Probationary principal or school/district administrator formative/summative evaluation

District Name: Click here to enter text.

ADMINISTRATOR INFORMATION

Principal/Administrator name:	Click here to enter text.	Assignment: Click here to enter text.

School(s)	1. Click here to enter text.

2. Click here to enter text.	Evaluator: Click here to enter text.

3. Click here to enter text.	School Year: Click here to enter text.

☐ Semester 1 (Formative-Ratings required)

☐ Semester 2 (Summative-Ratings required)

Probationary Year: ☐ One ☐ Two ☐ Three

Part I: Nebraska Effective Practices. Probationary principals or school/district administrators are rated on the Effective Practices each semester based on at least one formal on-site observation and such other observation data or artifacts as may have been collected. Permanent administrators are rated on the Effective Practices at the end of their summative year.
EFFECTIVE PRACTICE: (1) Vision for Learning. The principal establishes and communicates a vision for teaching and learning that results in improved student achievement.
Evaluator Rating	Description
☐ Exemplary	The principal implements a systematic and comprehensive analysis of multiple sources of data and collaborates with a wide range of school and community members in order to shape a vision of teaching and learning that results in a high level of student achievement and the closing of achievement gaps.
☐ Proficient	The principal analyzes multiple sources of data and engages key school and community members in order to shape a vision of teaching and learning designed to result in improved student achievement.
☐ Basic	The principal conducts a limited analysis of data on current practices and outcomes and is inconsistent in engaging school and community members in shaping a vision of teaching and learning designed to result in improved student achievement.
☐ Unsatisfactory	The principal ineffectively analyzes data, or fails to engage key school and community members in shaping a vision of teaching and learning designed to result in improved student achievement.
Narrative Feedback (Required for Basic or Unsatisfactory rating)
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EFFECTIVE PRACTICE: (2) Continuous School Improvement. The principal leads a continuous school improvement process that results in improved student performance and school effectiveness
Evaluator Rating	Description
☐ Exemplary	In collaboration with staff, students, parents, and patrons, the principal leads a systematic continuous school improvement process that consistently strengthens teaching and learning and that results in improved student performance and school effectiveness.
☐ Proficient	The principal leads a systematic continuous school improvement process that consistently results in improved student performance and school effectiveness.
☐ Basic	The principal leads a continuous school improvement process, but with inconsistent outcomes; as a result, increases in student performance and school effectiveness are limited.
☐ Unsatisfactory	The principal is ineffective in leading the continuous school improvement process and fails to develop essential components of the process.
Narrative Feedback (Required for Basic or Unsatisfactory rating)
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EFFECTIVE PRACTICE: (3) Instructional Leadership. The principal provides leadership to ensure the implementation of a rigorous curriculum, the use of effective teaching practices, and accountability for results.
Evaluator Rating	Description
☐ Exemplary	The principal provides systematic and collaborative leadership to implement a rigorous curriculum, highly effective instruction, and accountability for student learning.
☐ Proficient	The principal provides leadership to ensure the implementation of a rigorous curriculum, effective instruction, and accountability for student learning.
☐ Basic	The principal provides limited leadership toward the implementation of a rigorous curriculum, effective instruction, and accountability for student learning.
☐ Unsatisfactory	The principal fails to provide effective leadership toward the implementation of a rigorous curriculum, effective instruction, and accountability for student learning.
Narrative Feedback (Required for Basic or Unsatisfactory rating)
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EFFECTIVE PRACTICE: (4) Culture for Learning. The principal creates a school culture that enhances the academic, social, physical and emotional development of all students.
Evaluator Rating	Description
☐ Exemplary	The principal collaborates effectively with staff to create and maintain a school culture that enhances the academic, social, physical and emotional development of all students.
☐ Proficient	The principal creates a school culture that enhances the academic, social, physical and emotional development of all students.
☐ Basic	The principal attempts to create a school culture that enhances the academic, social, physical and emotional development of students, but these efforts may lack consistency or effectiveness.
☐ Unsatisfactory	The principal fails to provide the leadership to create or maintain a school culture that enhances the academic, social, physical and emotional development of students. The school culture may be negative or non-productive.
Narrative Feedback (Required for Basic or Unsatisfactory rating)
