. According to

McREL’s learning taxonomy (Waters & Cameron, 2007), factual knowledge is simply “knowing”

content. Experiential knowledge is the knowledge one gains from understanding; it is knowing

the when and why. Skills bring structure to experiential knowledge. It is when one can put his or

her accumulated knowledge into a series of steps that, if followed, will lead to effective practice.

There are many competencies embedded within the descriptors in the T-PESS rubric. These

competencies are adapted from the nationally recognized Interstate School Leaders Licensure

Consortium (ISLLC, 2008) school leadership standards developed by the Council of Chief State

School Officers (CCSSO). The principal may or may not personally possess all of these

competencies but must ensure that a team is in place on his or her campus that not only

possesses them effectively and efficiently. Although the principal may not personally possess

them all, he or she is still responsible for their effective use in the various leadership practices.

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The competencies can be applied to multiple standards and indicators and are essential to

principals’ success as school leaders. The competencies are listed to emphasize their

importance and to strengthen T-PESS.

• Communication – Effectively listens to others; clearly and effectively presents and

understands information orally and in writing; acquires, organizes, analyzes, interprets,

and maintains information needed to achieve school or team objectives.

• Change Management – Effectively engages staff and community in the change process

in a manner that ensures their support of the change and its successful implementation.

• Conflict Management – Anticipates or seeks to resolve confrontations, disagreements,

or complaints in a constructive manner.

• Creative Thinking – Engages in and fosters an environment for others to engage in

innovative thinking.

• Customer Focus – Sees students as customers of the work of schooling, understands

the servant nature of leadership, and acts accordingly.

• Delegation – Effectively assigns work tasks to others in ways that provide learning

experiences for them and in ways that ensure the efficient operation of the school.

• Dialogue/Inquiry – Is skilled in creating a risk-free environment for engaging people in

conversations that explore issues, challenges, or bad relationships that are hindering

school performance.

• Emotional Intelligence – Is able to manage oneself through self-awareness and self-

management and manage relationships through empathy, social awareness, and

relationship management. This competency is critical to building strong, transparent,

trusting relationships throughout the school community.

• Environmental Awareness – Becomes aware of and remains informed about external

and internal trends, interests, and issues with potential impacts on school policies,

practices, procedures, and positions.

• Global Perspective – Understands the competitive nature of the new global economy

and is clear about the knowledge and skills students will need to be successful in this

economy.

• Judgment – Effectively reaching logical conclusions and making high-quality decisions

based on available information; giving priority and caution to significant issues; analyzing

and interpreting complex information.

• Organizational Ability – Effectively plans and schedules one’s own work and the work

of others so that resources are used appropriately, such as scheduling the flow of

activities and establishing procedures to monitor projects.

• Personal Ethics and Values – Consistently exhibits high standards in the areas of

honesty, integrity, fairness, stewardship, trust, respect, and confidentiality.

• Personal Responsibility for Performance – Proactively and continuously improves

performance by focusing on needed areas of improvement and enhancement of

strengths; actively seeks and effectively applies feedback from others; takes full

responsibility for one’s own achievements.

• Responsiveness – Does not leave issues, inquiries, or requirements for information go

unattended; creates a clearly delineated structure for responding to requests/situations

in an expedient manner.

• Results Orientation – Effectively assumes responsibility. Recognizes when a decision

is required. Takes prompt action as issues emerge. Resolves short-term issues while

balancing them against long-term goals.

• Sensitivity – Effectively perceives the needs and concerns of others; deals tactfully with

others in emotionally stressful situations or in conflict; knows what information to

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communicate and to whom; relates to people of varying ethnic, cultural, and religious

backgrounds.

• Systems Thinking – Understands the interrelationships and impacts of school and

district influences, systems, and external stakeholders and applies that understanding to

advancing the achievement of the school or team.

• Technology – Effectively utilizes the latest technologies to continuously improve the

management of the school and enhance student instruction.

• Time Management – Effectively uses available time to complete work tasks and

activities that lead to the achievement of desired work or school results. Runs effective

meetings.

• Visionary – Encourages “imagineering” by creating an environment and structure to

capture stakeholder dreams of what the school could become for all the students.

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Implementing T-PESS

Appraiser Training

Before implementi

ng the T-PESS process, principal

supervisors must receive T-PESS Appraiser

Training by a TEA-approved training provider. TEA

uses its system of Regional Education Service

Centers to provide the training and support

necessary to make T-PESS meaningful,

manageable, and productive. Each Regional

Education Service Center has identified a cadre of

professional staff who have received facilitator

training, undergone quality assurance, and been authorized to deliver T-PESS to school districts

located in their geographic region.

This system of support and the required training process helps ensure everyone has the same

declarative and procedural knowledge to effectively implement the evaluation process. Well-

trained and knowledgeable users help ensure the system is implemented with fidelity and the

results are reliable.

Orientation

Orientation is an important step in the process of implementing and maintaining the

intensity and fidelity of T-PESS. This precursor to the annual evaluation process is intended for

all principals who are new to T-PESS, or new to the district, and whenever changes are made to

district appraisal processes. The orientation session should be conducted to fit a school district’s

calendar. For example, it can be conducted as a large group session, delivered in smaller group

settings, or provided individually. Orientation is an essential step in the process because it:

• Provides the principal with concise and accurate information regarding T-PESS;

• Ensures that all appraisers and principals understand their roles and responsibilities;

• Details the T-PESS process and provides a specific timeline for when required actions

and activities are due;

• Addresses and communicates any regulations and policies that govern principal

evaluation;

• Explains how performance will be measured.

At orientation, each

principal should receive a complete set of materials and become thoroughly

familiar with T-PESS and all of the materials associated with it, including definitions and forms.

