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$VVLVWDQWPrincipal

Self-Assessment DQG Goal

Setting Forms

Assistant Principal Self-Assessment and Goal Setting Forms

Table of Contents

Getting Started Instructions (p. 2)

Assistant Principal Self-Assessment Form (p. 3)

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

Education Agency (TEA) and may not

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1. T

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No monetary charge can be made for the reproduced materials or any document containing them; however, a reasonable charge to cover only

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Goal Setting Form

Self-Assessment Form

Getting Started

Assistant Principal Name: School Year:

Assistant Principal Self-Assessment and Goal

Setting Forms Getting Started Instructions 2

Texas Principal Evaluation and Support System (T-PESS)

(Getting Started Instructions)

Contact Information

Assistant Principal Name:

Assistant Principal Email:

Assistant Principal School:

Appraiser Email:

Instructions: To begin, please complete the contact information for the assistant principal and appraiser then

click on

the SAVE FORM button before proceeding with the form or printing.

You may want to include the Assistant Principal's name and the school year in the file name when you

save it. The information entered on this page will be populated throughout all forms in this document.

SPECIAL

NOTE:

The forms contained in this Adobe PDF document are designed to be used

electronically or in a print format. Some

sections of the form can also be emailed directly from the

document.

School Year:

Appraiser Name:

Save Form

Assistant Principal Name: School Year:

Assis

tant Principal Self

-Assessment and Goal Setting

Forms Assistant Principal Self-Assessment Form

Assistant Principal Self-Assessment Form

(Appraiser Pre-assessment & Pre-evaluation Conference)

Part 1: Assistant Principal Self-Assessment Form

Assistant principals should use the Texas Principal Standards, T-PESS Assistant Principal Rubric, and data

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

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

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

refinement areas as additional data to generate new goals.

Self-Assessment Instructions:

1. Towards mid-September, assistant principals use the T-PESS Assistant Principal Rubric and other

guiding documents noted previously to self-assess practices and performance.

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

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

3. Read the first Domain carefully.

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

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

complex as you move to the left of the rubric.

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

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

present challenges.

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

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

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

growth goals.

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

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

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

comment is required.

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

and performance that exceed proficiency.

 Proficient – Describes demonstrated competence with practices and performance with

expected proficiency of the standard.

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

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

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

requires immediate growth. Direct comment is required.

Domain 1: Strong School Leadership and Planning

Indicator 1.1: Ethics and Standards – Adheres to and applies the Code of Ethics and Standard Practices for Texas

Educators

Ratings

Distinguished

Accomplished

Proficient

Developing

Needs

Improvement

Dis

Acc

Pro

Dev

BOY

MOY

EOY

Actively leads,

shares, and models

related policy,

ethics, and

standards of practice

to build capacity with

Collaborates with

the principal and

leadership teams to

consistently develop

and monitor

strategies which fully

address ethical

behaviors, high

expectations, and

quality practices that

are professional and

student-centered

In conjunction with

the c

ampus

principal, develops

and implements

processes to

regularly address

ethical behaviors,

high expectations,

and quality practices

that are professional

and student-centered

Understands and

adheres to the Code

of Ethics and

Standard Practices

for Texas Educators

Comment Required

Appraiser Comments/ Growth Opportunities

other campus

campus leaders and

assistant principals

Assis

tant Principal Self

-Assessment

nd Goal

etting

Forms

Assistant

Principal

Self-Assessment Form

ssistant Princ

ipal Name:

School Year:

Indicator 1.2: Schedules for Core Leadership Tasks – Focuses calendars and time to address principal, leadership, and

instructional priorities

Ratings

Distinguished

Accomplished

Proficient

Developing

Needs

Improvement

Dis

Acc

Pro

Dev

BOY

MOY

EOY

Strategically

adheres to core

leadership tasks

Has detailed

calendaring systems

Coaches and leads

others on managing

and prioritizing their

time and tasks

Develops detailed

calendars for self

with clear priorities

for instruction and

communicates the

expectation for

others

Makes adjustments

to respond to

changes in

instructional needs

and principal/

campus priorities

Collaborates with

the principal and staff

to monitor calendars

that consistently

maximize learning

time and operations

that enable student

learning

Comment Required

Appraiser Comments/ Growth Opportunities

Supports the

principal in ensuring

efficient and

effective operations

are upheld with

instruction as the

priority

Supports the principal

to strategically define

priorities and to lead,

delegate, calendar,

and communicate

core leadership tasks

Leads with clear,

written, and

transparent assistant

principal roles and

responsibilities

In collaboration with

the princ

ipal,

develops

school

calendar

with

key

instructional

leadership

task

Defines

and

calendars

pers

onal

core

leadership

task

with

clear

priorities

for instruction

Supports the

principal in ensuring

that schedules for

staff are developed

and accessible to

maximize learning

time and operations

that enable student

learning

Carries out general

leadership roles and

responsibilities

under the direct

supervis

ion of the

principal,

and

develops

broad

hool and personal

calendars

that

are

sometimes

focused

instruction

and

maximize

learning

time

Assis

tant Principal Self

-Assessment

nd Goal

etting

Forms

Assistant Principal Self-Assessment Form

ssistant Princ

ipal Name:

