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Article 13. Principal Evaluation System of California Education Code >> Division 3. >> Title 2. >> Part 25. >> Chapter 3. >> Article 13.
(a) The governing board of a school district may identify
who will conduct the evaluation of each school principal.
(b) A school principal may be evaluated annually for the first and second year of employment as a new principal in a school district. The governing board may determine the frequency at regular intervals of evaluations after this period.
(c) Additional evaluations that occur outside of the regular intervals determined by the governing board may be agreed upon between the evaluator and the principal.
(d) Evaluators and principals may review school success and progress throughout the year. This review should include goals that are defined by the school district.
(b) A school principal may be evaluated annually for the first and second year of employment as a new principal in a school district. The governing board may determine the frequency at regular intervals of evaluations after this period.
(c) Additional evaluations that occur outside of the regular intervals determined by the governing board may be agreed upon between the evaluator and the principal.
(d) Evaluators and principals may review school success and progress throughout the year. This review should include goals that are defined by the school district.
(a) Criteria for effective school principal evaluations may
be based upon the California Professional Standards for Educational
Leaders. These standards identify a school administrator as being an
educational leader who promotes the success of all pupils through
leadership that fosters all of the following:
(1) A shared vision.
(2) Effective teaching and learning.
(3) Management and safety.
(4) Parent, family, and community involvement.
(5) Professional and ethical leadership.
(6) Contextual awareness.
(b) A school principal evaluation may include, but not be limited to, evidence of all of the following:
(1) Academic growth of pupils based on multiple measures that may include pupil work as well as pupil and school longitudinal data that demonstrates pupil academic growth over time. Assessments used for this purpose must be valid and reliable and used for the purposes intended and for the appropriate pupil populations. Local and state academic assessments include, but are not limited to, state standardized assessments, formative, summative, benchmark, end of chapter, end of course, advanced placement, international baccalaureate, college entrance, and performance assessments. For career and technical education, authentic performance assessment is a strong indicator of effective teaching and learning.
(2) Effective and comprehensive teacher evaluations, including, but not limited to, curricular and management leadership, ongoing professional development, teacher-principal teamwork, and professional learning communities.
(3) Culturally responsive instructional strategies to address and eliminate the achievement gap.
(4) The ability to analyze quality instructional strategies and provide effective feedback that leads to instructional improvement.
(5) High expectations for all pupils and leadership to ensure active pupil engagement and learning.
(6) Collaborative professional practices for improving instructional strategies.
(7) Effective school management, including personnel and resource management, organizational leadership, sound fiscal practices, a safe campus environment, and appropriate pupil behavior.
(8) Meaningful self-assessment to improve as a professional educator. Self-assessment may include, but not be limited to, a self-assessment on state professional standards for educational leaders and the identification of areas of strengths and areas for professional growth to engage in activities to foster professional growth.
(9) Consistent and effective relationships with pupils, parents, teachers, staff, and other administrators.
(1) A shared vision.
(2) Effective teaching and learning.
(3) Management and safety.
(4) Parent, family, and community involvement.
(5) Professional and ethical leadership.
(6) Contextual awareness.
(b) A school principal evaluation may include, but not be limited to, evidence of all of the following:
(1) Academic growth of pupils based on multiple measures that may include pupil work as well as pupil and school longitudinal data that demonstrates pupil academic growth over time. Assessments used for this purpose must be valid and reliable and used for the purposes intended and for the appropriate pupil populations. Local and state academic assessments include, but are not limited to, state standardized assessments, formative, summative, benchmark, end of chapter, end of course, advanced placement, international baccalaureate, college entrance, and performance assessments. For career and technical education, authentic performance assessment is a strong indicator of effective teaching and learning.
(2) Effective and comprehensive teacher evaluations, including, but not limited to, curricular and management leadership, ongoing professional development, teacher-principal teamwork, and professional learning communities.
(3) Culturally responsive instructional strategies to address and eliminate the achievement gap.
(4) The ability to analyze quality instructional strategies and provide effective feedback that leads to instructional improvement.
(5) High expectations for all pupils and leadership to ensure active pupil engagement and learning.
(6) Collaborative professional practices for improving instructional strategies.
(7) Effective school management, including personnel and resource management, organizational leadership, sound fiscal practices, a safe campus environment, and appropriate pupil behavior.
(8) Meaningful self-assessment to improve as a professional educator. Self-assessment may include, but not be limited to, a self-assessment on state professional standards for educational leaders and the identification of areas of strengths and areas for professional growth to engage in activities to foster professional growth.
(9) Consistent and effective relationships with pupils, parents, teachers, staff, and other administrators.