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Self-Assessment and Review of Goal Setting

The inclusion of self-assessment as a step in the principal evaluation process is a powerful

technique to build principal capacity. Self-assessment provides principals the opportunity to

revisit feedback received previously from peers and appraisers and to consider how their current practice

fulfills the need for knowledge and skills implied by the Texas Principal Standards and detailed within the

evaluation rubric. Ross and Bruce (2005) provided several primary advantages and outcomes resulting

from using self-assessment in teacher performance that can be applied and used by principals and their

appraisers. The primary advantages of completing and using a self-assessment include:

1. Principals are able to modify and clarify their definition of excellence. Because the rubric provides

a scaffolding of knowledge and skills, principals can identify specific practices with which to

compare their performance against expected performance measures.

2. The rubric provides clear descriptors of performance, and the Self-Assessment assists with

identifying discrepancies between actual and desired performance.

3. The self-assessment process guides the principal and his or her appraiser in selecting

improvement goals by providing clear standards of leadership and opportunities to find gaps

between desired and actual practices. It is within this analysis and ongoing conversation between

the principal and the appraiser that immediate and realistic goals can be monitored and supported

throughout the evaluation cycle.

4. The self-assessment process, particularly the rubric, facilitates communication between the

principal and the appraiser by providing them with a common language for talking about

instruction, models of professional practice, and the various levels of performance associated with

the rating scale.

The self-assessment and goal review process is intended to facilitate collaborative conversations

between the principal and appraiser through which a common understanding of professional practice and

performance expectations is developed. The Self-Assessment is intended as a tool for formative review

to enhance collaborative, not confrontational or combative, conversations between the principal and

appraiser.

Completing the Self-Assessment

Engaging in and c

ompleting the Self-Assessment is time well spent. Typically, this process takes about

an hour, depending on the principal’s experience using T-PESS. As they self-assess, principals should

reflect on their past performance in determining how well they know and have performed the leadership

practices characterized by the descriptors within each standard. Through this review, principals should

identify those aspects of practice that are strengths and those that have been more challenging for them.

In addition, thinking about past feedback the principal has received from appraisers, supervisors, and

colleagues will be helpful in framing thoughts about performance.

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Instructions: Each year principals should assess their own performance using the T-PESS self-

assessment rubric in order to take stock of their current level of practice and in preparation for the

Beginning-of-Year (BOY) Conference. The appraiser may also complete this as a pre-assessment.

Local policy/procedures will outline the expectations for principal and appraiser completion of the 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 the self-as

sessment process, the participants will do the following:

• Review the Principal Standards which serve as the foundation of the T-PESS rubric.

• Read the specific standard carefully and then review the given indicator.

• In most cases, consider two or more performance capacities that are considered under each

indicator.

• Start in the Developing column and read the descriptors moving from right to left on the rubric. If

the practices listed in the Developing column describe the principal’s performance throughout the

year, mark the box beside the indicator. There should be evidence to support this decision.

• Next, move directly to the left to the Proficient column along the same row. If the practice

describes the principal’s performance throughout the year, mark the box beside the descriptor 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.

• Move to the left within each row on the rubric to see the standards for performance increase in

skill and complexity as you move to the left within each row on the rubric.

• Complete this process for each of the skill areas identified within the specific standard.

For Self-Assessment:

Figure 4: Process and example of completing the Self-Assessment

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To help principals with this process, it is recommended that principals use a learning taxonomy to help

guide an accurate and reflective analysis of their performance (McREL, 2005). As principals read through

and mark the individual descriptors within each standard, they should consider:

1. What they know about the knowledge, skills, and dispositions inferred about the descriptor

(Declarative Knowledge)

2. How they specifically meet the expectations of that descriptor (Procedural Knowledge) and

what artifacts and evidence would substantiate their performance

3. When would they have applied the skills and strategies inferred about the descriptor

(Contextual Knowledge)

4. Why the skills and knowledge inferred by the descriptor are important for student success

(Experiential Knowledge)

The annual self-assessment provides a yearly baseline for performance that is revisited throughout the

year. Once the annual self -assessment is completed at the beginning of the year, the principal may

then return to the document throughout the year to capture on-going reflection and progress. The online

forms provide a place for the principal and appraiser to capture notes and evidence pertaining to the

rubric and related growth. The Self-Assessment is intended to be an authentic process that captures the

progressive nature of development as a professional and keeps performance improvement at the

forefront of conversations between the principal and appraiser.

Additionally, it is not necessary to complete the rubric for every standard beyond the initial required

instance if the Self-Assessment is used multiple times throughout the year. It is good practice for

principals to complete periodic self-assessments using the rubric, although a minimum of one complete

self-assessment is required. It is recommended that a complete self-assessment occur at or near the

beginning of the school calendar year.

Goal Setting and Professional Development Planning (GSPD)

The Professi

onal Development Plan is an essential part of the principal evaluation process (McGreal,

1983). Goal setting, progress monitoring, and goal attainment, as part of a professional development

cycle, is the continuous process of acquiring and refining the knowledge and skills necessary to execute

the educational and instructional practices required to improve student achievement. The process of

planning and goal setting focuses principals and supervisors on improving and refining practice (Dean,

Stone, Hubbell, & Pitler, 2012). The professional development planning process requires a collaborative

effort between the appraiser and principal to implement plans, monitor progress toward goals, and

eventually determine goal attainment.

The T-PESS Goal-Setting and Professional Development Planning (GSPD) Cycle involves three phases:

1. Beginning-of-Year Goal Setting and implementation of plan

2. Mid-Year Progress toward Goal Attainment and on-going implementation of plan

3. End-of-Year Goal Attainment review and future planning

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Beginning-of-Year Goal Setting

When principal

s use the rubric to self-assess at the beginning of the year, they have a clear idea of the

highest priority areas on which to base improvement goals (Marshall, 2009; Ross & Bruce, 2005).

