1530 - STANDARDS-BASED PRINCIPAL EVALUATION SYSTEM

West Clermont Local School District

Administrative Guidelines

1530 - STANDARDS-BASED PRINCIPAL EVALUATION SYSTEM

The procedures used to evaluate Principals and assistant Principals are based on the Ohio Principal Evaluation System ("OPES") model as approved by the State Board of Education. The procedures incorporate standards comparable to those which are included in the Board-approved teacher evaluation policy, but that are tailored to the duties and responsibilities of Principals and assistant Principals and the environment in which they work.

These evaluation procedures and guidelines are intended to establish an evaluation model that is research-based, transparent, fair, consistent, and adaptable to the needs of the District. The Board believes in the importance of ongoing assessment and meaningful feedback as a powerful vehicle to support improved administrator and building performance, as well as promotion and retention decisions for Building Principals.

Definitions

"OPES" – stands for the Ohio Evaluation System model as adopted by the State Board of Education in 2009, or as otherwise modified by the State Board.

"Credentialed Evaluator" – includes the Superintendent or designee, who shall hold a credential established by the Ohio Department of Education for Principal evaluations.

"Principal" – shall include all Building Principals, Assistant Principals, Vice Principals, and other building level administrators whose duties are comparable to foregoing positions.

"Student Growth" – is defined as the change in student achievement for an individual student between two (2) or more points in time.

"Building Based Student Learning Objectives" ("SLOs") – goals created by a Principal or group of Principals that are approved by the District which identify expected learning outcomes or growth targets for students in their buildings over a period of time.

"Shared Attribution Measures" – encompasses student growth measures that can be attributed to a group.

"Value-Added" – refers to the EVAAS Value-Added methodology provided by SAS, Inc., which provides a measure of student progress at the District and school level based on each student’s scores on State-issued standardized assessments.

"Vendor Assessment" – student assessments approved by the Ohio Department of Education that measure mastery of the course content for the appropriate grade level, which may include nationally normed standardized assessments, industry certification exams, or end-of-course examinations for grade level and subjects for which the Value-Added measure does not apply.

"Evaluation Cycle" – is the period of time for the completion of the evaluation procedure. The evaluation cycle is completed when student growth measures resulting from assessments that were administered in the previous school year are combined with the Principal performance ratings resulting from performance assessments that are conducted for the current school year to assign a summative evaluation rating.

"Evaluation Factors"– refers to the multiple measures that are required by law to be used in the Principal evaluation procedure, which includes the principal performance measure, student growth measures, and any alternative measures selected by the Board.

"Evaluation Framework" – means the document created and approved by the Ohio Department of Education (ODE) in accordance with section 3319.111(A) of the Ohio Revised Code that establishes the standards-based framework for the evaluation of teachers developed under R.C. 3319.112.

"Evaluation Instruments" – refers to the forms used by the Principal’s evaluator.

"Evaluation Procedure" – the procedural requirements set forth in this guideline are intended to provide specificity to the statutory obligations established under sections 3319.111 and 3319.112 of the Ohio Revised Code and to conform to the framework for the evaluation of Principals developed under R.C. 3319.112.

Standards-Based Principal Evaluation

Principal evaluation procedures will utilize multiple factors, with the intent of providing meaningful feedback to each Principal and assigning an effectiveness rating based in equal part upon a Principal’s performance on the standards and student growth.

Each Principal evaluation will result in an effectiveness rating of:

	A.	Accomplished;

	B.	Skilled;

	C.	Developing; or

	D.	Ineffective.

The specific standards and criteria for distinguishing between these ratings shall be the same as those included in the OPES model developed by the State Board of Education, which are incorporated herein by reference.

The two (2) evaluation factors are student growth measures and principal performance.

Assessment of Principal Performance

A Principal’s performance will be evaluated during at least two (2) formal observations per evaluation cycle of at least thirty (30) consecutive minutes and periodic informal observations such as building walkthroughs. Such performance, which will comprise at least fifty-percent (50%) of a Principal’s effectiveness rating, will be assessed through a holistic process by trained and credentialed evaluators based upon a Principal’s performance on the Ohio Principal Performance Standards (hereinafter "the Standards"):

Principals help create a shared vision and clear goals for their schools and ensure continuous progress toward achieving the goals.


	B.	Principals support the implementation of high-quality standards-based instruction that results in higher levels of achievement for all students.

	C.	Principals allocate resources and manage school operations in order to ensure a safe and productive learning environment.

	D.	Principals establish and sustain collaborative learning and shared leadership to promote learning and achievement of all students.

