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Self-Assessment DQG Goal
Setting Forms
© Texas Education Agency 5/6/2020
1
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)
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Goal Setting Form
Self-Assessment Form
Getting Started
Assistant Principal Name: School Year:
© TEA 5/6/2020
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
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sections of the form can also be emailed directly from the
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School Year:
Appraiser Name:
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Assistant Principal Name: School Year:
Assis
tant Principal Self
-Assessment and Goal Setting
Forms Assistant Principal Self-Assessment Form
3
Assistant Principal Self-Assessment Form
(Appraiser Pre-assessment & Pre-evaluation Conference)
© TEA 5/6/2020
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.
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
NI
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
other campus
campus leaders and
assistant principals
Assis
tant Principal Self
-Assessment
a
nd Goal
S
etting
Forms
Assistant
Principal
Self-Assessment Form
A
ssistant Princ
ipal Name:
School Year:
© TEA 5/6/2020
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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
NI
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
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
a
school
calendar
with
key
instructional
leadership
task
s
Defines
and
calendars
pers
onal
core
leadership
task
s
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
sc
hool and personal
calendars
that
are
sometimes
focused
on
instruction
and
maximize
learning
time
Assis
tant Principal Self
-Assessment
a
nd Goal
S
etting
Forms
Assistant Principal Self-Assessment Form
A
ssistant Princ
ipal Name:
School Year:
© TEA 5/6/2020
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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
NI
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
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
a
nd Goal
S
etting
Forms
Assistant Principal Self-Assessment Form
A
ssistant Princ
ipal Name:
School Year:
© TEA 5/6/2020
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Indicator 1.4: Change Facilitation Productively manages and supports change processes
Ratings
Distinguished
Accomplished
Proficient
Developing
Needs
Improvement
Dis
Acc
Pro
Dev
NI
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
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
a
nd Goal
S
etting
Forms
Assistant Principal Self-Assessment Form
A
ssistant Princ
ipal Name:
School Year:
© TEA 5/6/2020
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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
NI
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
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
s
elf and others
Assis
tant Principal Self
-Assessment
a
nd Goal
S
etting
Forms
Assistant Principal Self-Assessment Form
A
ssistant Princ
ipal Name:
School Year:
© TEA 5/6/2020
8
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
NI
BOY
MOY
EOY
Leads and models
high standards for
all positions and
responsibilities with
clear and
established human
capital management
systems
Comment Required
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
a
nd Goal
S
etting
Forms
Assistant
Principal Self-Assessment Form
A
ssistant Princ
ipal Name:
School Year:
© TEA 5/6/2020
9
Indicator 2.2: Talent Management - Assists to supports and retains highly effective educators
Ratings
Distinguished
Accomplished
Proficient
Developing
Needs
Improvement
Dis
Acc
Pro
Dev
NI
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
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
of
potential campus
leaders with
instructional insight
Assis
tant Principal Self
-Assessment
a
nd Goal
S
etting
Forms
Assistant Principal Self-Assessment Form
A
ssistant Princ
ipal Name:
School Year:
© TEA 5/6/2020
10
Indicator 2.3: Observations, Feedback, and Coaching Conducts rigorous, calibrated, and supported observations
Ratings
Distinguished
Accomplished
Proficient
Developing
Needs
Improvement
Dis
Acc
Pro
Dev
NI
BOY
MOY
EOY
Comment Required
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
Shares
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
as
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
a
nd Goal
S
etting
Forms
Assistant Principal Self-Assessment Form
A
ssistant Princ
ipal Name:
School Year:
© TEA 5/6/2020
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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
NI
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
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
a
nd Goal
S
etting
Forms Assistant
Principal Self-Assessment Form
A
ssistant Princ
ipal Name:
School Year:
© TEA 5/6/2020
12
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
NI
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
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
a
nd Goal
S
etting
Forms
Assistant Principal Self-Assessment Form
A
ssistant Princ
ipal Name:
School Year:
© TEA 5/6/2020
13
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
NI
BOY
MOY
EOY
Enforces the code of
conduct with
established
consequences
Periodically reviews
data, particularly for
students with
patterns of behavior
Comment Required
Models a
comprehensive
sc
hoolwide
approach
for
behavior
expectations
and
management
sy
stems that
reinforce
behaviors
,
applies
clear
consequence,
and
utilizes
a
multi-tier
system
of
support
for
all
students
Data
is
reflective of
minimal behavioral
issues and high
performance
Systematically
tracks and analyzes
data with leadership
teams 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
of
conduct
and reflect
the school’s mission,
vision, values, and
goals
Fairly implements a
system of rewards
and consequences
Consistently tracks
and analyzes data to
address patterns of
issues with the
campus principal.