Principals will be more likely to persist if they adopt goals based on an authentic self-assessment with

unambiguous outcomes that are moderately difficult and achievable in the near future.

Principals must 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 result of the principal’s self-assessment is one source of data from which to identify goal

opportunities (see Figure 5). Other data sources on which to base improvement goals may come from

campus improvement plans, district strategic priorities, campus data, and past feedback from peers and

appraisers.

Figure 5: Goal Opportunity identified from the Self-Assessment

An example of a goal to improve a specific leadership practice might read, “Improve the quality of

contacts and interactions with teachers and students for the 20XX school year as measured by the

teacher working conditions survey and student engagement survey.” Regardless of the focus,

determining the goal will require the principal and appraiser to consider:

• the standard(s) and indicator(s) in the Texas Principal Standards that will be addressed by the

goal;

• strategies and actions the principal will engage in to accomplish the goal;

• expected measurable outcome(s) (In other words, how will we measure progress toward the goal

and, ultimately,

goal attainment? What artifacts and evidence will need to be produced to

demonstrate progress toward the goal and goal attainment?);

• a specific timeline for benchmarks and milestones related to progress toward the goal and goal

attainment; and

• reasonable resources that may be required to accomplish the goal.

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An example of a goal to improve student performance might read as follows in the Goal Setting form:

Figure6: Example of a principal goal

It is strongly encouraged to set improvement goals using the SMART criteria. (O’Neill, Conzemius,

Commodore, & Pulsfus, 2006) The acronym “SMART” embodies the fundamental practices necessary

for achieving increased motivation and improving the odds that one will actually accomplish a given set of

goals. The Goal Setting Form (see Figure 6 for an example of a performance goal) is designed in such a

way as to emphasize setting goals using the SMART criteria.

• Specific – target a specific area for improvement

• Measurable – quantify or at least suggest an indicator of progress

• Achievable – specify who will do it

• Realistic – state what results can realistically be achieved, given available resources

• Time-related – specify when the result(s) can be achieved

Goal Focus and Duration

Setting goals in T-PESS should not force principals and principal supervisors into an inauthentic, short-

term focus. Educational goals frequently exceed the limit of a school year and may need to carry over to

subsequent years. Although progress on any given goal will be examined and rated each year, it is

strongly encouraged that goals capture implementation and outcomes outside of single-year snapshots.

For example, a goal could focus on certain actions in year one, knowing that years two, three, and

beyond allow for additional actions to continuously improve campus practices related to the main goal.

T-PESS seeks to accommodate the complexity of the change process and the reality that, in some

cases, goal attainment cannot be constrained to a single school year. For a goal that has a multi-year

approach, principals could maintain that goal as their T-PESS goal beyond a single year.

Principal supervisors and principals should collaboratively determine what is best for the growth of the

principal, the campus, and the students when determining whether or not to continue with a single goal

for multiple years.

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Beginning-of-Year Conference and Goal Approval

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

Beginning-of-Year 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.

During this meeting, it is recommended that the principal and the appraiser:

1. Discuss principal practice in relation to the principal’s Self-Assessment and, if a continuing

principal, summary ratings from the previous year’s evaluation. This dialogue is not intended for

the principal and appraiser to contend or dispute the results of the Self-Assessment but rather to

discuss learning as it applies to district-adopted models of professional practice and the Texas

Principal Standards. Any differences in perception of performance should be viewed as an

opportunity to better understand the other person’s viewpoint and how their interpretation of data

supports that view.

2. Finalize goals for the year by:

a. Reviewing the elements and/or standards to be addressed;

b. Clarifying the types and sources of artifacts and evidence to support performance;

c. Reviewing any state or local policy that may pertain to the professional development and

the evaluation of principals; and

d. Signing and dating the Beginning-of-Year Goal Setting Form.

Monitoring, evaluating, and providing constructive feedback on the progress and attainment of individual

performance goals must occur throughout the course of the evaluation cycle. Crucial points during the

year, however, provide opportunities to formally address progress and take corrective actions when

necessary. Formal opportunities to address the Professional Development Plan occur at the Beginning-

of-Year Conference, at the Mid-Year Conference, and at the End-of-Year Conference.

Data Collection and Site Visits

Throughout the year, the principal will collect the data agreed upon at the Beginning-of-Year

Conference. These data may include the artifacts listed for each standard on the rubric,

feedback from parents, students, and the school community, documentation of professional development

completed during the year, and other data to document the achievement of performance goals. The

appraiser will visit the school during this period in order to observe the environment and interact with

teachers and other members of the school community. Data collection will happen throughout the

evaluation cycle. The frequency, duration, and type of data collection methods must be reasonable and

manageable for both the principal and the appraiser and are generally determined by local policy and

negotiated agreement.

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Mid-Year Conference and Goal Progress Review

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. (Figure 7) Reviewing progress allows for continuing dialogue within the context of the

standards, indicators and the principal’s performance goals. Additionally, this conference offers the

opportunity to modify goals should the need arise. The timeline for conducting this conference should be

held near the mid-point of the annual evaluation cycle which, depending on the school calendar, would

likely be sometime in December or January, however, district policy and timelines will determine the

preferred timeframe.

Preparation by the appraiser

prior to this conference is

important. The appraiser

should:

1. Review the principal’s

Self-Assessment and

Goal Setting Form.

2. Consider the evidence

collected through site

visits.

3. Review and consider

the depth and quality of

the artifacts submitted

or collected.

Figure 7: Example of the Mid-Year Progress Form completed for one goal

The appraiser should review and provide feedback regarding the progress towards achieving the goals

and provide a brief narrative for each goal established in the professional development plan. Signatures

are required to complete the Mid-Year Progress Toward Goal Attainment Form.

