Principal Rubric

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T

exas

Principal

Evaluation

System

The principal evaluation rubric was developed by a Steering Committee of

educators from the state of Texas that included school-level and district-level

leaders, university leadership development program directors, and

Texas Principal Evaluation System

Principal Rubric

representatives from the Texas Education Agency in collaboration with

McREL International field consultants and researchers.

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Texas Principal Evaluation System

Principal Evaluation Rubric

Name: Date:

TEA ID#: District E-mail:

School: School Year:

Position: Assignment:

Appraiser: Appraiser Title(s):

Appraisers will use this rubric to complete their assessment of the principals’ performance during the year. Likewise, the

principal and appraiser will use this rubric as a guide for performance discussions and as a tool to determine the final

evaluation rating for the principal. To complete this form, begin in the Developing column. If the practices listed in the Developing

column describes the principal’s performance throughout the year, mark the box beside the practice. Continue to work down

the column of Developing practices. Continue this process through the Proficient, Accomplished, and Distinguished categories for

each indicator within the principal evaluation rubric. If no practices can be checked at this time, make a comment in the Not

Demonstrated

/

Needs Improvement column. If practices in the Distinguished column are marked, provide an explanatory comment.

Texas Principal Evaluation System

Principal Evaluation Rubric

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Standard 1 –

Instructional Leadership

: The principal is responsible for ensuring every student receives

high-quality instruction.

Indicator 1A: The principal ensures implementation of state and district curricula and assessments aligned with state standards,

including college and career readiness standards.

Distinguished Accomplished Proficient Developing

Not Demonstrated

Needs Improvement

 Makes significant and

noteworthy contributions

toward helping the school

district adopt, adapt, or design

rigorous research-based

curriculum aligned with state

standards

 Monitors the fidelity of

curriculum implementation

 Collaborates with building

leadership team to strengthen

implementation of the

approved curriculum and the

alignment with state standards

through accurate analysis of

data sources

 Has a clearly defined plan for

implementing the district

approved curriculum

 Actively initiates activities and

opportunities for teachers and

staff to evaluate the

implementation of the

approved curriculum

 Understands and is

knowledgeable about the

district approved curriculum

and its alignment to the state

standards

Comment Required:

 Makes significant and

noteworthy contributions

toward helping the school

district adopt, adapt, or design

rigorous research-based

assessments (both formative

and summative) that support

the approved curriculum and

improve student learning

outcomes

 Ensures the approved

curriculum is assessed using

formative and summative

assessments that are focused on

maximizing learning for all

students across all grades and

content areas

. . . and

 Actively initiates activities and

opportunities for teachers and

staff to provide a

comprehensive analysis of

formative and summative

assessment data and the

impact on student

achievement.

. . and

 Understands and is

knowledgeable about

assessment (formative &

summative) practices and

issues and their effect on

student learning

. . . and

A

ppraiser Comments:

Texas Principal Evaluation System

Principal Evaluation Rubric – Standard 1

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Indicator 1B: The principal monitors and ensures high-quality instructional practices among teachers and staff that improve student

performance.

Distinguished Accomplished Proficient Developing

Not Demonstrated

Needs Improvement

 Ensures that knowledge of

teaching and learning serves as

the foundation for the school’s

professional learning

community

 Analyzes instructional

implementation data and

provides staff with on-going

opportunities (e.g. vicarious

experience, action research) to

master the use of effective

instructional strategies

 Provides guidance on the

implementation and effective

use of research-based

instructional strategies in

every classroom

 Implements a system(s) for

monitoring the

implementation and effective

use of research-based

instructional strategies in

every classroom

 Understands and articulates

the adopted model of

instructional planning and

delivery

Comment Required:

 Leverages professional

development, and research-

based strategies to increase the

collective efficacy of teachers

and staff

 Analyzes and synthesizes

teacher performance data to

determine school-wide goals

for instructional improvement

 Develops and executes a

specific and targeted plan for

instructional professional

development informed by

teacher evaluation, student

achievement, and other

applicable data sources

. . . and

 Utilizes instructional

performance data to

encourage self-reflection and

engage teachers in

performance improvement

conversations about

instructional planning and

delivery

 Utilizes existing structures

within the school to provide

and actively participate with

teachers in meaningful

professional development that

incorporates self-reflection

and address findings from

multiple data sources

. . . and

 Is knowledgeable about

research on effective

instructional practices and

their impact on student

achievement

. . . and

A

ppraiser Comments:

Texas Principal Evaluation System

Principal Evaluation Rubric – Standard 1

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Indicator 1C: The principal monitors multiple forms of student data to inform instruction and intervention decisions to maximize

student achievement.

