The FCPCS School-Based
Administrator Evaluation System
Training Webinar
October 2019
Effective School Leadership
An effective principal is thought to be a necessary
precondition for an effective school. It is the principal’s
leadership that sets the tone of the school, the climate for
teaching, the level of professionalism and morale for
teachers, and the degree of concern for what students
may or may not become (U.S. Senate Committee Report on
Equal Educational Opportunity,1977).
Effective Leaders and Student Achievement
Extensive research studies conducted by the Wallace
Foundation have concluded that “there is a significant
correlation between principal effectiveness and
student achievement” (The Wallace Perspective,
2012).
Topics
The FCPCS Evaluation System for School-Based
Administrators
School-Based Administrator Evaluation Tool and Rubric
Alignment of Teacher and Administrator Evaluations
School-Site Monitoring Tool
Summative Evaluation Ratings for School-Based
Administrators
Professional Growth Plan
Web-based Format of Evaluation Systems
FCPCS School-Based Administrator
Evaluation System
Evaluation of School-Based
Administrators
4 Levels of Performance
4 Domains and 10 Standards
50 Indicators
Performance Rubric for Each
Indicator
Four Levels of Performance
Highly Effective
Effective
Needs Improvement
Unsatisfactory
Evaluation Tools for
School-Based Administrators
School-Based Administrator
Evaluation Tools
School-Based Administrator Evaluation*
School-Based Administrator Evaluation Rubrics*
School-Site Monitoring Tool
Summative Evaluation Rating Form for School-
Based Administrators
Summative Evaluation Rating Calculator
School-Based Administrator Professional
Growth Plan
Web-Based Format of Administrator Evaluation Tool
All evaluation tools are available as fillable forms on the FCPCS website.
*Samples of domains, indicators, and the evaluation rubric are provided in this training. Evaluators are responsible for reviewing and understanding all domains, indicators and accompanying rubrics.
Evaluating School-Based
Administrators
School-Based Administrator
Evaluation Tool
4 Domains, 10 Standards, and 50 indicators
FCPCS Administrator Evaluation Handbook pgs.19-23
Evaluating School-Based Administrators
4 Domains, 10 Standards, 50 Indicators
Domain 1: Student Achievement
1. Student Learning Results 2. Student Learning as a Priority
Domain 2: Instructional Leadership
3. Instructional Plan Implementation 4. Faculty Development
5. Learning Environment
Domain 3: Organizational Leadership
6. Decision Making
7. Leadership Development 8. School Management 9. Communication
Domain 4: Professional and Ethical Behavior
10.Professional and Ethical Leadership
Evaluation
Domains and
Standards
Aligned to the Florida Principal Leadership
Standards
Domain 1:
Student Achievement
Standards 1 and 2
Standard 1 Student Learning Results Rating
1.1 Ensures that the school’s learning goals are based on the state’s adopted student academic standards and the district’s adopted curricula.
1.2
Ensures that student learning results are evidenced by the student performance and growth on statewide assessments; standardized
assessments; district and school-based assessments that are implemented in accordance with Section 1008.22, F.S.; and other indicators of student success adopted by the school.
Total To calculate the rating for this Standard, add the total points in the
“rating” column.
Standard 2 Student Learning as a Priority Rating
2.1 Enables faculty and staff to work as a system focused on student learning.
2.2 Maintains a school climate that supports student engagement in learning.
2.3 Generates high expectations for learning growth by all students.
2.4 Engages faculty and staff in efforts to close the performance gaps among student subgroups within the school.
Total To calculate the rating for this Standard, add the total points in the
“rating” column.
FCPCS Administrator Evaluation Handbook p. 19
Evaluation Rubric for Administrators
Domain 1, Standard 1
Florida Principal Leadership
Standards Indicators
(Summarized)
Does not demonstrate indicator;
no evidence available
Seldom demonstrate s indicator;
very little evidence available
Demonstrates indicator consistently;
evidence available
Consistently and
effectively demonstrates indicator;
ample evidence available
Standard 1
Student Learning Results
Ensures that the school’s curriculum is
aligned to the state standards. 1 2 3 4
Ensures that student learning is assessed and that the data is used to drive instruction.
1 2 3 4
Examples of Evidence
Focuses instruction on state standards.
Holds faculty meetings and professional development sessions in which topics/agendas reflect a focus on student learning and mastery of standards.