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. Reviewing 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.

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User Guide

Collection and Summary of Artifacts and Evidence

As the year comes to a close, the principal should process 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.

End-of-Year Conference and Goal Review

A meaningful End-of-Year Conference requires thoughtful preparation by the appraiser.

Appraisers must carefully consider the key questions to be addressed and be very familiar with

previously received data so as to be able to fully appreciate any additional information presented during

the conference. The purpose of the End-of-Year Conference is for the principal and the appraiser to

engage in a discussion of the principal’s performance throughout the year and the impact of the

principal’s work, especially as it relates to achieving the goals set for that year. It provides an opportunity

for the principal to ensure that the appraiser has a comprehensive understanding of the artifacts and

evidence collected throughout the year.

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.

After the conference, the appraiser will be able to reflect on the entire year, including the information

presented in the End-of-Year Conference, to determine final ratings. If the appraiser has been

communicating regularly and candidly with the principal all year, the final ratings and goal attainment

determination should contain no surprises.

Summative Annual Appraisal Report

The formative process of T-PESS will result in summary ratings. Summary ratings are derived from

quantitative, qualitative, and antidotal data collected through meetings with the principal, submission and

evaluation of artifacts and evidence related to performance goals, and the fulfillment of the practices

detailed in the rubric. The appraiser carefully considers all the data submitted including any information

received during the End-of-Year Conference and accurately marks final ratings on the Summary Rating

Form (Figure 8) and the End-of-Year Goal Attainment Form (Figure 10).

When completing the Summary Rating Form, the appraiser will:

1. Give a rating for each indicator contained in the standards.

2. Make a written comment on any indicator marked Not Demonstrated/Needs Improvement

and for any indicator marked Distinguished.

3. If required by the local district, give an overall rating for each standard based on the

indicator ratings * (Please see the section on Final Indicator Ratings below)

4. Provide the principal with the opportunity to add comments and/or attach written

comments to the Summary Rating Form.

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User Guide

Summary Rating Form.

Example of a section of the Summary Rating Form

Rating the Performance Standards

The rubric is rated using a cumulative and

additive method. Final ratings for each element

are determined by the data collected from all

site visits conducted during the annual

evaluation cycle, by artifacts collected and

submitted, and by other evidence that may be

required by a school district as part of the

evaluation of principals. Appraisers will

determine the final ratings based on the scoring

rule similar to scoring the rubric.

Figure 9: Cumulative additive scoring method to determine final indicator ratings

Figure

T-PESS Orientation Manual

User Guide

Review of the Rating Rule:

• To receive a specific rating for an indicator, the principal must have received at least one check

during the course of the evaluation cycle on ALL the descriptors in that category and ALL the

descriptors in the previous category, taking into account all observations of the principal.

• If the principal has not met the minimum requirements (check marks for all the descriptors in the

Developing category at some point during the evaluation cycle), then his or her rating would be

considered Not Demonstrated, which requires a narrative from the appraiser stating the reason for

the rating.

• The summary rating scoring method is consistent with scoring the evaluation rubric.

End-of-Year Goal Attainment Form

After completion of the Summary Rating Form, the appraiser will use the End-of-Year Goal Attainment

Form (see Figure 10) to determine if the principal accomplished his or her improvement goals detailed on

the Professional Development Plan from the beginning of the school year. The appraiser then uses the

End-of-Year Goal Attainment Form to provide a very brief narrative of the outcomes related to goal

attainment and obtain the appropriate signatures.

Figure 10: Example of the End-of-Year Goal Attainment Form

The End-of-Year Goal Attainment Form is structured as a rubric that offers appraisers and principals an

opportunity to better understand the impact of the principal’s actions as they relate to the depth and

degree to which the goal was achieved and more importantly, to encourage the application of insights

gained from one year to the next in order to build enhanced leadership capacity.

Due to the pace of the work, educators often feel pressured to move on to the next project without

designating time to reflect on the lessons gleaned from the current work. It is, however, during that

reflection when experience and insight is translated into expanded professional capacity. The T-PESS

process, including the goal review and attainment process, seeks to encourage that reflection.

T-PESS Orientation Manual

User Guide

In order to achieve the intended purpose of the process, it is essential that principals and appraisers

maintain both short-term and long-term perspectives in the pursuit of personal growth and goal

attainment. The T-PESS process respects the dynamic nature of leadership and the necessity to set and

accomplish significant goals related to school productivity and student achievement, which sometimes

requires a multi-year plan to achieve. Respecting the effort and the process necessary to achieve

significant goals requires recognition and credit toward goal attainment.

Discrepancy in performance perception: Due to the dynamic and complex nature of leadership in

schools, compounded by the fact that time is a limited resource to appraisers, there will be times when

there is disagreement on the formative and summative scores principals receive during data collection. In

such cases, the presentation of artifacts and/or evidence could support a certain rating. Using artifacts

and evidence in this way helps stimulate productive conversations about best practice, allowing the

principal to explain and substantiate his or her performance and the advisor to review the depth and

quality of work and clarify performance expectations.

Final Indicator Ratings

Districts have multiple options when determining End-of-Year appraisal ratings for principals. Districts can

keep the ratings disaggregated and provide individual ratings for principals for each of the 21 indicators in

the T-PESS rubric and for each individual goal, including student growth. For districts that adopt this

method for summative ratings, the weights in the chart below do not apply because weights are not

needed with disaggregated ratings.

For districts that decide to provide principals a single overall summative rating, the weights in the table

below indicate how the different components of T-PESS should be considered based on a principal’s

tenure leading the campus in question. This phase-in process acknowledges the limitations of a

principal’s influence on student growth or progress during his or her first year on a campus. Although a

principal’s influence can begin to reach classrooms and affect student outcomes during that first year, a

student growth rating may not be a reliable indicator of principal effectiveness. By the third year of a

principal’s tenure on a campus, the principal should have full ownership of student growth or progress

results, and from that year forward, student growth would count for 20% of the principal’s evaluation

rating.