Distinguished Accomplished Proficient Developing

Not Demons

trated

Needs Improvement

 Empowers, challenges, and

supports staff to execute

approved programs and

research-based school and

classroom practices with the

fidelity needed to ensure the

learning, achievement, and

complete educational

development of all students

 Requires and monitors fidelity

and consistency in the

implementation of research-

based practices and monitors

their impact on student

learning and achievement

 Works collaboratively with

teachers and staff to assess the

impact of effective programs

and interventions on student

learning and achievement

 Understands and articulates

the impact of school-level

practices on student learning

and achievement

Comment Required:

 Actively utilizes leadership

teams to analyze data relevant

to the fidelity and consistency

of implementing research-

based school and classroom

practices and the impact of

those practices on the learning

and achievement of all

students

. . . and

 Utilizes a variety of district-

approved student achievement

data sources to strategically

and intentionally implement

effective research-based

programs and interventions

that improve the achievement

of all students

. . . and

 Understands and articulates

the importance of using

multiple data sources to

inform program decisions that

improve the achievement of all

students

. . . and

A

ppraiser Comments:

Texas Principal Evaluation System

Principal Evaluation Rubric – Standard 1

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Indicator 1D: The principal ensures that effective instruction maximizes growth of individual students and student groups, supports

equity, and eliminates the achievement gap.

Distinguished Accomplished Proficient Developing

Not Demonstrated

Needs Improvement

 Develops relationships with

parents/guardians and the

community to improve good

will and trust in the schools

ability to close achievement

gaps

 Utilizes leadership teams to

analyze relevant data and

optimize work processes,

programs, and services that

result in closing achievement

gaps

 Collaboratively develops clear

expectations for teachers and

staff that emphasize practices

consistent with the meaning of

equity and result in closing

achievement gaps

 Understands and articulates a

clear meaning of equity within

the school community

Comment Required:

 Makes significant and

consistent progress towards

eliminating achievement gaps

while maximizing individual

student achievement

 Analyzes relevant achievement

data to inform and prioritize

program and instructional

improvement efforts that make

measureable progress towards

eliminating the achievement

gaps while maximizing

individual student achievement

 Continually and systematically

assesses the progress towards

eliminating achievement gaps

among identified sub-groups

of students

 Models and promotes high

expectations for all students

student sub-groups and staff

 Actively identifies and secures

the additional resources

necessary to eliminate

achievement gaps among

student groups

. . . and

 Analyzes relevant data and

ensures that available

resources are appropriated and

align with school

improvement priorities to

maximize achievement growth

for all students

. . and

 Understands and articulates the

learning and social/emotional

needs of student groups within

the school community

. . . and

A

ppraiser Comments:

STANDARD 1: EXAMPLES OF ARTIFACTS AND/OR EVIDENCE:

• Campus Improvement Plan • Campus master schedule •

• Student achievement and testing data • Formative and summative assessments •

• Leadership teams • Education plans for identified sub-populations •

• Use of research-based school and classroom practices • Stakeholder surveys

Texas Principal Evaluation System

Principal Evaluation Rubric – Standard 1

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Standard 2 –

Human Capital

: The principal is responsible for ensuring there are high-quality teachers and

staff in every classroom throughout the school.

Indicator 2A: The principal recruits, selects, places, mentors, and retains diverse and highly effective teachers and staff.