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EFFECTIVE PRACTICE: (5) Systems Management. The principal manages the organization, operations, and resources of the school to provide a safe, efficient, and effective environment for all students and staff.
Evaluator Rating	Description
☐ Exemplary	The principal has a broad and deep understanding of school management functions and systematically undertakes them. The principal's highly effective management of the organization, operations, and resources of the school results in a learning environment that is safe, highly effective, and highly efficient.
☐ Proficient	The principal ensures a safe, efficient, and effective learning environment for students and staff by competently managing the organization, operations, and resources of the school.
☐ Basic	The principal displays a basic understanding of and willingness to carry out school management functions, but he/she is inconsistent or not fully effective in managing the organization, operations, and resources of the school. As a result, the school may demonstrate some problems, resulting in a learning environment that has some concerns related to safety, efficiency, or effectiveness.
☐ Unsatisfactory	The principal's understanding of management functions is incomplete or his/her willingness or ability to carry out those functions is limited. The principal ineffectively manages the organization, operations, and resources of the school, resulting in a school that has an unsafe, inefficient, or ineffective environment.
Narrative Feedback (Required for Basic or Unsatisfactory rating)
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EFFECTIVE PRACTICE: (6) Staff Leadership. The principal uses effective personnel practices to select, develop, support, and lead high-quality teachers and non-teaching staff.
Evaluator Rating	Description
☐ Exemplary	The principal uses innovative personnel practices to consistently recruit, select, develop, support, retain, and lead high-quality teachers and non-teaching staff.
☐ Proficient	The principal uses innovative personnel practices to consistently recruit, select, develop, support, retain, and lead high-quality teachers and non-teaching staff.
☐ Basic	The principal's understanding and use of effective personnel practices is inconsistent or ineffective, resulting in less than effective recruitment, selection, and development of high-quality staff members.
☐ Unsatisfactory	The principal fails to effectively recruit, select, develop, and retain high-quality staff members; he/she does not use effective personnel practices.
Narrative Feedback (Required for Basic or Unsatisfactory rating)
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EFFECTIVE PRACTICE: (7) Developing Relationships. The principal promotes and supports productive relationships with students, staff, families, and the community.
Evaluator Rating	Description
☐ Exemplary	The principal promotes and supports productive relationships with students, staff, families, and the community, actively seeks diverse viewpoints, and builds a strong network of support for the school's vision and mission.
☐ Proficient	The principal promotes and supports productive relationships with students, staff, families, and the community that support the school's vision and mission.
☐ Basic	The principal attempts to promote and support productive relationships with students, staff, families and the community, but these attempts may be haphazard or less than fully effective. As a result, relationships within the school and between the school and community are generally acceptable, but somewhat below the desired level of support for the school and its mission.
☐ Unsatisfactory	The principal fails to effectively engage in the conversations and activities necessary to develop positive, productive relationships with students, staff, families, and the community and build support for the school's vision and mission. As a result, relationships within the school and between the school and community are often negative.
Narrative Feedback (Required for Basic or Unsatisfactory rating)
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EFFECTIVE PRACTICE: (8) Professional Ethics and Advocacy. The principal acts with fairness, integrity, and a high level of professional ethics, and advocates for policies of equity and excellence in support of the vision of the school.
Evaluator Rating	Description
☐ Exemplary	The principal models an exceptionally high level of fairness, integrity, and professional ethics and provides leadership to his staff and colleagues in these qualities: the principal is a strong advocate for policies of equity and excellence in support of the vision of the school.
☐ Proficient	The principal consistently acts with fairness, integrity, and a high level of professional ethics, and advocates for policies of equity and excellence in support of the vision of the school.
☐ Basic	The principal usually acts with fairness, integrity and an acceptable level of professional ethics; he/she advocates for policies of equity and excellence but may be inconsistent or less than fully effective in doing so.
☐ Unsatisfactory	The principal does not routinely act with the expected degree of fairness, integrity, and professional ethics and lapses in these behaviors may occur; he/she is not an effective advocate for his/her school or the educational system.
Narrative Feedback (Required for Basic or Unsatisfactory rating)
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SUMMARY OF EFFECTIVE PRACTICES:

Areas of Strength
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Areas of Development
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☐	Plan for Improvement (required for rating of “Basic” on any of the Effective Practices)

☐	Plan for Assistance attached (required for ratings “Unsatisfactory” on any of the Effective Practices)

Part II: Principal/Administrator Action Plans. Combined rating. For probationary principals/administrators, Action Plans are reviewed during the first semester evaluation conference and rated during the second semester evaluation conference. For permanent administrators, Action Plans are reviewed at the annual conference
Evaluator Rating	Description
☐ Exemplary	Results across all Action Plans demonstrate that objectives have been met or exceeded to a significant degree. Improvement in student achievement or school/district performance as a result of the Plans exceeds expectations. Plan design is exemplary and implementation strategies were carried out in a highly effective fashion. The results can serve as a model for other administrators.
☐ Proficient	Results across all Action Plans demonstrate that objectives have been met or nearly met on an overall basis. Significant improvement in student achievement or school/district performance as a result of the Plans is evident. Plan design evidenced appropriate quality and/or rigor and implementation strategies were carried out effectively.
☐ Basic	Results across all Action Plans demonstrate that objectives have been met in part. Some improvement in student achievement or school district performance as a result of the Plans is evident. Plan design may have been somewhat lacking in quality and/or rigor and implementation strategies were not carried out as effectively as expected.
☐ Unsatisfactory	Results across all Action Plans demonstrate that objectives have not been achieved or have been achieved at a level that is significantly below expectations. Improvement in student achievement or school/district performance as a result of the Plans has been minimal. Plan design may have evidenced insufficient quality and/or rigor and implementation strategies were not carried out effectively.
Narrative Feedback (Required for Basic or Unsatisfactory rating)
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☐	Plan for Improvement attached (required for rating of “Basic:”

☐	Plan for Assistance attached (required for rating of “Unsatisfactory”)

Part IV: Local District Standards (Optional). Local standards may be evaluated in either or both semesters.
Local District Standards Meets District Standards	Meets District Standards
☐ Not Applicable	☐ YES	☐ NO

Part V: Overall Rating - An overall rating is provided in the second semester conference only for probationary principals/administrators. For permanent administrators, an overall rating is provided at the final conference of the summative year.
Evaluator Rating	Description
☐ Exemplary	In the judgment of the evaluator based on a review of the evidence collected, the principal or school/district administrator meets district performance standards for all evaluative criteria and exceeds expected performance in many respects. He/she is actively engaged in professional improvement and provides leadership to other school/district administrators.
☐ Proficient	In the judgment of the evaluator based on a review of the evidence collected, the principal or school/district administrator meets district performance standards for the evaluative criteria on an overall basis and is actively engaged in professional improvement and school and/or district leadership efforts.
☐ Basic	In the judgment of the evaluator based on a review of the evidence collected, the principal or school/district administrator meets district performance standards for most evaluative criteria and is satisfactorily participating in an improvement plan for those criteria rated below “Proficient.”
☐ Unsatisfactory	In the judgment of the evaluator based on a review of the evidence collected, the principal or school/district administrator does not meet district performance standards for a significant segment of the evaluative criteria and improvement efforts have been inadequate.

Evaluator’s Comments:
Areas of Strength
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Areas of Development
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☐	Plan for Improvement attached (required for Overall rating of “Basic”)

☐	Plan for Assistance (required for Overall rating of “Unsatisfactory”)

Additional Comments
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Principal/Administrator Signature:	______________________________________________________

Date: ___________________

Evaluator Signature:	______________________________________________________

Date: ___________________

My signature certifies that the evaluation results have been discussed with me. I understand my signature does not necessarily indicate agreement and that I may respond in writing to any issues contained in the evaluation.