For Districts Calculating a Single Summative Rating

T-PESS Orientation Manual

User Guide

Final Evaluation Conference (Optional)

Once the appraiser has completed the Annual Summative Appraisal Report and End-of-Year Progress

Form, a final conference may be scheduled between the principal and the appraiser, but it is not

required.

A final evaluation conference, if conducted, should include:

a. Reviewing the completed Annual Summative Appraisal Report

and the progress toward

accomplishing improvement goals

b. Securing the principal’s signature on the Annual Summative Appraisal Report.

This meeting bri

ngs closure to the current year’s evaluation process yet continues the ongoing dialogue

about principal practice and goals for the coming year.

References

Interstate S

chool Leaders Licensure Consortium. (2008). Educational leadership policy standards: ISLLC

2008.

Dean, C. B., Stone, B., Hubbell, E., & Pitler, H. (2012). Classroom instruction that works: Research-

based strategies for increasing student achievement (2nd ed.). Alexandria, VA: ASCD.

Marshall, K. (2013). Rethinking teacher supervision and evaluation: How to work smart, build

collaboration, and close the achievement gap. John Wiley & Sons.

McGreal, T. L. (1983). Successful Teacher Evaluation. Alexandria, VA: ASCD.

O'Neill, J., Conzemius, A., Commodore, C., & Pulsfus, C. (2006). The power of SMART goals: Using

goals to improve student learning. Bloomington: Solution Tree.

Ross, J. A., & Bruce, C. D. (2005). Teacher self-assessment: A mechanism for facilitating professional

growth. Teaching and Teacher Education, 23(2), 146-159.

Waters, T., & Cameron, G. (2007). The Balanced Leadership Framework: Connecting Vision with Action.

Mid-continent Research for Education and Learning (McREL).

Waters, T., Marzano, D. R. J., & McNulty, B. (2003). Balanced leadership. Aurora, CO: McREL.

Waters, T., Marzano, R. J., & McNulty, B. (2004). McREL’s balanced leadership framework: Developing

the science of educational leadership. ERS Spectrum, 22(1).

Weisberg, D. Sexton, S. Mulhern, J. & Keeling, D. (2009). The widget effect: Our national failure to

acknowledge and act on differences in teacher effectiveness. Retrieved February 1, 2010 from the New

Teacher project Web site: http://www.tntp.org/

T-PESS Orientation Manual

User Guide

Glossary

Artifact is a product resulting from a principal’s/assistant principal’s work. Artifacts are natural by-

products of work and are not created for the purpose of satisfying evaluation requirements. Artifacts are

used as evidence to support an evaluation rating and when the appraiser and the principal or assistant

principal disagree on the final rating. Principals/assistant principals may use them as exemplars of their

work.

Examples of artifacts include these:

 School Improvement Plan – A plan that includes strategies for improving student performance that

discusses how and when improvements will be implemented, use of state funds, requests for

waivers, etc. Plans are in effect for no more than three years.

 School Improvement Team Data – Work from a team made up of the school executive and

representatives of administration, instructional personnel, instructional support personnel, teacher

assistants, and parents of children enrolled in the school whose purpose is to develop a school

improvement plan to strengthen student performance.

 Teacher Retention Data – The teacher turnover rate, including the distribution of inexperienced

teachers

 National Board Certified Teachers – Teachers who have earned National Board Certification

Capacity is the collective efficacy and capability to develop and use assets to create the conditions

necessary to accomplish purpose.

Correlation (r) is a measure of the degree of linear relationship between two variables. When one goes

up, the other goes up (or down). The larger the correlation, the stronger the linear relationship between

the two variables. Correlation coefficients vary between -1.00 and +1.00. A correlation of 0.00 indicates

the absence of a relationship.

Dependent variable is a variable measured in a study. In an experimental study, the dependent variable

is affected by the independent variable. In a correlational study, the dependent variable is associated with

one or more other (independent) variables.

Descriptors are the specific performance responsibilities embedded within the elements of each

performance standard. Descriptors are checked to determine the rating of each element.

Effect size is a measure of the magnitude of impact of an independent variable on a dependent variable.

The most commonly used effect size is the standardized mean difference that depicts how many

standard deviations the mean of an experimental group is above or below the mean of a control group.

The correlation (r) is another type of effect size commonly used.

Evaluation Rubric is a composite matrix of the standards, elements, and descriptors of T-PESS.

Factor analysis is a statistical procedure that reduces a set of items on a measuring instrument to a

smaller number of dimensions called factors.

Indicators are the sub-categories of performance embedded within the performance standard.

T-PESS Orientation Manual

User Guide

Performance Levels are used for evaluating school principals and assistant principals for Standards 1-5:

 Distinguished: Principal/assistant principal consistently and significantly exceeded basic

competence on standards of performance. If the “Distinguished” rating is used, the appraiser must

comment about why it was used.

 Accomplished: Principal/assistant principal exceeded basic competence on standard(s) for

performance most of the time.

 Proficient: Principal/assistant principal demonstrated basic competence on standard(s) of

performance.

 Developing: Principal/assistant principal demonstrated adequate growth toward achieving

standard(s) during the period of performance but did not demonstrate competence on standard(s)

of performance.

 Not Demonstrated, Needs Improvement: Principal/assistant principal did not demonstrate

competence on or adequate growth toward achieving standard(s) of performance. If the “Not

Demonstrated” rating is used, the appraiser must comment about why it was used.

Standard is the disti

nct aspect of leadership or realm of activities that form the basis for the evaluation of

a school executive.