School Year:

Indicator 1.3: Strategic Planning – Strategically supports focused planning processes with strategic monitoring of outcomes

Ratings

Distinguished

Accomplished

Proficient

Developing

Needs

Improvement

Dis

Acc

Pro

Dev

BOY

MOY

EOY

Collaborates with the

principal to leverage

all staff and multiple

stakeholders to

strategically develop a

data-driven

improvement plan that

is comprehensive,

rigorous, and

instructionally focused

Uses multiple

quantitative and

qualitative data

sources to give critical

assistance to the

principal

Strategically supports

the principal’s work to

establish aggressive

student outcomes and

clear staff

accountability with

ongoing systems to

check for fidelity of

targets and actions

Consistently uses the

plan to support the

principal with decision-

making and adjusts,

accordingly

Co-develops, with

the principal and

leadership team, a

data-driven

improvement plan

that addresses

targeted priorities,

intended outcomes,

high leverage

strategies, clear

timelines,

milestones, metrics,

and task owners

Includes multiple

sources of data

Ensures the plan is

rigorous and

instructionally

focused

Uses the plan and

data to assist the

principal in

decision-making

and adjusts,

accordingly

Understands and is

able to articulate the

school and

principal’s plan

Sometimes

conducts formative

reviews of the

strategies with the

principal’s guidance

Comment Required

Appraiser Comments/ Growth Opportunities

Systematically

collaborates with the

principal to leverage

strategic planning as

a high-level

leadership process

to sustain a high

performing culture of

innovation,

improvement, and

accountability that is

data- and results-

driven

Supports the

principal in

maintaining clear

continuous

improvement and

decision-making

processes that are

linked to the plan

Assis

tant Principal Self

-Assessment

nd Goal

etting

Forms

Assistant Principal Self-Assessment Form

ssistant Princ

ipal Name:

School Year:

Indicator 1.4: Change Facilitation – Productively manages and supports change processes

Ratings

Distinguished

Accomplished

Proficient

Developing

Needs

Improvement

Dis

Acc

Pro

Dev

BOY

MOY

EOY

Leads assigned

leadership or campus

teams to consistently

create, implement,

and monitor new and

necessary

improvement

initiatives linked to

best practices

Uses productivity and

achievement data to

consistently

communicate the

need for change to

the principal and

staff, as applicable

Supports the principal

in developing clear

and concise actions

that create the

opportunity for

stackable success

Relentlessly focuses

on identifying

solutions when

presented with

challenges, and shifts

challenges to

opportunities

Interacts with a

solutions-oriented

mindset and takes

ownership of

improvement

initiatives under the

principal’s guidance

Collaborates with

principal to initiate

and facilitate

necessary change

using a student

outcome lens

Clearly articulates

and involves others

in the change

processes

Articulates the need

for solutions and

accepts some

responsibility for

change and

continuous

improvement

Sometimes acts on

needed change with

limited solutions

Comment Required

Appraiser Comments/ Growth Opportunities

Confidently

challenges the status

quo and serves as a

driving force in

initiating and

managing changes

under the

supervision and

guidance of the

principal

Proactively

anticipates and

manages change

initiatives in

collaboration with the

principal

Actively leads

change initiatives

with clear solutions,

resiliency, and

productivity, as

appropriate

Builds capacity in

others to effectively

lead change

Assis

tant Principal Self

-Assessment

nd Goal

etting

Forms

Assistant Principal Self-Assessment Form

ssistant Princ

ipal Name:

School Year:

Indicator 1.5: Coaching, Growth, Feedback, and Professional Development – Models personal commitment to

developing self and others

Ratings

Distinguished

Accomplished

Proficient

Developing

Needs

Improvement

Dis

Acc

Pro

Dev

BOY

MOY

EOY

Proactively seeks

coaching and

feedback from

supervisors, the

principal, peers, and

staff, and models

these interactions as

standard practices

Strategically plans

for participation in

learning

opportunities

Consistently creates

clear performance

outcomes for

professional

development with

follow-through that

positively impact

personal growth and

student outcomes

Regularly seeks

coaching and

feedback from

supervisors, the

principal, peers and

staff

Regularly

incorporates

refinements to

adapt and improve

practices

Maintains a growth

mindset for self and

others

Aligns growth to the

needs of the school

and student

outcomes

Sometimes seeks

coaching and

feedback from

supervisors

Understand the

importance of

growth for self and

others

Engages in limited

professional

development

Comment Required

Appraiser Comments/ Growth Opportunities

Domain 1: Examples of Artifa

cts and/or Evidence

• Code of Ethics/Behaviors

• Leadership Team Protocols

• Leadership Team Agendas and

Minutes

• Leadership Team Roles and

Responsibilities

• Calendar(s) of Activities and Core

Leadership Tasks

• Master Calendar

• Visioning Documents

• Mission, Vision, Goals,

Values/Beliefs

• Campus Improvement Plan and

Plan Monitoring Systems

• Strategic Planning and Monitoring

Processes

• Budgets and Fiscal Management

Systems

• Productivity and Achievement

Data: Students and Staff

• Change Processes and Actions

• Coaching and Support Systems

• Professional Development Plans

and Results

•

Serves as a role

model for continuous

improvement with

other campus

leaders and

assistant principals

Consistently

coaches other

leaders within

campus

Embraces a lead

learner role through

participation in

varied learning

opportunities and

impactful follow

through to dev

elop

elf and others

Assis

tant Principal Self

-Assessment

nd Goal

etting

Forms

Assistant Principal Self-Assessment Form

ssistant Princ

ipal Name:

School Year:

Domain 2: Effective, Well-Supported Teachers

Indicator 2.1: Human Capital - Assists to recruit, select, assign, and induct highly effective educators

Ratings

Distinguished

Accomplished

Proficient

Developing

Needs

Improvement

Dis

Acc

Pro

Dev

BOY

MOY

EOY

Leads and models

high standards for

all positions and

responsibilities with

clear and

established human

capital management

systems

Comment Required

Appraiser Comments/ Growth Opportunities

Strategically

contributes and

provides input to the

principal to place

and shift positions to

best meet the needs

of the school, teams,

and students

Collaborates with

campus principal and

leadership teams to

strategically and

consistently recruit,

select, assign, and

induct high quality

candidates that are a

match for specific

position

expectations

and student needs

Works with campus

principal to analyzes

existing assignments

and team dynamics

when assigning

teachers/staff to

ensure cultural fit

In collaboration with

the campus

principal, follows

district-approved

hiring processes

and protocols to

recruit, select,

assign, and induct

candidates

Assists the campus

principal to ensure

that placements of

high-quality staff are

strategic based on

student needs and

teacher/staff

strengths

As directed by the

campus principal,

uses basic criteria

and teachers’

qualifications to

recruit, select, and

assign candidates

Sometimes

becomes involved in

hiring decisions and

processes

Assis

tant Principal Self

-Assessment

nd Goal

etting

Forms

Assistant

Principal Self-Assessment Form

ssistant Princ

ipal Name:

School Year:

Indicator 2.2: Talent Management - Assists to supports and retains highly effective educators

Ratings

Distinguished

Accomplished

Proficient

Developing

Needs

Improvement

Dis

Acc

Pro

Dev

BOY

MOY

EOY

Systematically

supports a clear

culture of systemic

support strategies

that are consistently

used to provide

timely, targeted, and

personalized support

Uses principal,

administrative team,

and teacher leader/

peer feedback and

leadership

opportunities to

consistently assist in

supporting the

retention of effective

teachers

Assists the campus

principal in routinely

implementing

targeted and

personalized

strategies, including

the use of high

performing

teachers, to support,

grow, and retain

teachers

In collaboration with

the campus

principal, gathers

input from teachers

to develop

strategies for the

retention of effective

teachers

Sometimes supports

the campus principal

with using a

mentoring support

system as the

primary means of

supporting and

retaining staff

Comment Required

Appraiser Comments/ Growth Opportunities

Works with the

campus principal to

capitalize on

tangible and

intangible assets of

staff to support and/

or validate a system

of highly effective

practices which

result in staff

retention

Collaborates with

the campus principal

to create clear

pathways for

teacher/staff

advancement to

ensure a pipeline

potential campus

leaders with

instructional insight

Assis

tant Principal Self

-Assessment

nd Goal

etting

Forms

Assistant Principal Self-Assessment Form

ssistant Princ

ipal Name:

School Year:

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

Ratings

Distinguished

Accomplished

Proficient

Developing

Needs

Improvement

Dis

Acc

Pro

Dev

BOY

MOY

EOY

Comment Required

Appraiser Comments/ Growth Opportunities

Observes teachers

primarily during

scheduled

observations and

occasional

walkthroughs

Feedback is

sometimes provided

Provides coaching

primarily to new

teachers and those

in need of support

Sometimes

reviews

observation data

with campus

principal to calibrate

and make campus

decisions

Supports the

campus principal in

using normed tools

and processes to

conduct frequent

formal and informal

observations,

capture data trends,

and track progress

over time

Reviews observation

data and student

achievement to

ensure alignment

between the two.

Systematically

reviews observation

data with campus

principal to calibrate

and make campus

decisions

Provides timely,

clear, and actionable

feedback and

coaching to all

teachers

Feedback and

coaching includes

clear models/

exemplars, concise

actions steps for

improvement, and

opportunities to

practice with

embedded coaching

Calibrates with the

campus principal to

systematically use

normed tools and

processes with

instructional

leadership teams

and analyze teacher

observation data

responsibility with

campus principal to

establish and make

available to staff

clearly defined and

reflective classroom

routines and

instructional

strategies as

exemplars for

performance

Collaborates with

campus principal to

conduct targeted

observations based

on analysis of

formative student

assessment data

and follows up

observations with

coaching that leads

to rapid

improvement in

teacher practice

and student learning

Leverages

observations and

feedback to build

capacity with others

as an established

professional growth

model under the

supervision and

guidance of the

campus principal

Maintains and

models coaching and

actionable feedback

primary means of

interacting with staff

Supports the

establishment of a

robust system of

professional

development that is

personalized, data-

driven based on

student learning and

observation and

feedback data, and

includes follow up to

ensure

implementation of

practices covered in

professional

development

Assis

tant Principal Self

-Assessment

nd Goal

etting

Forms

Assistant Principal Self-Assessment Form

ssistant Princ

ipal Name:

School Year:

Indicator 2.4: Professional Development - Supports the campus principal to personalize and align

professional development

Ratings

Distinguished

Accomplished

Proficient

Developing

Needs

Improvement

Dis

Acc

Pro

Dev

BOY

MOY

EOY

Supports the

campus principal to

leverage leadership

teams to

consistently analyze

performance and

goal setting data

Works with the

campus principal to

customize research-

based professional

development and

assesses

implementation and

impact on staff and

student learning

and achievement

Regularly uses

observation and

other relevant data

to support and

sometimes deliver

targeted

professional

development that is

research-based and

addresses staff and

student learning

and achievement

needs

Assists the campus

principal to develop

calendars for

professional

development that

are modified based

on data and

teacher/student

needs

Sometimes works

with and supports

the campus principal

to provide

professional

development

opportunities for staff

Comment Required

Appraiser Comments/ Growth Opportunities

Domain 2: Examples of Artifacts and/or Evidence

• Campus Improvement Plan

• Teacher Recruiting and Hiring

Processes

• Teacher and Staff Onboarding

• Teacher Placement Decisions

• Teacher Capacity-Building Strategies

• Professional Development Plans and

Resources

• Teacher and Staff Retention Data

• Teacher Professional Growth Plans

• Coaching and Other Support

Systems

• Teacher Goal Setting Data and

Results

•

Models a schoolwide

culture of learning

and growth

Works with campus

principal to leverage

expertise to

systematically

develop and coach

high fidelity practices

Collaborates with the

campus principal to

establish a

comprehensive

professional

development system

that is

frequent,

reflective, and

recursive

Supports the

seamless integration

of professional

development and

goal setting as cycles

of improvement and

refinement

Assis

tant Principal Self

-Assessment

nd Goal

etting

Forms Assistant

Principal Self-Assessment Form

ssistant Princ

ipal Name:

School Year:

Domain 3: Positive School Culture

Indicator 3.1: Safe Environment and High Expectations – Aligns the vision, mission, and goals to a safe environment

and high expectations

Ratings

Distinguished

Accomplished

Proficient

Developing

Needs

Improvement

Dis

Acc

Pro

Dev

BOY

MOY

EOY

Leads leadership

teams and

stakeholders in

establishing a

unified purpose and

shared vision in

collaboration with

the campus principal

and independently,

as appropriate

In collaboration with

the campus

principal, creates

and models

experiences that

positively promote

high expectations

and a relentless

pursuit of success

for all students

Connects all

initiatives and

decisions to the

campus principal’s

vision and supports

rollout efforts

Assists the campus

principal to

systematically

assess and

measure the

climate, challenges

low expectations,

and refines the

vision as appropriate

Plays a key role in

the campus

principal’s ability to

Involve stakeholder

groups in creating

and continuously

refining the school’s

mission, vision,

goals, and values

Uses this

information to

regularly guide

decisions with the

campus principal

Ensures the vision

and practices focus

on a safe and

orderly environment

Maintains, and

assumes from

others including the

campus principal,

high expectations

and shared

ownership for

student success

Understands and

helps to implement

the campus

principal’s shared

vision and aligned

goals

Periodically uses the

vision to guide

school initiatives

and decisions

High expectations

are sometimes

evident

Comment Required

Appraiser Comments/ Growth Opportunities

Serves as a catalyst

and role model for

campus leaders in

establishing clear

purpose and

direction

Works in

conjunction with the

campus principal to

strategically connect

and

thread all

school aspects to

the visioning

process

Models and

assumes high

expectations from

self and others

Assis

tant Principal Self

-Assessment

nd Goal

etting

Forms

Assistant Principal Self-Assessment Form

ssistant Princ

ipal Name:

School Year:

Indicator 3.2: Behavioral Expectations and Management Systems – Collaborates to establish clear expectations

and systems for behaviors, including social and emotional supports

Ratings

Distinguished

Accomplished

Proficient

Developing

Needs

Improvement

Dis

Acc

Pro

Dev

BOY

MOY

EOY

Enforces the code of

conduct with

established

consequences

Periodically reviews

data, particularly for

students with

patterns of behavior

Comment Required

Appraiser Comments/ Growth Opportunities

Models a

comprehensive

hoolwide

approach

for

behavior

expectations

and

management

stems that

reinforce

behaviors

applies

clear

consequence,

and

utilizes

multi-tier

system

support

for

all

students

Data

reflective of

minimal behavioral

issues and high

performance

Systematically

tracks and analyzes

data with leadership

teams and the

campus principal to

proactively identify

and respond to

behavioral concerns

Systematically and

explicitly teaches,

practices, and

reinforces behavioral

expectations that

promote the school’s

miss

ion, vision,

values,

and

goals

Embraces

equity,

diversity,

and

implications

for

behaviors

Collaboratively

communicates,

applies,

and

faithfully

upholds

schoolwide

routines

and

procedures

that

support

the

code

conduct

and reflect

the school’s mission,

vision, values, and

goals

Fairly implements a

system of rewards

and consequences

Consistently tracks

and analyzes data to

address patterns of

issues with the

campus principal.