	E.	Principals engage parents and community members in the educational process and create an environment where community resources support student learning achievement and well-being.

In evaluating a Principal’s Performance on the Standards, the District shall utilize the measures set forth by the Ohio Department of Education’s OPES "Ohio Principal Performance Rating Rubric."

Student Growth Measure

Principals shall receive a rating for student academic growth that shall account for fifty percent (50%) of a Principal’s final summative evaluation rating. For the purpose of these guidelines, student growth is defined as the change in student achievement for an individual student between two (2) or more points in time, as evidenced by direct or indirect growth measures. Direct student growth measures will include measures of value-added scores, vendor-created assessments, and locally determined student growth measures. Indirect student growth measures will be comprised of measures which impact student achievement, such as retention, promotion of students, and graduation rates.

An evaluator may use both direct and indirect student growth measures to calculate a Principal’s student growth measure rating, depending on the Principal involved:

Where building level value-added data is available, a Principal’s student growth rating shall be comprised of building level value-added data and locally determined measures.


	B.	When an approved Ohio Department of Education vendor assessment is utilized in the measurement of student growth, the Principal’s student growth measure rating shall be comprised of vendor approved assessment scores and locally determined measures.

	C.	Where no value-added or vendor assessment data is available, a Principal’s student growth measure rating shall be comprised of locally determined student growth measures.

Data from these approved measures of student growth will be scored on five (5) levels in accordance with the Ohio Department of Education:

	(5)	Most Effective
	(4)	Above Average
	(3)	Approaching Average
	(2)	Average
	(1)	Least Effective

Final Evaluation Rating

Each Principal’s performance rating will be combined with the assessment of student growth measures to produce the summative evaluation rating, based upon the criteria developed by the Ohio Department of Education.

Evaluation Procedures and Timeline

Principals and Assistant Principals in the Final Year of a Contract

In any school year that a Principal’s contract of employment is due to expire, at least two (2) written evaluations (a preliminary and a final) shall be provided. A written copy of the preliminary evaluation results shall be given at least sixty (60) days prior to any action by the Board on the Principal’s contract of employment. A written copy of the final evaluation results shall be provided to a Principal at least five (5) days prior to the Board’s acting to renew or not renew the contract, and shall include the Superintendent’s intended recommendation to the Board regarding the Principal’s contract.

Principals and Assistant Principals Not in the Final Year of a Contract

In any school year that a Principal’s contract of employment is not due to expire, at least one (1) evaluation cycle shall be completed. A written copy of the evaluation results will be provided by the end of the Principal’s contract year as defined by the Principal’s annual salary notice.

Written notice of nonrenewal will be provided by June 1st.

Professional Growth Plans and Professional Improvement Plans

Based upon the results of a Principal’s most recent evaluation, each Principal shall develop either a professional growth plan or professional improvement plan as follows:

A Principal shall develop a professional growth plan with a credentialed evaluator when the Principal receives a score of developing or above in all areas of the most recent evaluation. The Principal in collaboration with an evaluator will create specific goals intended to promote professional growth and performance, as well as to increase student achievement and growth. A professional growth plan will be developed that incorporates the goals and delineates specific evidence which will be used to determine if the goals are being met.


	B.	A Principal shall develop an improvement plan with a credentialed evaluator when the Principal’s performance in one (1) or more areas is scored ineffective, or when a Principal receives an overall score of ineffective on his/her last evaluation. Principals are accountable for the implementation and completion of the plan, and shall collaborate with the evaluator throughout the year to modify the plan as necessary to maximize improvement in performance.

Retention and Promotion Decisions/Removal of Poorly Performing Principals

It is the purpose of these standards-based Principal evaluation procedures to improve the quality of instruction, enhance student learning and strengthen professional competence through meaningful feedback and targeted professional development. In addition, the evaluations produced will serve to inform the Board on employment decisions, i.e., retention, promotion of administrators, renewal of administrator contracts, and the removal of poorly performing Principals.

Nothing in these guidelines or Board-approved evaluation procedures will be deemed to prevent the Board from exercising its rights to non-renew, terminate, or suspend a Principal’s contract in accordance with State law. The evaluation system and procedures set forth in these guidelines shall not create an expectation of continued employment for Principals evaluated under these procedures.

R.C. 3319.02, 3319.111, 3319.112, 3319.16, 3319.17, 3319.171, 3319.22, 3319.27
O.A.C. 3301-35-05
H.B. 64 (2015)

Approved 2/10/15
Revised 2/3/16