T-PESS Forms will help principals, assistant principals, and appraisers gain a deeper understanding of

the principal’s/assistant principal’s level of performance.

 Self-assessment

 Principal Evaluation Rubric

 Principal Professional Development Plan

o Beginning-of-year Goal Setting Form

o Mid-year Progress Form

o End-of-year Goal Attainment Form

 Principal Summary Rating Form

 Principal Record of Activities

T-PESS Orientation Manual

User Guide

Acknowledgements

Many educational professionals and support staff contributed their time and expertise to this evaluation

and support system. The authors express their gratitude to Texas Principal Evaluation Steering

Committee members for their support and participation in the development efforts that led to the creation

of the instrument and auxiliary support materials.

Texas Principal Evaluati

on Steering Committee Members

Chris Allen – Deputy Superintendent, Lake Travis ISD; Scott Allen – Principal, Houston ISD;

Nneka Bernard – Principal, Grand Prairie ISD; Michelle Elliott – Principal, Frenship ISD;

Barbara Fischer – Principal, Denton ISD; Chris Garcia – Lead and Primary School Director, Uplift Peak

Preparatory; Mark Gooden – Director, Principalship Program, University of Texas at Austin; Andrea

Hodge – Executive Director, Education Entrepreneurship Program, Rice University; Christina Hopkins –

Principal, Fort Bend ISD; Tam Jones – Program Director/Assistant Professor, Dallas Baptist University;

Pamela Linton – Executive HR Director, Richardson ISD; Anne McClellan – Executive Director, University

of Houston; Gene Morrow – Principal, Grand Prairie ISD; Kelli Moulton – Superintendent, Hereford ISD;

Devin Padavil – Principal, Pflugerville ISD; Timothy Rocka – Deputy Superintendent, Bryan ISD;

Mark Terry – Deputy Executive Director, Texas Elementary Principals and Supervisors Association;

David Thompson – Professor, University of Texas at San Antonio; Nancy Tovar – Principal, El Paso ISD;

Duane Trujillo – Principal, New Braunfels ISD; Texanna Turner – Principal, Austin ISD

McREL International Staff Members

Greg Cameron – Executive Director; Tony Davis – Consulting Director; Jim Eck – Consulting Director;

John Kendall – Managing Consultant; Cheryl Mervich – Consulting Specialist; Joshua Priddy – Managing

Researcher; JJ Sawyer – Consultant; Josh Stewart – Research Specialist; Karen Thome – Customer

Care Specialist; Mallory Bailey – Administrative Specialist; Katie Ping – Administrative Specialist; Mary

Cullen – Administrative Coordinator

SEDL Staff Members

Dale Lewis – Program Director; Ann Neeley – Program Associate; John Spence – Program Associate

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 written permission of TEA.

3. Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered and

unchanged in any way.

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User Guide

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.

*Some content and intellectual property in these materials is derived from pre-existing work created

by McREL International, and, therefore, TEA will not permit use, reproduction, or preparation of

derivative works without express written permission/consent of McREL.

For information contact: Texas Education Agency, 1701 N. Congress Ave.,

Austin, TX 78701-1494; email: copyrights@tea.

texas.gov

Version 3.0 May 2017

T-PESS Orientation Manual

Guidance on Student Growth in T-PESS

Overview

Beginning with the 2017-2018 school year, student growth will become a component in principal

appraisal within the commissioner’s recommended principal appraisal system, the Texas

Principal Evaluation and Support System or T-PESS.

The requirement of a student growth goal in T-PESS is in addition to the requirement for a

practice goal. Principals, in conjunction with their end-of-year conference, will establish a practice

goal targeting an area for professional growth aligned with the T-PESS rubric and will establish a

student growth goal that targets year-over-year improvement in student performance.

This non-regulatory guidance seeks to support T-PESS districts as they make determinations about

student growth in T-PESS. Districts are encouraged to consider their local contexts when shaping their

approach to student growth in principal appraisal.

Purpose

T-PESS was developed as an appraisal process that engages principals in a cycle of

continuous improvement. T-PESS seeks to:

• Create a shared understanding of what principals should seek to know and be able to do

• Increase the frequency and quality of collaborative and coaching conversations

between principals and their appraisers

• Strengthen habits of reflection, self-assessment, and adjustment on the part of principals

• Strategically sequence development opportunities for principals

When considering student growth within T-PESS, the intended purpose is the same. Student

growth also seeks to provide feedback to principals and their appraisers that capture where

principals are in their practice in order to pinpoint strengths and areas for development.

The inclusion of a student growth measure allows principals to focus on a particular area of

concern as it relates to student performance, capture strategies and actions that should lead

to improvement in that area, and assess the impact the principal’s practices and leadership

had on the student performance outcome.

T-PESS Orientation Manual

Guidance on Student Growth in T-PESS

For student growth to be a valuable tool in continuous improvement, principal supervisors should

keep the following in mind:

• Although it’s called student growth, it is really about principal growth

• Student growth is not the end in itself – the key to a meaningful student growth goal is

the ability to translate the student growth outcomes into feedback on leadership

practices

• Honest assessment of practice, sincere reflection on the approach to planning and

implementation, and a commitment to adjusting leadership practices when targets aren’t

met are the best ways to improve student growth

• Ratings are less important than the process of professional growth

Format

Student growth in T-PESS takes the form of a goal. Principals and their appraisers will use the

Goal- Setting Form (or a similar form if the district has created its own Goal-Setting Form) to

create a goal related to the improvement of student performance over time.

Just like with the practice goal, the student growth goal should detail the strategies and actions

the principal will lead to attain the improvement in student performance.

Also like the practice goal, progress on the student growth goal should be discussed during the

middle- of-year conference and end-of-year conference, and principal appraisers should use it as a

tool that focuses their coaching conversations with principals.