Collaborates

and

proactively

teaches,

practices,

and

reinforces

behavioral

expectations

with

all

taff and students

that

are

aligned

with

the

school’s

miss

ion,

vision,

values,

and

goals

Implements and

executes the code of

conduct as routine

practice

Supports the

campus principal

and teachers in

implementing

rewards and

consequences at the

classroom and

school levels

Regularly tracks and

analyzes data as

part of the larger

system

Assis

tant

Principal

Self

-Assessment

nd Goal

Setting

Forms Assistant Principal Self-Assessment Form

ssistant Princ

ipal Name:

School Year:

Indicator 3.3: Proactive and Responsive Student Support Services – Assists principal in implementation of strategies

to proactively provide and coordinate student support services

Ratings

Distinguished

Accomplished

Proficient

Developing

Needs

Improvement

Dis

Acc

Pro

Dev

BOY

MOY

EOY

Works with the

campus principal to

establish and

implement multi-

tiered systems of

support to identify

individual student

support needs

Ensures that

students and staff

connect what’s

taught through

mental health and

wellness, and social

and emotional

learning strategies

and methodologies

are transparently

connected to recent

and relevant

cognitive science

Co-coordinates

internal and external

support services for

students and

families to

proactively respond

to students’ needs

and maximize their

learning potential,

as appropriate

With the campus

principal, ensures

that mental health

and wellness, and/or

social and emotional

learning strategies

and methodologies

are proactively

taught

With the campus

principal, ensures

structures to monitor

individual progress,

behavior, and

emotional well-being

are maintained

Links internal and

external support

services to

immediately

respond to students’

needs

Utilizes basic school

support services to

meet some students’

needs, including

counseling,

mentoring, and

some external

service referrals

Comment Required

Appraiser Comments/ Growth Opportunities

Leverages high-

level,

comprehensive

internal and

external services for

students and their

families

In collaboration with

the campus

principal, uses

schoolwide routines

and procedures to

proactively identify

and respond to

students’ needs.

Plays a key role

with the campus

principal in

incorporating wrap-

around services for

high-need students

through established

case management

processes

Assis

tant Principal Self

-Assessment

nd Goal

etting

Forms

Assistant Principal Self-Assessment Form

ssistant Princ

ipal Name:

School Year:

Indicator 3.4: Involving Families and Community – Productively involves and coordinates family and community

involvement

Ratings

Accomplished

Proficient

Developing

Needs

Improvement

Dis

Acc

Pro

Dev

BOY

MOY

EOY

Empowers teachers

and staff to establish

a welcoming culture

that consistently

engage and connect

with all families

Routinely supports

the campus

principal’s systems

for staff to explicitly

share critical aspects

of student learning,

and consistently

provides positive,

constructive, and

personalized

feedback to families

about their child’s

performance

Purposefully uses

multiple

communication

platforms to send

consistent messages

about involvement

and the family/

community roles in

decision making,

supporting the school

and student

outcomes under the

guidance of the

campus principal

Assists the campus

principal in using

productivity and

achievement data to

increase authentic

engagement and

share responsibility

for student outcomes

Assists to provide

varied opportunities

for all families to

engage in critical

aspects of student

learning

Ensures that staff

regularly provides

positive,

constructive, and

personalized

feedback to families

about their child’s

performance

Assists the campus

principal in

establishing multiple

family

communication

strategies and

platforms that are

integrated with

teachers’ roles and

responsibilities

Supports the

campus principal in

analyzing data

about involvement

and adopts plans to

increase authentic

engagement and

shared responsibility

for student

outcomes and helps

guide their decision-

making processes

Articulates the need

for family and

community

involvement, and

accepts some

responsibility for

engaging

stakeholders

Communicates

essential

information with

families and the

community under

the campus

principal’s guidance

Comment Required

Appraiser Comments/ Growth Opportunities

Confidently serves

as a collaborative

driving forc

e in

creating

culture

that

welcomes

all

families

and

community

members

partners

Develops

authentic

relationships

with

family

and

community

partners

garner

resources

in support of the

school’s agenda and

outcomes

Incorporates varied

strategies to gather

feedback from family

and community

partners in

collaboration with

the campus principal

Assists to leverage

the influence and

synergy of school

and community

stakeholders to work

together in support

of high levels of

student achievement

Assis

tant

Principal

Self

-Assessment

nd Goal

etting

Forms Assistant Principal Self-Assessment Form

ssistant Princ

ipal Name:

School Year:

Distinguished

Dom

ain 3:

Examples of Artifacts and/or Evidence

• Campus Improvement Plan

• Mission, Vision, Goals, and

Beliefs/Values

• Culture and Climate Surveys

• Expectations for Performance

• Behavior Expectations and

Management Systems for Students and

Staff

• Teacher Retention Data

• Discipline Data Tracking System

• School Safety/Emergency Operations

Plan

• Student Support Services

• Case Management Systems

• Partner Agreements

• Communication with Families

• Family and Community Engagement

Data

•

Assis

tant Principal Self

-Assessment

nd Goal

etting

Forms

Assistant Principal Self-Assessment Form

ssistant Princ

ipal Name:

School Year:

Domain 4: High-Quality Curriculum

Indicator 4.1: Standards-based Curricula and Assessments - Supports the campus principal in ensuring fidelity of

implementation with state and district curricula and assessments

Ratings

Distinguished

Accomplished

Proficient

Developing

Needs

Improvement

Dis

Acc

Pro

Dev

BOY

MOY

EOY

Comment Required

Appraiser Comments/ Growth Opportunities

Assists the campus

principal in providing

teachers with

district-approved

curricula and

assessments

Sometimes supports

teachers in using

and implementing

expected curriculum

and assessments

Assists the campus

principal in ensuring

that teachers have

access to a

standards-aligned,

guaranteed, and

viable curriculum

and scope and

sequence

Supports the

campus principal in

ensuring

assessments are

aligned to the

standards, at the

expected level

rigor, and allow for

students to

demonstrate

conceptual and

procedural

understanding of the

content

Corrective

instruction and

spiraling are built

into teaching and

learning

With the campus

principal,

establishes systems

to support teachers

in managing

curriculum

and

assessment

documents

Develops, maintains,

and monitors a

systematic approach

for all teachers to

review and

internalize relevant

curriculum and

assessments in

collaboration with the

campus principal

Works with campus

principal and

leadership

teams to

ensure teachers

have access to and

effectively use the

curriculum in

planning units and

daily lessons

Supports teachers in

the development or

internalization of

formative

assessments that

can be

used to

identify students

conceptual or

procedural

understanding of the

content and from

which targeted re-

teach plans can be

developed

Establishes

calendars with the

campus principal

that include

clear

checkpoints,

embedded corrective

instruction, and

spiraling for all

students

Co-leads student

achievement with

the campus principal

through established,

rigorous, and

standards-based

curricula and

assessments

Works with campus

principal to

consistently build

capacity with

teachers to know

and understand

essential/powerful

learning standards,

criteria for success

with students,

pacing expectations,

and overall

alignment of high-

quality

curricula and

assessments

Assis

tant Principal Self

-Assessment

nd Goal

etting

Forms Assistant

Principal Self-Assessment Form

ssistant Princ

ipal Name:

School Year:

Indicator 4.2: Instructional Resources and Professional Development – Co-facilitates access to instructional resources

and professional development

Ratings

Distinguished

Accomplished

Proficient

Developing

Needs

Improvement

Dis

Acc

Pro

Dev

BOY

MOY

EOY

Comment Required

Appraiser Comments/ Growth Opportunities

Domain 4: Examples of Artifacts and/or Evidence

• Curricular Materials

• Curriculum Calendars

• TEKS Studies

• Scope and Sequence

• Lesson and Unit Plans

• Formative and Summative

Assessments

• Professional Development Plans and

Resources

• Education Plans for Identified

Students

• Student Achievement and Testing

Data

• Leadership Team Decision-Making

Processes

•

Works with campus

principal to

strategically align

instructional

materials and

resources with

expected rigor, key

ideas, essential

questions, and

content-rich texts

through ongoing

teacher discourse,

collaboration, and

coaching

Consistently

connects materials

and resources to

instructional needs

of all students and

student groups

Supports the

campus principal in

providing ongoing,

content-focused,

and job-embedded

professional

development to

hone teachers’

knowledge, skills,

and responsibilities

Works with campus

principal to

strategically ensure

instructional

materials and

resources are

intentionally and/or

designed with

expected rigor, key

ideas, essential

questions, and

content-rich texts

Connects materials

and resources to

needs of specific

teachers, students

and student groups

Supports the

campus principal in

providing high-

fidelity, content-

focused

professional

development that is

linked to the

curricula and

assessments and

teacher’s individual

needs

As directed by the

campus principal,

provides teachers

with relevant

instructional

materials and

resources

necessary to

implement curricula

and assessments

As directed by the

campus principal,

provides some

professional

development for all

teachers to assist

with the use of

resources

Plays a key role in

the coordination of a

seamless integration

of high-fidelity

curricula, instruction,

assessments,

resources, and

professional

development

components that

work in tandem to

yield high quality

teaching and

learning processes

Supports the campus

principal as the

driving force behind

the design and

operation of a

curriculum resource

system with clarity,

coherence, and

precision

Assis

tant Principal Self

-Assessment a

nd Goal Setting

Forms

Assistant

Principal

Self-Assessment Form

ssistant Princ

ipal Name:

School Year:

Domain 5: Effective Instruction

Indicator 5.1: High-Performing Instructional Leadership Team – In collaboration with the principal, creates a