Develops SIP goals and strategies that reflect a clear relationship between the professional practices of teachers, leaders, and student achievement.
Reviews statewide student assessment results with staff to analyze areas of strength and weaknesses to make instructional decisions.
Monitors, documents, and charts school-wide progress of student performance throughout the year.
Ensures that SIP goals are systematically monitored for implementation throughout the year.
Monitors the ongoing administration of formative and summative assessments in all classrooms that allow students to demonstrate proficiency on specific
benchmarks, each grading period.
FCPCS Administrator Evaluation Handbook p. 25
Evaluation Rubric for Administrators
Domain 1, Standard 2
FCPCS Administrator Evaluation Handbook p. 19
The role of principals is to build the capacity of
their teachers; the role of the principal evaluators is
to build the capacity of school leaders.
How can we ensure that school leaders are building
the capacity of teachers?
Alignment of Administrator and
Teacher Evaluations
The Administrator’s Responsibility in
Evaluating Teachers
Provide training for teachers on the FCPCS Evaluation System
Review student data with teachers and collaborate to identify goals for
professional growth in order to complete the Individual Professional Growth
Plan
Conduct ongoing classroom walkthroughs followed by immediate feedback
sessions and support
Conduct formal evaluations using the appropriate formal evaluation
instrument and accompanying rubric
Conduct a post-observation conference after every formal evaluation to
provide feedback and support
Complete Summative Evaluation Rating Form (combines instructional
practice score with student growth score)
Align professional development to evaluation results
As evaluators and mentors of school leaders, we must ensure that leaders are
effectively supporting, evaluating, and building the instructional capacity of their
teachers.
Standard 1
Teacher Evaluation Indicators
A.1 Aligns instruction with state-adopted standards at the appropriate level of rigor. (1.1)
D.2 Designs and aligns formative and summative assessments at the appropriate level of
rigor that match learning objectives and lead to mastery of standards. (1.2)
D.3 Uses a variety of assessment tools to monitor student progress, achievement, and
learning gains of each student regardless of level. (1.2)
Standard 2
Teacher Evaluation Indicators
E.4 Collaborates with parents, colleagues and the community to support student learning. (2.1)
C.1 Delivers relevant, engaging and challenging lessons at the appropriate level of rigor to ensure student mastery of state standards. (2.2)
C.2 Clearly communicates learning goals and instructional procedures to ensure understanding of activities and expectations for student learning. (2.2, 2.3)
B. 2 Conveys high expectations to all students through verbal interactions with students, lesson delivery, and required student work products. (2.3)
C.3 Identifies gaps in students’ knowledge of the content taught and addresses these gaps
effectively through instruction that differentiates among students’ abilities and learning styles. (2.4)
Standard 3
Teacher Evaluation Indicators
* Teacher Evaluation covers all the FEAPS. (3.1)
A.5 Uses diagnostic student data to plan lessons that address the needs of all students. (3.2)
D.1 Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, inform instruction and drive the learning process. (3.2)
** Post-observation feedback session with teachers allow the administrator to communicate the relationships among academic standards, effective instruction and student performance. (3.3) A.1 Aligns instruction with state-adopted standards at the appropriate level of rigor. (3.4)
B.4 Demonstrates respect for all students’ cultures, backgrounds and diversity. (3.4)
D.2 Designs and aligns formative and summative assessments at the appropriate level of rigor that match learning objectives and lead to mastery of standards. (3.5)
*
**
Standard 4
Teacher Evaluation Indicators
E.1 Engages in professional development activities consistent with his/her goals and those of the school. (4.1, 4.5, 4.6)
* Evaluating, monitoring and providing timely feedback to teachers allows the administrator to
identify instructional needs of teachers and provide support to promote effective instruction. (4.2, 4.4)
*
*
Standard 5
Teacher Evaluation Indicators
B.1 Organizes, allocates, and manages the resources of time, space, and attention to ensure an optimal learning environment and maximum student learning. (5.1)
B.4 Demonstrates respect for all students’ cultures, backgrounds and diversity. (5.2, 5.3)
B.6 Manages individual and class behaviors effectively through a well-planned management system. (5.1)
* Evaluating teachers on Domain B allows the administrator to provide mentoring and feedback on the quality of the learning environment. (5.1, 5.2, 5.3, 5.4, 5.5, 5.6)
Standard 6
Teacher Evaluation Indicators
* Evaluating teachers allows the administrator to monitor teacher proficiency and the impact of quality instruction on student learning. (6.1)
*
School-Site Monitoring Tool
School-Site Monitoring Tool
Aligned to the Florida Principal Leadership
Standards (FPLS)
FCPCS Administrator Evaluation Handbook pgs. 38-41
Using the School-Site Monitoring Tool
Assists the evaluator in monitoring the administrator’s leadership
performance to provide feedback prior to the formal evaluation
Aligned to the FCPCS Administrator Evaluation System which is
based on the Florida Principal Leadership Standards
Provides specific, valuable feedback to administrators on their
strengths and areas for improvement within four leadership
domains
Provides opportunities for evaluators of school administrators to
gather information that will assist them in determining ratings
when conducting the formal evaluation
The use of the School-Site Monitoring Tool is optional.