Rating

Districts have multiple options when determining end-of-year appraisal ratings for principals. Districts

can keep the ratings disaggregated and provide individual ratings for principals for each of the twenty-

one indicators in the T-PESS rubric and for each individual goal (including student growth). For districts

that adopt this method for summative ratings, the weights in the chart below do not apply, as weights

are not needed with disaggregated ratings.

For districts that decide to provide principals a single overall summative rating, the weights in the

table below indicate how the different components of T-PESS should be considered based on a

principal’s tenure leading the campus in question.

This phase-in process acknowledges the limitations of a principal’s influence on student growth or

progress during his or her first year on a campus. Although a principal’s influence can begin to reach

classrooms and impact student outcomes during that first year, a student growth rating may not be a

reliable indicator of principal effectiveness. By the third year of a principal’s tenure on a campus, the

principal should have full ownership of student growth or progress results, and from that year forward,

student growth would count for 20% of the principal’s evaluation rating.

T-PESS Orientation Manual

Guidance on Student Growth in T-PESS

For Districts Calculating A Single Summative Rating

Experience as

principal on current

campus

Rubric Practice Goal(s)

Student Growth

Goal

0 years

70%

30%

1 year

70%

20%

10%

2 or more years

60%

20%

Frequency of goals

Student growth goals in T-PESS should not force principals and principal supervisors into an

inauthentic, short-term focus. Although progress on any given goal will be examined and rated each

year, it is strongly encouraged that goals capture implementation and outcomes outside of single-

year snapshots. The example goal below focuses on certain actions in year one, knowing that years

two, three, and beyond allow for additional actions to continuously improve campus practices.

For a goal that has a multi-year approach, principals could maintain that goal as their T-PESS student

growth goal beyond a single year. Principal supervisors and principals should collaboratively

determine what is best for the growth of the principal, the campus, and the students when determining

whether or not to continue with a single goal for multiple years.

If a goal does carry over from one year to the next, the principal would need to create new short-term

and mid-term outcomes for the new year, as implementation in year two should reflect the progress

made during implementation in year one.

Potential Measures

When considering what student growth measures a principal should pursue, it is strongly

encouraged that principals and their appraisers consider root causes of student performance. This

could inform two different aspects of the student growth goal:

1. The goal itself could be an aspect of student performance that is non-academic. For example,

year-over-year improvement in student attendance or student discipline could be the growth

goal if it is determined that these areas are significant factors limiting student academic

performance.

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Guidance on Student Growth in T-PESS

2. The strategies and actions articulated on the goal form could detail non student-centric steps

central to improving student outcomes. For example, a goal could be the year-over-year

improvement in the number of passing scores on Advanced Placement (AP) exams, but some

of the strategies and actions could focus on using teacher performance data in assigning AP

courses, funding AP summer institutes for AP teachers, strengthening vertical alignment

between pre-AP and AP courses, and ensuring instructional leaders have the skills necessary

to grow and develop AP teachers.

Campus

Configuration

Elementary School

Middle School

High

School

Potential Measures

Domains of state accountability

system

Domains of state accountability

system

Domains of state accountability

system

Student growth measures

Student attendance

Student surveys

Literacy measures

% of students in Algebra 1 or

other

advanced curriculum

Advanced Placement participation

or scores

Numeracy measures

District-wide assessments

ACT and SAT participation or

scores

District-wide assessments

IB participation and scores

Graduation rates/dropout rates

% college and career ready

Example

The following example tries to capture three things:

1) The student growth goal

2) The actions leadership needs to take to bring about the goal

3) What should occur in the short-term (implementation), mid-term (early outcomes), and

long- term (goal attainment)

These three aspects provide both a concrete measure to gauge improvement in student performance

and a sequence of actions to bring about that improvement so that principal appraisers can pinpoint

opportunities to coach principals on those leadership practices that could have the greatest impact

on improving student outcomes.

This goal doesn’t capture everything. There are innumerable actions a principal and campus could take

to address any particular student growth goal.

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Guidance on Student Growth in T-PESS

The following goal, to increase the number of passing scores on AP exams, is based on the theory

that if all teachers improve data-driven instruction and the alignment between student tasks and the

necessary rigor needed to master standards, then more students will be better positioned to succeed

in AP courses and on AP exams.

Goal:

Improve the number o

f passing scores on AP exams by an average of 15% per year for the next

three years. Prior years have shown minimal growth in the number of passing scores (<5%).

Potential strategies and actions:

Leadership actions

• Attend data-driven instruction professional development

• Base teaching assignments on impact with high-achieving students

• Facilitate rigor sessions with teachers – alignment of student tasks with depth of

knowledge and skill required

Short-Term Metrics:

Summer

• Attend data-driven instruction training for principals and assistant principals

• Conduct sessions on data-driven instruction for all teachers during summer staff

development (breakout)

• Configure class schedule for common off-period for all AP teachers for bi-weekly cluster

group meetings on data-driven instruction

Fall and Spring

• Principal and assistant principals use SLO approval process to conference with each

teacher on evidence-based lesson planning

• Principal and assistant principals conduct bi-weekly mini-observations with pre-AP and AP

teachers with follow-up coaching sessions on rigorous instruction, data-driven instruction,

and student tasks

• A campus leadership team member attends each PLC to help facilitate “community of

practice” approach to examining rigor through analysis of student tasks

• Host AP scholars celebration for students that take AP exams

• During student scheduling for following year, present at student grade-level meetings on

the benefits of AP courses in order to increase enrollment

• Review appraisal and student growth data to inform Pre-AP and AP staffing for following

year (proficiency with high achieving students)

• Have new and inexperienced pre-AP and AP teachers sign up for AP summer institutes