Collaborates
and
proactively
teaches,
practices,
and
reinforces
behavioral
expectations
with
all
s
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
a
nd Goal
Setting
Forms Assistant Principal Self-Assessment Form
A
ssistant Princ
ipal Name:
School Year:
© TEA 5/6/2020
14
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
NI
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
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
a
nd Goal
S
etting
Forms
Assistant Principal Self-Assessment Form
A
ssistant Princ
ipal Name:
School Year:
© TEA 5/6/2020
15
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
NI
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
Confidently serves
as a collaborative
driving forc
e in
creating
a
culture
that
welcomes
all
families
and
community
members
as
partners
Develops
authentic
relationships
with
family
and
community
partners
to
garner
resources
in support of the
school’s agenda and
outcomes
Incorporates varied
strategies to gather
feedback from family
and community
partners 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
a
nd Goal
S
etting
Forms Assistant Principal Self-Assessment Form
A
ssistant Princ
ipal Name:
School Year:
© TEA 5/6/2020
16
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
a
nd Goal
S
etting
Forms
Assistant Principal Self-Assessment Form
A
ssistant Princ
ipal Name:
School Year:
© TEA 5/6/2020
17
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
NI
BOY
MOY
EOY
Comment Required
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
of
rigor, and allow for
students to
demonstrate
conceptual and
procedural
understanding of the
content
Corrective
instruction and
spiraling are built
into teaching and
learning
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
a
nd Goal
S
etting
Forms Assistant
Principal Self-Assessment Form
A
ssistant Princ
ipal Name:
School Year:
© TEA 5/6/2020
18
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
NI
BOY
MOY
EOY
Comment Required
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
A
ssistant Princ
ipal Name:
School Year:
© TEA 5/6/2020
19
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
NI
BOY
MOY
EOY
Comment Required
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
of
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
a
nd Goal
S
etting
Forms
Assistant Principal Self-Assessment
Form
A
ssistant Princ
ipal Name:
School Year:
© TEA 5/6/2020
20
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
NI
BOY
MOY
EOY
Comment Required
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
a
nd Goal
S
etting
Forms
Assistant Principal Self-Assessment Form
A
ssistant Princ
ipal Name:
School Year:
© TEA 5/6/2020
21
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
NI
BOY
MOY
EOY
Comment Required
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
a
nd Goal
S
etting
Forms
Assistant Principal Self-Assessment Form
A
ssistant Princ
ipal Name:
School Year:
© TEA 5/6/2020
22
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
NI
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
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
a
nd Goal Setting
Forms
Assistant Principal Self-Assessment Form
A
ssistant Princ
ipal Name:
School Year:
© TEA 5/6/2020
23
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
NI
BOY
MOY
EOY
Comment Required
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
a
nd Goal Setting
Forms Assistant
Principal Self-Assessment Form
A
ssistant Princ
ipal Name:
School Year:
© TEA 5/6/2020
24
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.
© TEA 5/6/2020
A
ssistant Princ
ipal Name:
25
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:
Professional Development:
Resources Needed:
Resources Needed:
Assistant Principal Self-Assessment and Goal Setting
Forms Beginning-of-Year Goal Setting Form
© TEA 5/6/2020
A
ssistant Princ
ipal Name:
26
Print Form