Summative Evaluation Ratings
Calculating the
Summative Evaluation Rating (SER)
Evaluation Criteria for Administrative
Personnel per F.S. 1012.34
1. Performance of Students
2. Leadership Practice
3. Professional and
Job Responsibilities
66%
34%
Student Growth Score
Leadership Practice
Score
Student Growth Score
+
Leadership Practice Score
=
Summative Evaluation Rating
How do you determine the
Leadership Practice Score?
1. Conduct a minimum of one formal observation using the
FCPCS School-Based Administrator Evaluation.
• Use the rubric to assign a rating of 1-4 for each indicator.
• Determine Annual Performance Rating (APR) – a score
from 25-200.
2. Convert the APR score to a number from 25 – 100 using the
Summative Evaluation Rating Calculator.
The score earned by the administrator will need to be multiplied by
0.5 (conversion factor) in order to be reported as a number on a
100-point scale.
Identify the student outcome measure(s) to be used to determine the
impact of the administrator on student growth.
School-selected Assessment Scores or VAM Scores (must be
based on a 100-point scale)
School Letter Grade or School Improvement Rating utilize the
School Grade Conversion Chart or the School Improvement
Rating Conversion Chart
How do you determine the
Student Growth Score?
Any student outcome measure used to determine the administrator’s
student growth score must be approved by the school’s
Governing Board.
Summative
Evaluation
Rating Form
FCPCS Administrator Evaluation Handbook p. 36
Summative Evaluation Rating Form
Part I
Summative Evaluation Rating Form
Part II
Summative Evaluation Rating Form
Part III
VAM Score
Conversion
Chart
FCPCS Administrator Evaluation Handbook p. 50
School Grade Conversion Chart
FCPCS Administrator Evaluation Handbook p. 52
School Improvement Rating
Conversion Chart
FCPCS Administrator Evaluation Handbook p. 54
Dr. Smith, a high school principal, was evaluated by the governing board using the FCPCS School-Based Administrator Evaluation System. He earned 200 points (maximum number available). Dr. Smith's leadership practice score is multiplied by 0.5 to get a converted score of 100.
Dr. Smith’s school earned 60% of the total possible points available for elementary schools used by the Florida Department of Education to determine the school’s letter grade. Using the School Grade Percentage Score Conversion Chart, 62% is converted to 90 points.
66% of 100 equals 66 and 34% of 90 equals 30.6. 66 + 30.0 = 96.6
60 96.6 200
The SER Calculator will convert raw scores and then take 66% or 34% as appropriate from each number.
FCPCS Administrator Evaluation Handbook p. 56
School-Based Administrator
Professional Growth Plan (PGP)
Results of performance evaluations provide
evaluators information that is used to build
professional growth plans that strengthen
leadership practices.
Using Evaluation Results to Build
Professional Growth Plans
Detailed instructions for completing the School-Based Administrator
Professional Growth Plan (PGP) are provided in the Handbook on pages 15-16.
School-Based Administrator
Professional Growth Plan (PGP)-Page 1
.
FCPCS Administrator Evaluation Handbook pgs. 43-48
School-Based Administrator
Professional Growth Plan (PGP)-Page 2
.
School-Based Administrator
Professional Growth Plan (PGP)-Page 3
.
School-Based Administrator
Professional Growth Plan (PGP)-Page 4
.
School-Based Administrator
Professional Growth Plan (PGP)-Page 5
.
School-Based Administrator
Professional Growth Plan (PGP)-Page 6
.