Distinguished Accomplished Proficient Developing

Not Demonstrated

Needs Improvement

 Capitalizes on the tangible and

intangible assets of staff

members to optimize student

academic growth and

development

 Utilizes leadership teams to

analyze appropriate data

sources and strategically

develop processes for

recruiting, hiring, supporting,

and retaining staff to

strengthen the school’s vision

and mission

 Has a concise plan and

implements processes for

recruiting, hiring, supporting,

and retaining staff who

implement school

improvement priorities and

support student achievement

goals

 Understands and articulates the

importance of effective

recruiting, hiring, supporting,

and retaining teachers and staff

members

Comment Required:

 Establishes a culture of high

performance that supports

teacher retention

 Uses approved district

processes to screen, interview

and hire a diverse staff that is

representative of the vision of

the school and meets students’

needs

 Implements and manages

district personnel policies in a

fair and equitable manner

 Understands and articulates the

importance of clear

expectations, structures, and

procedures for managing

human resources

. . . and

 Utilizes organizational

resources to effectively manage

human capital

. . . and

 Is aware of organizational

resources and understands the

necessity of managing human

capital

. . . and

A

ppraiser Comments:

Texas Principal Evaluation System

Principal Evaluation Rubric – Standard 2

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Indicator 2B: The principal coaches and develops teachers and staff by giving individual feedback and aligned professional development

opportunities.

Distinguished Accomplished Proficient Developing

Not Demonstrated

Needs Improvement

 Leverages observational and

hands-on experiences for

teachers that meet staff

development needs and ensure

expected performance

improvement outcomes are

met

 Uses performance and goal

setting data to encourage and

challenge staff to reflect on,

and define, the knowledge,

skills, and concepts are essential

to the complete educational

development of all students

 Routinely works collaboratively

with teachers and staff to assess

the impact of research based

programs and interventions on

student learning and

achievement

 Understands and can articulate

the professional development

needs of teachers and staff as

those needs relate to educating

a diverse student population

Comment Required:

 Maintains and models a school-

wide culture of professional

learning and improvement that

supports frequent professional

feedback for teachers and staff

 Supports and encourages

systematic feedback among

teachers and staff

 Utilizes leadership teams to

accurately analyze teacher

performance data to adapt

professional development

based on the changing needs of

the school

. . . and

 Regularly provides teachers and

staff with individual

performance feedback and

organizes targeted professional

development opportunities

. . . and

 Involves campus committees

and/or leadership teams in

identifying needs for campus

professional development

. . . and

A

ppraiser Comments:

Texas Principal Evaluation System

Principal Evaluation Rubric – Standard 2

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Indicator 2C: The principal implements collaborative structures and provides leadership opportunities for effective teachers and staff.

Distinguished Accomplished Proficient Developing

Not Demonstrated

Needs Improvement

 Supports teachers and staff to

accept leadership

responsibilities outside of the

school building

 Incorporates teachers and staff

into leadership and decision-

making roles in the school in

ways that foster their career

development

. . . and

 Has a defined process for

supporting and modeling

leadership development and

decision-making activities for

teachers and staff members

 Facilitates ongoing support for

teachers and staff who are

taking on new or additional

leadership and decision-making

roles

. . . and

 Understands and articulates the

importance of providing

opportunities for teachers to

assume leadership and decision

making roles within the school

. . . and

Comment Required:

A

ppraiser Comments:

Texas Principal Evaluation System

Principal Evaluation Rubric – Standard 2

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Indicator 2D: The principal provides clear expectations of performance and conducts rigorous evaluations of all staff using multiple data

sources.

Distinguished Accomplished Proficient Developing

Not Demonstrated

Needs Improvement

 Maintains a culture where

teacher performance

evaluations align with student

academic growth and

development

 Holistically analyzes formative

and summative teacher and

staff evaluations to strategically

plan for professional

development to improve

instructional practice

 Creates processes to provide

formal feedback to teachers

concerning the effectiveness of

their classroom instruction and

ways to improve

 Adheres to legal requirements

for teacher and staff evaluation

Comment Required:

. . . and

 Accurately analyzes multiple

sources of teacher performance

data and makes fair and

accurate determinations aligned

with state statue and district

policy governing teacher

evaluation

. . and

 Implements district and state

evaluation policies in a fair and

equitable manner Understands

and articulates the importance

of providing clear expectations

of performance for teachers

and staff

. . . and

A

ppraiser Comments:

S

TANDARD 2: EXAMPLES OF ARTIFACTS AND/OR EVIDENCE:

• Campus Improvement Plan • Site professional development plan •

• Student achievement and testing data • National Board Certified Teachers •

• Teacher retention data • Stakeholder surveys •

• Teacher professional growth plans

Texas Principal Evaluation System

Principal Evaluation Rubric – Standard 2

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Standard 3 –

Executive Leadership

: The principal models personal responsibility and a relentless focus on

improving student outcomes.

