• The Colorado State Model Educator Evaluation System for Principals and Assistant Principals as it Pertains to Thompson School District
    Principal Framework  
    1. The Statewide Definition of Principal Effectiveness
    Effective principals in the state of Colorado are responsible for the collective success of their schools, including the learning, growth and achievement of both students and staff. As the schools’ primary instructional leaders, effective principals enable critical discourse and data-driven reflection about curriculum, assessment, instruction, and student progress, and create structures to facilitate improvement. Effective principals are adept at creating systems that maximize the utilization of resources and human capital, foster collaboration and facilitate constructive change. By creating a common vision and articulating shared values, effective principals lead and manage their schools in a manner that supports schools’ ability to promote equity and to continually improve their positive impact on students and families.

    3. Measures Used to Determine Overall Effectiveness Rating
    Measures used to determine the effectiveness of principals and assistant principals include:
    Principal Pie  
     Professional Practices – 50% Measures of Student Learning – 50%
    Observations that are based on the six Quality Standards that measure professional practice and student learning over time. 

    Required Artifact – used to inform the rubric. 
    • Teacher Perception Survey
    • Percentage and number of teacher who are rated as highly effective, effective, partially effective, and ineffective
    • Percentage and number of teachers who are improving their performance
    TSD Model
    The best model will be selected for each individual school. All models ensure that student longitudinal growth carries the greatest weight.
    School Performance Framework 2015-2016 – Will remain unchanged from 2014 - 2015.
    At least one other measure of student academic growth must be used that corresponds to implementation benchmarks and targets included in the Unified Improvement Plan and is consistent with the measures of student academic growth used for the evaluation of teachers in the principal’s school.

    Measures of Student Academic Growth shall reflect the growth of students in all subject areas and grades, not only those in subjects and grades that are tested using Statewide Summative Assessments, and shall reflect the broader responsibility a Principal has for ensuring the overall outcomes of students in the building. 
    See the Final Ratings Calculator to understand how professional practices and measures of student learning are combined in TSD.

    4. Procedures for Conducting Evaluations
    Principals shall receive at least one evaluation that results in a written evaluation report each academic year. The written evaluation report, informed by a body of evidence collected systematically in the months prior, shall rate a Principal as highly effective, effective, partially effective, or ineffective.

    5. Performance Standards (Final Effectiveness Rating Levels)
    The use of four performance standards (Highly Effective, Effective, Partially Effective and Ineffective) to rate educator performance allows more precision about professional expectations, identifies those educators in need of improvement and recognizes performance that is of exceptional quality. These standards are also commonly referred to as the final effectiveness rating level.