Prince George's County Public Schools
Principal Evaluation

Effective administrators are crucial to implementing reforms in human capital systems for teachers, such as rigorous selection and evaluation systems as well as meaningful professional development. The culture a principal creates and sustains is one of continuous improvement and growth, enhancing each student’s ability to perform at high levels.

Beginning in the summer of 2004, the Division for Leadership Development created the Maryland Instructional Leadership Framework, which describes outcomes expected of Maryland principals as they provide instructional leadership for their schools.  For each outcome identified, there are evidences in practice that delineate the minimum of what principals are expected to know and be able to do if the respective leadership outcome is to be realized.

The evaluation tool focuses on the content knowledge needed for school principals to be the leader of teaching and learning in the school.  It  represents  the  most  commonly  accepted  instructional leadership responsibilities according to respected practitioners, researchers, and theorists in the field of instructional  leadership  and  continuous  improvement.  It also provides a foundation for the alignment of professional development opportunities offered at the state and local levels as well as coursework offered at institutions of higher education.

The philosophical basis for the Maryland Instructional Leadership Framework is expounded in three seminal Maryland State Department of Education (MSDE) documents and the research that serves as the foundation for those documents, which includes Every Child Achieving: A Plan for Meeting the Needs of the Individual Learner (adopted by the Maryland State Board of Education in 1999), Maryland  Task  Force  Report  on  the  Principalship  (adopted  by the  Maryland  State  Board  of Education in 2000) and Achievement Matters Most: A Report of the Visionary Panel for Better Schools (adopted by the Maryland State Board of Education in 2002).

PGCPS’ Executive Leadership team, Human Resources and district administrators worked together to understand and enhance the way we measure effectiveness.  The state of Maryland committed to include student growth measures as a part of evaluation as a condition of receiving Race to the Top grant funding.  When school districts were given the option to design their own evaluation system in accordance with the state’s guidelines, Prince George’s County opted to construct its own evaluation tool for Principals and Assistant Principals.

The school-based administrator self-assessment, student achievement data, and other supporting documentation relevant to each school site will be used by the administrator and the evaluator as the basis for establishing annual performance goals.  Throughout the evaluation period,  the administrator will receive informal feedback and coaching from the evaluator, based on evidence from school site visits, timeliness in systems operations, reports from others, personal observations, school documents, school projects and activities and other sources.

The school-based administrator evaluation system utilizes multiple measures to assess the effectiveness of employees.  The administrator evaluation tool is comprised of two parts: 50% professional practice measures and 50% student growth measures. Measured by a system of data points which guide continuous improvement of performance and accountability, the PGCPS evaluation system includes the following:

Principal Evaluation Model - Large format Professional Practice Measures (8 Leadership Standards):

  • Setting high expectations
  • Setting school-wide instructional achievement goals
  • Monitoring effective instructional practices
  • Building a shared vision and goals
  • Commitment to excellence, equity, and innovation
  • Human Resources and managerial leadership
  • Strong external leadership
  • Use of technology and data
Student Growth Measures:
  • K-8 Student Growth Measures
    • Student Learning Objectives (SLOs)
    • Student Attendance
    • State Assessments (when applicable)
    • College and Career
    • District Assessments
    • VAL ED
  • High School Student Growth Measures
    • Student Learning Objectives (SLOs)
    • Student Attendance
    • State Assessments (when applicable)
    • Retention
    • College and Career
    • District Assessments
    • VAL ED
    • High School Assessment (HSA) SLO
     
Principal Data Overview