Indicator 3A: The principal is solutions-oriented, treats challenges as opportunities, and supports the school and community through

continuous improvement.

Distinguished Accomplished Proficient Developing

Not Demonstrated

Needs Improvement

 Maintains a culture in which

teachers and staff encourage

and support each other during

challenging times

 Analyzes relevant school

productivity and student

achievement data to consider

new and innovative ways to

lead improvement initiatives

 Empowers the school staff to

take ownership of the

continuous improvement

process

 Understands and articulates the

necessity for establishing and

maintaining a culture of

continuous improvement

Comment Required:

 Systematically challenges the

status quo by leading change

initiatives with potentially

beneficial outcomes

 Implements collaborative

processes to collect, analyze,

and act on relevant data about

the school’s progress toward

accomplishing goals

 Inspires teachers by including

them in the development of a

strategic goal setting process

 Encourages teachers and staff

to accomplish school goals

 Understands and articulates a

personal vision for improving

the school’s ability to serve the

needs of all students and the

necessity for strategic goal

setting

 Is the driving force behind

improvement initiatives that

strengthen the collective ability

of the school community to

adapt to conditions

 Creates and uses a transition

team during times of change

to assist individuals with new

ways of doing things

. . . and

 Adapts leadership style to the

needs of individual teachers

and staff struggling with

change

. . . and

 Understands and articulates

how change initiatives can be

perceived differently by

different stakeholders

. . . and

A

ppraiser Comments:

Texas Principal Evaluation System

Principal Evaluation Rubric – Standard 3

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Indicator 3B: The principal proactively seeks and acts on feedback, reflects on personal growth areas, seeks development opportunities,

changes practice in ways that improves student outcomes.

Distinguished Accomplished Proficient Developing

Not Demonstrated

Needs Improvement

 Develops and refines structures

to gather feedback and data

from educational stakeholders

 Utilizes performance feedback

and synthesizes relevant data to

adapt professional practice and

leadership behaviors that ensure

students receive high-quality

instruction

 Incorporates performance

feedback from supervisors;

attends district-mandated

professional development and

makes changes to practices

 Understands the importance of

performance feedback from

supervisors in the context of

personal and school

improvement

Comment Required:

 Serves as a role model for

continuous improvement in

professional practice among

colleagues

 Actively seeks out individual

growth and professional

development opportunities

. . . and . . . and . . . and

A

ppraiser Comments:

Texas Principal Evaluation System

Principal Evaluation Rubric – Standard 3

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Indicator 3C: The principal communicates with all audiences and develops productive relationships.

Distinguished Accomplished Proficient Developing

Not Demonstrated

Needs Improvement

 Leverages communication

among and between

stakeholder groups to increase

the adoption of new and

innovative change initiatives

within the school or district

 Monitors the effectiveness of

systems and protocols to enable

internal and external stakeholder

groups to effectively

communicate with each other

and with the principal and

makes adjustments to optimize

communication

 Implements and utilizes a

variety of strategies to

encourage effective open

communication between and

among students, teachers, staff,

and the larger school

community

 Designs and utilizes a system of

open communication so that

members of diverse interest

groups feel welcomed and/or

heard within the school

community

 Understands and articulates the

importance of open and honest

communication with

stakeholder groups about

school priorities, initiatives, and

improvement activities

Comment Required:

 Monitors to improve systems

designed to encourage and build

community relationships , in a

manner that fosters respect,

outreach, and community

engagement

. . . and

 Develops relationships by

providing opportunities for the

appropriate participation of

stakeholder groups in the

decision making process of the

school

. . . and

 Understands and can articulate

the importance of developing

positive relationships with

school and community

stakeholder groups

 Is accessible to all stakeholder

groups

. . . and

A

ppraiser Comments:

Texas Principal Evaluation System

Principal Evaluation Rubric – Standard 3

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Indicator 3D: The principal adheres to the Code of Ethics and Standard Practices for Texas Educators in such a way that it demonstrates

a moral imperative to educate all children and follows practices and procedures of his or her respective district.