high-performing, skilled leadership team

Ratings

Distinguished

Accomplished

Proficient

Developing

Needs

Improvement

Dis

Acc

Pro

Dev

BOY

MOY

EOY

Comment Required

Appraiser Comments/ Growth Opportunities

Systematically

adheres to and

models high levels

of implementation of

written protocols and

processes

In coordination with

the campus

principal,

establishes clear

instructional team

roles and

responsibilities with

accountability

measures

Builds capacity with

other campus

leaders to lead

highly productive

meetings and tasks

with clear outcomes

for staff and student

performance

Uses written

protocols and

processes to

regularly support

the principal in

leading and manage

leadership teams

Implements these

protocols and

processes as

standard operating

procedures

Works with campus

principal to Identify

needs and regularly

supports the

development

leadership team

members

Supports the

campus principal to

incorporate written

protocols and

processes that are

consistently used to

lead and manage

various leadership

teams and other

instructional

functions

Builds capacity with

others to lead and

manage instructional

initiatives aligned to

the campus goals

and vision

Uses targeted

observation and

feedback of

the

instructional

leadership team to

develop a defined

set of skills

Supports the

campus principal in

monitoring the

effectiveness of

team outcomes for

staff and student

performance

Uses some written

protocols and

processes for broader

instructional

leadership tasks

When directed by

campus principal,

involves leadership

teams in some

instructional

leadership

responsibilities

Assis

tant Principal Self

-Assessment

nd Goal

etting

Forms

Assistant Principal Self-Assessment

Form

ssistant Princ

ipal Name:

School Year:

Indicator 5.2: Objective-Driven Plans – In collaboration with the principal, supports the development of objective-driven daily

lesson plans

Ratings

Distinguished

Accomplished

Proficient

Developing

Needs

Improvement

Dis

Acc

Pro

Dev

BOY

MOY

EOY

Comment Required

Appraiser Comments/ Growth Opportunities

In coordination with

the campus

principal,

empowers,

challenges, and

supports staff in

leading and

managing planning

with respective

teams

In coordination with

the campus

principal, uses a

system of checks

and balances that

are tied to student

achievement results

within teams and

accountability for

quality plans

Actively participates

to develop,

maintain, and

monitor a

systematic

approach for all

teacher to

collaboratively

internalize, modify,

or create and submit

daily lesson plans

with clear learning

objectives and other

essential

components

Supports the

utilization of

leadership teams to

assess the fidelity

and impact of plans

on learning and

achievement for all

students

Consistently

provides feedback

on and monitors the

revisions to plans

based on evidence

of student mastery

Ensures the

unpacking of

standards and the

analysis of

curricular resources,

including

assessments

Communicates and

monitors the

campus expectation

for all teachers to

submit daily lesson

plans with clear

learning objectives

and other essential

components,

including formative

assessments with

exemplar responses

and success criteria

for student mastery

Regularly monitors

the quality of plans

and provides

feedback

Communicates

the campus

principal’s

expectation for

teachers to

internalize,

modify, or develop

daily lesson plans

and submit them

Monitors teachers’

submissions

Assis

tant Principal Self

-Assessment

nd Goal

etting

Forms

Assistant Principal Self-Assessment Form

ssistant Princ

ipal Name:

School Year:

Indicator 5.3: Effective Classroom Routines and Instructional Strategies – Actively supports the development of

effective routines, instructional strategies, and experiences for all students

Ratings

Distinguished

Accomplished

Proficient

Developing

Needs

Improvement

Dis

Acc

Pro

Dev

BOY

MOY

EOY

Comment Required

Appraiser Comments/ Growth Opportunities

Supports the

campus principal to

strategically

develop model

classrooms to

showcase effective

instructional

practices;

Collaboratively

leads change efforts

through structured

practices,

observations, and

debriefs as teachers

develop mastery of

effective

instructional

strategies and

practices across

classrooms

Co-facilitates and

supports the

implementation of

high-leverage

instructional

strategies,

classroom

procedures, and

routines that are

modeled and

practiced with

fidelity in all

classrooms

Conducts regular

walkthroughs and

observations that

include feedback

using a research-

based instructional

rubric

Supports campus

instructional routines

and strategies that

are teacher-driven

As directed by the

campus principal,

monitors the

effectiveness of

practices when

teacher and/or

student needs arise

Assists in actively

utilizing leadership

teams and high-

performing teachers

to model high-

leverage classroom

routines and

instructional

strategies

Provides real-time

feedback to teachers

as strategies are

practices and

implemented

Consistently

observes and

coaches teachers to

facilitate mastery of

research-based,

high-leverage

instructional

practices

Assis

tant Principal Self

-Assessment

nd Goal

etting

Forms

Assistant Principal Self-Assessment Form

ssistant Princ

ipal Name:

School Year:

Indicator 5.4: Data-Driven Instruction – Collaboratively monitors multiple forms of data to guide instructional decisions and

maximize

performance

Ratings

Distinguished

Accomplished

Proficient

Developing

Needs

Improvement

Dis

Acc

Pro

Dev

BOY

MOY

EOY

Assists in

leveraging all staff

to consistently

disaggregate

multiple sources of

student-level data

which inform and

prioritize student-

specific instructional

needs

In coordination with

the campus

principal, ensures

teachers, students,

and strategies are

matched to

maximize growth

Assists with the

implementation of

schedules to

facilitate frequent

and recurring data

meetings with

teachers

Supports the

implementation of

data meetings that

include an analysis

of student work to

determine

procedural and

conceptual errors

preventing student

mastery and the

crafting of reteach

plans targeted to

the point of error(s)

shown in student

work

Supports the

campus principal

and teachers in

analyzing multiple

sources of data to

regularly track and

monitor the

progress of all

students and

student groups

Assists to ensure

teachers use data to

assess instructional

effectiveness,

prioritize needs, and

determine root

causes for mastery

and non-mastery

Focuses teachers

on regular analysis

of student work

Communicates the

campus

expectation for

teachers to

analyze multiple

forms of academic

data

Sometimes

reviews other

sources of data

beyond academics

Comment Required

Appraiser Comments/ Growth Opportunities

Supports the

campus principal’s

work to empower,

challenge, and

support staff with

comprehensive

data management

and analyses

systems

Collaboratively

ensures that teams

make data-driven

decisions as a

routine practice and

individually track

their own data

Students take

ownership of and

act

on their data

Supports the

campus principal to

ensure that data

extends beyond

varied academic

sources

Assis

tant Principal Self

-Assessment

nd Goal Setting

Forms

Assistant Principal Self-Assessment Form

ssistant Princ

ipal Name:

School Year:

Indicator 5.5: Response to Intervention – Assists to leverage resources to respond in a timely manner to all

students’ needs

Ratings

Distinguished

Accomplished

Proficient

Developing

Needs

Improvement

Dis

Acc

Pro

Dev

BOY

MOY

EOY

Comment Required

Appraiser Comments/ Growth Opportunities

Domain 5: Examples of Artifacts

and/or Evidence

• Leadership Team Protocols

• Leadership Team Agendas and Minutes

• Leadership Team Roles and

Responsibilities

• Use of Research-Based Campus and

Instructional Practices

• Effective Classroom Routines

• Use of Objective-Driven Lesson

Plans

• Monitoring Processes for Lesson

Plans

• Walkthroughs and Observations

• Staff Coaching Processes

• Data Management Systems

Student Achievement and

Testing Data

• Response to Intervention

Tracking, Data and Meetings

• Teacher Tracking Systems for

Students

Uses limited data to

collaboratively

identify students’

learning needs

Relies on teachers

to provide

necessary

interventions

Focuses primarily

on students with the

greatest learning

needs

Supports the

campus principal in

ensuring student

diagnostics and data

are used to drive

timely, targeted, and

data-driven

interventions from

highly effective

teachers and

address learning

needs

Routinely works with

the campus principal

to monitor

interventions with a

focus on grouping

configurations,

differentiation,

instructional

effectiveness, and

coordination

between teachers

Supports the

campus principal in

the implementation

of data monitoring

and tracking

systems for each

teacher and student

Assists with regular

and extended day

schedules to

regularly provide

interventions

Actively assists to

leverage leadership

teams to

systematically lead

and monitor

diagnostics and

interventions

Collaboratively

ensures student

diagnostics and data

are used to

consistently provide

timely, targeted, and

data-driven

interventions from

highly effective

teachers and

address learning

needs

Ensures flexibility in

schedules, student

groups, and

resources to respond

to students with

varied learning needs

Works with campus

principal to create

and maintain

systems at varied

levels within the

campus to set goals

and consistently

monitor and track

students and their

growth with

interventions

Collaborates with

the campus principal

to prioritize

schedules and

target resources to

strategically address

the instructional

needs of students,

address growth, and

close achievement

gaps

Makes noteworthy

contributions

towards helping the

campus

principal

systematically

involve teams of

teachers in tracking

learning, growth and

achievement for

students who need

interventions

Closing gaps are

evident and student

achievement

increases as a result

of leadership

strategies

Assis

tant Principal Self

-Assessment

nd Goal Setting

Forms Assistant

Principal Self-Assessment Form

ssistant Princ

ipal Name:

School Year:

Print Form

School Year:

Assistant Principal Self-Assessment and Goal Setting

Forms Beginning-of-Year Goal Setting Form

Beginning-of-Year Goal Setting Form

(For BOY Conference)

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

Assistant principals use the self-assessment to identify professional growth goals which will strengthen

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

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

Therefore, the primary goal is focused on the assistant principal’s individual growth, while a second goal

must be developed to address student growth on the campus. Although assistant principals may choose

to establish more than two goals, it is not required, and any additional goals should be considered

carefully, so as not to divert energies from the two required goals. In the second year and beyond,

assistant principals may use summative refinement areas and additional data to establish growth goals

and revisit these at the beginning of the school year.

Goal Setting Instructions:

1. Use the BOY ratings from the comprehensive self-assessment process to set a primary goal

focused on developing assistant principal practices and a second goal focused on student

growth.

2. Complete the Goal Setting and Professional Development (GSPD) Plan on the next page.

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

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

during the BOY Conference.

ssistant Princ

ipal Name:

Professional Practice Goal

Professional Practice Goal:

Texas Principal Standard(s) and Indicator(s) to be Addressed:

Strategies and Actions:

Expected Measurable Outcomes:

Timeline for Achieving Goal:

Comments:

Student Growth Goal

Student Growth Goal (can span a period greater than one year):

Texas Principal Standard(s) and Indicator(s) to be Addressed:

Strategies and Actions (to be taken over time):

Expected Measurable Outcomes (to be realized over time):

Timeline for Achieving Goal:

Comments:

Assistant Principal Signature:

Date:

Appraiser Signature:

Date:

School Year:

Goal Setting and Professional Development (GSPD) Form

Professional Development:

Resources Needed:

Assistant Principal Self-Assessment and Goal Setting

Forms Beginning-of-Year Goal Setting Form

ssistant Princ

ipal Name:

Print Form

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