• Principal/Assistant Principal Required Artifacts 

    Required Measures for Principals:
    School districts shall measure principal performance against quality standards I-VI using tools that capture the following:
    • Input from teachers employed at the principal’s school provided that clear expectation is established prior to collection of the data that at least one of the purposes of collecting the input is to inform an evaluation of the principal’s performance and provided that systems are put in place to ensure that the information collected remains anonymous and confidential; and
    • Percentage and number of teachers in the school who are rated as effective, highly effective; partially effective; and ineffective and the number and percentage of teachers who are improving their performance in comparison to the goals articulated in the principal’s professional growth plan.
    Recommended Measures:
    In addition to the required measures of professional practice, districts and BOCES are strongly encouraged to use measures, where appropriate, that capture evidence about the following:
    • student perceptions; 
    • parent/guardian perceptions; and 
    • perceptions of other administrators about a principal’s professional performance.
    Additional Evidence/Artifacts: Evaluation of professional practice may include additional measures such as those listed below. These are provided as examples of evidence the evaluator and/or educator being evaluated may share with each other to provide evidence of performance in addition to observations and evaluator ratings collected on the rubric
     • “360 degree” survey tools designed to solicit feedback from multiple stakeholder perspectives
    • Award structures developed by the school
    • Business and/or community resource agreement(s)Community partnerships
    • Content of website pages
    • Direct observations
    • Emails, newsletters, and memos to staff
    • Evidence of team development
    • Evidence of community partnerships, parent engagement and participation rates
    • External budget reviews

    • Master school schedule
    • Parent engagement and participation rates
    • Professional development strategies and opportunities
    • Quarterly Reports to SAC
    • School communications plan
    • School newsletters
    • School vision, mission, and goals Staff meeting notes
    • Supervisor feedback
    • Teacher Lesson Plans
    • Teacher retention data
    • Unified Improvement Plan

    Facts on Artifacts
    • Artifacts are defined as documents, materials, processes, strategies and other information that result from the normal and customary day-to-day work of any educator.
    • A single artifact may be used to provide evidence for multiple standards.
    • Some evaluators may be tempted to require the creation and periodic update of a portfolio in order to ensure that evidence will be available at the final evaluation conference to demonstrate performance on every professional practice. Likewise, some educators may choose to create such a portfolio just in case their evaluator asks to see evidence regarding any of the professional practices. This approach to using artifacts/evidence is not recommended. It creates unnecessary work on the part of the person being evaluated. In addition, the artifacts or items included in the portfolio may not be needed. If, during the final evaluation discussion, the evaluator and person being evaluated agree that the evaluator’s ratings are fair and accurate, they may conclude their discussion, sign off on the year’s evaluation ratings and proceed to developing goals and a professional development plan to be used during the subsequent year.
    • Additional evidence/artifacts are not necessary unless the evaluator and person being evaluated have differing opinions about final ratings. In such a case, additional evidence about performance on the specific rating(s) in question may be considered. During the final evaluation conference, the evaluator and person being evaluated should agree on the specific evidence needed to support the rating(s) each believes is correct. Such evidence should be documents, communications, analyses, or other types of materials that are normally and customarily collected during the course of conducting their everyday activities.