Distinguished Accomplished Proficient Developing

Not Demonstrated

Needs Improvement

 Actively leads in the

development of district goals

and initiatives for improving

achievement of all students

 Models ethical behavior by

educating the larger

community

 Develops and implements staff

trainings on policies and

procedures related to ethical

behavior

 Ensures compliance of federal,

state, and local mandates and

policies by all faculty and staff

 Understands and adheres to

the Code of Ethics and

Standard Practices for Texas

Educators

 Understands and can articulate

federal, state, and district

mandates and policy regarding

the educational services entitled

to all students

Comment Required:

 Develops a systematic

approach for the selection of

staff members to lead

initiatives designed to mitigate

differences among student

groups and close achievement

gaps

 Models cultural awareness and

responsiveness to student

differences and provides

training to faculty and staff

 Understands that cultural

awareness and student

differences (e.g. race, gender,

language, SES) influences

student achievement

 Collaborates with leadership

teams to develop strategies

that demonstrate an ethical

responsibility for student

opportunity and access to the

full span of the curriculum

. . . and

 Educates school personnel on

the ethical responsibility to

respond to all students’

academic, social-emotional,

and physical needs

. . . and

 Understands the ethical

responsibility for responding to

the academic, social-emotional,

cultural, and physical needs of

all students

. . . and

A

ppraiser Comments:

STANDARD 3: EXAMPLES OF ARTIFACTS AND/OR EVIDENCE:

• Campus Improvement Plan • Visioning documents •

• Campus leadership teams • Staff professional development plan •

• Stakeholder surveys • Teacher retention data •

Texas Principal Evaluation System

Principal Evaluation Rubric – Standard 3

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Standard 4 –

School Culture

: The principal is responsible for establishing and implementing a shared vision

and culture of high expectations for all staff and students.

Indicator 4A: The principal develops, implements, and sustains a shared vision of high expectations for all students and staff.

Distinguished Accomplished Proficient Developing

Not Demonstrated

Needs Improvement

 Leverages personal skills and

abilities to be a leader of

leaders across the district, in

the community, and in the field

impacting student learning and

achievement

 Promotes a unified purpose

and shared vision for the

school to ensure equity of high

expectations for all learners

 Is the driving force behind a

campus-wide belief that

teachers and staff can impact

student learning and

achievement

 Maintains a culture of

continuous improvement in

the school which guides the

interventions/enrichment /

outcomes for every student

and staff member

 Demonstrates a belief through

words and actions that teachers

and staff can impact student

learning and achievement

 Leads the development of

clear, concise, and agreed-upon

processes to empower routine

and systematic decisions,

activities, and initiatives for

school improvement

 Understands and articulates

how unity of purpose,

teamwork, and commitment to

teaching and learning are

interrelated and support the

work of the school

Comment Required:

 Engages school community

and stakeholders to promote

and internalize the Campus

Improvement Plan (CIP) as the

baseline for how we do

business

 Empowers SBDM* to

collectively lead and monitor

the implementation of the

Campus Improvement Plan

(CIP)

. . . and

 Regularly uses and applies the

Campus Improvement Plan

(CIP) to inform and lead

campus decisions

. . . and

 Maintains a Campus

Improvement Plan (CIP) with a

unified purpose and a shared

vision for the school

. . . and

NOTE: SBDM: Site-based Decision Makin

g

A

ppraiser Comments:

Texas Principal Evaluation System

Principal Evaluation Rubric – Standard 4

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Indicator 4B: The principal establishes, reinforces and monitors clear expectations for adult, staff and student conduct, including social

and emotional supports.