T-PESS Orientation Manual

Guidance on Student Growth in T-PESS

Mid-Term Metrics

• Increase enrollment in Pre-AP and AP courses by 10% for following school year (2018-2019)

• Increase 2018 AP passing scores by 10%

• Increase percentage of teachers rating proficient or above on SLOs by 20%

Long-Term Metrics

• Increase enrollment in Pre-AP and AP courses by 15% for 2019-2020 and 2020-2021

• Increase AP passing scores by 15% for 2019 and 20% for 2020

Closing

Although principals have experience with creating goals in T-PESS, a student performance goal as a

part of a growth process and coaching conversations may be new for many. Districts are encouraged

to work with principals to select student performance goals that match both the context of the campus

and the relative proficiency of the principal. Exceedingly complex and challenging student

performance goals for a principal who straddles the line between Developing and Proficient on the T-

PESS rubric are likely to suppress growth and success.

Improvement of practice is the ultimate goal in T-PESS, and the student performance component

needs to be structured so that principals have a better sense of what’s working, what’s not

working, and what they can do to improve their leadership moving forward.

Please reach out to your local education service center (ESC) for support in both crafting student

performance goals in T-PESS and developing the skills principal appraisers need to be effective

coaches for principals.

T-PESS Orientation Manual

T-PESS “Look Fors”

1A: Instructional Leadership – The principal is

responsible for enduring every student receives high-

quality instruction.

Curriculum Alignment and Standards

Assessment practices: formative and summative

1B: Effective instructional practices – The principal

develops high-quality instructional practices among

teachers and staff that improve student performance.

Instructional strategies informed through data,

teaching, and learning

Teacher self-reflection, development and efficacy

based on data and results

1C: Data-driven instruction and interventions - The

principal monitors multiple forms of student data to

inform instructional and intervention decisions to

maximize student achievement

Impact of intervention programs and practices

Data to inform research-based programs and

interventions

1D: Maximize learning for all students - The

principal ensures that effective instruction maximizes

growth of individual students and student groups,

supports equity, and eliminates the achievement gap.

Closing achievement gaps with stakeholders

Analyzing and assessing progress in closing gaps

Targeting and securing resources to eliminate gaps

2A: The principal recruits, selects, places,

mentors, and retains diverse and highly effective

teachers and staff.

Recruiting, hiring, retaining and supporting staff

Policies, equity, and high expectations

Management of staff

2B: The principal coaches and develops teachers

and staff by giving individual feedback and

aligned professional development opportunities.

Development of teachers - performance and goals

Culture: coaching, feedback, and targeted

professional development

2C: The principal implements collaborative

structures and provides leadership opportunities

for effective teachers and staff.

Teacher leadership development and decision-making

2D: The principal provides clear expectations of

performance and conducts rigorous evaluations

of all staff using multiple data sources.

Teacher evaluation protocols, procedures, and data

Alignment with district evaluation policies:

fair/accurate

3A: The principal is solutions-oriented, treats

challenges as opportunities, and supports the

school and community through continuous

improvement.

Productivity and continuous improvement

Individual and school goals

Lead change agent

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.

Uses performance feedback

Role model for improvement

T-PESS Orientation Manual

T-PESS “Look Fors”

3C: The principal communicates with all

audiences and develops productive relationships.

Open communication: internal/external

Relationships, accessibility, and outreach

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.

Behaves ethically and follows mandates

Cultural awareness and responsiveness

Students' academic, social-emotional, cultural and

physical needs

4A: The principal develops, implements, and

sustains a shared vision of high expectations for

all students and staff.

Belief in school improvement

Implementation of the CIP

4B: The principal develops establishes,

reinforces, and monitors clear expectations for

adults, staff, and student conduct, including

social and emotional supports.

Expectations for behavior for staff and students

4C: The principal purposefully engages family and

community members in meaningful student

learning experiences.

Parent and community outreach

Cultural responsibility to community

4D: The principal creates a safe school

environment that ensures the social, emotional,

and physical well-being of staff and students.

Staff school environment

4E: The principal applies a variety of student

discipline techniques to meet the behavioral and

academic needs of individual students.

Campus wide behavioral management to optimize

instruction

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.

Goals, targets, and improvement strategies

Communicating successes, progress, and

shortcomings

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.

Master schedules, calendars, and planning

Planning and instructional time

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.

Allocating resources for professional development,

programs and services

Budgeting/accounting and human/fiscal/technological

resources

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.

Alignment to district goals/initiatives with CIP

Collaborate/communicate/advocate {district and

school goals/initiatives)

488

Principal

Self-Assessment and

Goal Setting Forms

Principal Name: School Year:

Principal Self-Assessment and Goal Setting Forms

Getting Started Instructions 50

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

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:

Principal Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 51

• 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:

Principal Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 52

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

Not Demonstrated

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:

Principal Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 53

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, Education plans for

identified sub-populations, and Stakeholder surveys.

Principal Name: School Year:

Principal Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 54

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:

Principal Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 55

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:

Principal Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 56

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:

Principal Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 57

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:

Principal Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 58

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:

Principal Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 59

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:

Principal Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 60

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:

Principal Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 61

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

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:

Principal Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 62

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:

Principal Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 63

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:

Principal Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 64

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

☐ 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.

☐ Leads the

development of clear,

concise,

and agreed-

upon processes to

empower routine and

systematic decisions,

activities, and initiatives

for school improvement

Principal Name: School Year:

Principal Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 65

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:

Principal Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 66

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:

Principal Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 67

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:

Principal Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 68

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:

Principal Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 69

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:

Principal Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 70

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:

Principal Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 71

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:

Principal Self-Assessment and Goal Setting Forms

Principal Self-Assessment Form 72

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:

Principal Self-Assessment and Goal Setting Forms

Beginning-of-Year Goal Setting Form 73

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 74

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