Distinguished Accomplished Proficient Developing

Not Demons

trated

Needs Improvement

 Engage stakeholders to

regularly assess the capacity

and need for changes in

expectations, structures, rules,

routines, and interventions to

advocate for positive impact

in the school community

 Collaborates with campus

leadership to systematically

monitor compliance of clear

structures, rules, procedures,

routines, and interventions for

student and adult behavior

that maximize opportunities

for all students to learn

. . . and

 Communicates clear structures,

rules, procedures, routines, and

interventions for student and

staff behavior that maximize

opportunities for all students to

learn

. . . and

 Understands and can explain

the importance of clear

expectations, structures, rules,

and procedures for students

and staff to follow

. . . and

Comment Required:

A

ppraiser Comments:

Texas Principal Evaluation System

Principal Evaluation Rubric – Standard 4

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Indicator 4C: The principal purposefully engages families and community members in meaningful student learning experiences.

Distinguished Accomplished Proficient Developing

Not Demonstrated

Needs Improvement

 Develops and utilizes

relationships with

parents/guardians and the

community to develop good

will and garner fiscal,

intellectual, and human

resources in support of the

school’s improvement agenda

 Implements processes that

empower parents/guardians

and all community stakeholders

to contribute to decisions that

positively influence student

learning experiences

 Creates systems and processes

that engage parents/ guardians

and all community stakeholders

in a shared responsibility for

student and school success

 Understands and can explain

that parents/guardians and

community members have a

critical role in developing

community engagement,

support, and ownership of the

school

Comment Required:

 Leverages the influence and

synergy of the school and

community stakeholders to

work together to support high

levels of student achievement

 Utilizes the culturally

responsive needs and positive

traditions of the school and

community to drive higher

levels of student achievement

. . . and

 Identifies the culturally

responsive needs and positive,

traditions of the school and

community

. . . and

 Understands and can explain

the importance of cultural

perspective in the school and

community

. . . and

A

ppraiser Comments:

Texas Principal Evaluation System

Principal Evaluation Rubric – Standard 4

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Indicator 4D: The principal creates a safe school environment that ensures the social, emotional, and physical well-being of staff and

students.

Distinguished Accomplished Proficient Developing

Not Demons

trated

Needs Improvement

 Leverages capacity by building

teams of community members

to participate in and advocate

for the school’s safe

environment

 Leverages capacity by building

teams of staff to lead and

manage components of school

safety procedures

…and

 Reviews, analyzes, and

implements school safety

initiatives based on school data

to ensure an environment

conducive to learning

…and

 Understands and implements

district policies and procedures

regarding school safety

…and

Comment Required:

A

ppraiser Comments:

Texas Principal Evaluation System

Principal Evaluation Rubric – Standard 4

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Indicator 4E: The principal applies a variety of student discipline techniques to meet the behavioral and academic needs of individual

students.

Distinguished Accomplished Proficient Developing

Not Demons

trated

Needs Improvement

 Leverages campus and district

student support systems

including parents/guardians to

sustain and strengthen the

confidence in the school’s

ability minimize student

discipline issues in order to

best serve the educational

needs of all students

 Provides a comprehensive

analysis of school discipline

data and engages learning

teams to sustain systems that

routinely and conscientiously

protect instructional time from

interruptions in classroom and

across the campus

…and

 Fairly and consistently

implements the Student Code

of Conduct to ensure an

optimal learning environment

for all students

…and

 Understands and implements

district policies and procedures

regarding student discipline

…and

Comment Required:

A

ppraiser Comments:

S

TANDARD 4: EXAMPLES OF ARTIFACTS AND/OR EVIDENCE:

• Campus Improvement Plan • Stakeholder surveys •

• Student discipline data • Community partnerships •

• Teacher turnover data • Stakeholder engagement activities •

• School safety plan

Texas Principal Evaluation System

Principal Evaluation Rubric – Standard 4

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Standard 5 –

Strategic Operations:

The principal is responsible for implementing systems that align with the

school’s vision and mission and improve the quality of instruction.

Indicator 5A: Strategic Planning - The principal outlines and tracks clear goals, targets, and strategies aligned to a school vision that

continuously improves teacher effectiveness and student outcomes.

Distinguished Accomplished Proficient Developing

Not Demonstrated

Needs Improvement

 Leverages high, concrete goals

in order to sustain a high

performing school culture that

creates demand for innovation

and improvement

 Systematically monitors,

evaluates, and refines goals,

targets and strategies through

data analysis

 Implements change initiatives

that are aligned with the

schools goals, targets, and

improvement strategies

 Uses a variety of classroom and

school data to challenge the

status quo and identify

necessary change initiatives

Comment Required:

 Systematically and clearly

communicate the progress

toward achieving goals to all

members of the school

community

. . . and

 Maintains a consistent focus

on the school and classroom

influences that effect student

learning and systematically

communicates successes and

shortcomings toward achieving

goals and targets within the

school

. . . and

 Understands and can explain

the importance of open,

effective communication in the

operation of the school and the

progress toward improving

student achievement

. . . and

A

ppraiser Comments:

Texas Principal Evaluation System

Principal Evaluation Rubric – Standard 5

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Indicator 5B: Maximized Learning Time - The principal implements daily schedules and a yearlong plan for regular data-driven

instruction cycles, gives student access to diverse and rigorous instructional programs, and builds in time for professional development.

Distinguished Accomplished Proficient Developing

Not Demonstrated

Needs Improvement

 Ensures ongoing student

engagement through

instructional programs that

provide opportunities for

personalized learning

 Systematically monitors the

effect of the master schedule

on teacher planning and

student achievement

 Establishes systems that

minimize or eliminate

interruptions and distractions

to classroom instruction

 Designs school schedules and

calendars that address the

learning needs of diverse

student populations

Comment Required:

 Proactively reviews and adjusts

schedules and plans to respond

to changes in instructional

needs

 Through a critical analysis of

school and classroom data,

policies, practices, and

procedures are implemented

that maximize the use of

instructional time

…and

 Strategically plans an annual

professional development

schedule that aligns to school

and classroom instructional

needs

…and

 Ensures adherence to all legal

and policy requirements for

teacher planning and

professional development

…and

A

ppraiser Comments:

Texas Principal Evaluation System

Principal Evaluation Rubric – Standard 5

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Indicator 5C: Tactical Resource Management - The principal aligns resources with the needs of the school and effectively monitors the

impact of these resources on school goals.

Distinguished Accomplished Proficient Developing

Not Demonstrated

Needs Improvement

 Designs structures and

processes that enable shared

responsibility of leadership

teams that result in the

recommendations and

decisions for the allocation of

resources that ensure equitable

outcomes for all students

 Implements processes and

procedures that ensure the

long-term viability of effective

programs and practices

 Analyzes relevant data and

incorporates feedback in the

decisions to allocate resources

for professional development

of faculty and staff

 Understands and can explain

the importance to assess and

allocate school resources to

support the professional

development needs of faculty

and staff

Comment Required:

 Analyzes school improvement

data in to strategically plan for

the allocation of human, fiscal

and technological resources to

maximize outcomes for all

students

. . . and

 Seeks human, fiscal and

technological resources

necessary to perform their

duties and maximize outcomes

for all students

. . . and

 Is knowledgeable about the

school budget and accounting

procedures

. . . and

A

ppraiser Comments:

Texas Principal Evaluation System

Principal Evaluation Rubric – Standard 5

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Indicator 5D: Policy Implementation and Advocacy - The principal collaborates with district staff to implement district policies and

advocate for the needs of district students and staff.

Distinguished Accomplished Proficient Developing

Not Demonstrated

Needs Improvement

 Plays an active role in the

development of

district/regional/state/national

goals and initiatives directed at

improving student achievement

 Analyzes relevant school data

in order to actively collaborate

with school leadership teams to

plan and execute strategies of

the CIP that are aligned with

the district initiatives for

improving student achievement

 Implements district initiatives

directed at improving student

achievement

 Understands and can explain

district goals and initiatives

directed at improving student

achievement

Comment Required:

…and

 Collaborates with

administrative colleagues to

share best practices related to

district goals and initiatives

 Seeks internal and external

opportunities to secure

resources in support of the

school’s academic program

…and

 Openly and effectively

communicates between and

within school and district

administration

 Is a strong advocate for the

school and the school academic

program with school district,

parents/guardians, and the

school community

…and

A

ppraiser Comments:

STANDARD 5: EXAMPLES OF ARTIFACTS AND/OR EVIDENCE:

• Campus Improvement Plan • Staff professional development plan •

• School financial information • •

• Master school schedule with instructional times • •

• Visioning documents

Texas Principal Evaluation System

Principal Evaluation Rubric – Standard 5