Principal Evaluations

  • School Executive Evaluation

    NC Principal and Assistant Principal Evaluation Process
    In 2006, the State Board of Education adopted new standards to reflect the mission and vision of NC school in the 21st century. It is stated in that vision of school leadership that public education’s changed mission dictates the need for a new type of school leader—an executive instead of an administrator. No longer are school leaders just maintaining the status quo by managing complex operations, but just like their colleagues in business, they must be able to create school as organizations that can learn and change quickly if they are to improve performance. Schools need executives who are adept at creating systems for change and at building relationships with and across staff that not only tap into the collective knowledge and insight they possess but powerful relationships that also stir their passions for their work with children. - NC DPI, 2008.

    To view the NC School Executive Standards, click here.

    The NC State Board of Education policy regarding the evaluation of school administrators may be viewed on the State Board of Education web site.  The policy establishing the administrator performance appraisal process is EVAL-005.

     

    The North Carolina Principal Evaluation Process shall include the following:   

    Step 1:   Orientation

    At the beginning of the school year, the superintendent/designee will conduct a group orientation with all of the LEA (Local Education Agency) principals and assistant principals. At this orientation, each principal and assistant principal will be provided a complete set of materials outlining the evaluation process. 

    Step 2:  Pre-Evaluation Planning

    Principals and assistant principals will, complete a self-assessment using the Rubric for Evaluating North Carolina Principals and Assistant Principals. This self-assessment will serve as the basis for the preliminary goals form, which should be completed prior to Step 3.

    Step 3:  Meeting Between Principal/Assistant Principal and Superintendent/Designee

    Principals/assistant principals will meet individually with the LEA superintendent/ designee who has been delegated this responsibility to discuss the results of self-evaluation, preliminary performance goals and the evidence and data to be gathered for the evaluation process. The principal/assistant principal and superintendent/designee will agree on the data, evidence, and artifacts necessary to complete the evaluation process and confirm the principal’s level of performance.

    The principal/assistant principal will collect the data agreed upon in step 3. This data may include the artifacts listed for each standard on the rubric; feedback from parents, students, and the school community; documentation of professional development completed during the year; and other data to document achievement of performance goals. The LEA superintendent/designee will visit the school during this period in order to observe the environment and interact with teachers and other members of the school community.

    Step 4:  Data Collection

    Principals/assistant principals will meet individually with the LEA superintendent or a designee who has been delegated the responsibility to discuss the principal’s/assistant principal’s progress toward achieving his or her annual goals.  This mid-year discussion will focus on the status of goal attainment and mid-year adjustments to action plans that must be made in order to achieve goals by the end of the school year.

    Step 5:  Mid-Year Evaluation Between Principal/Assistant Principal and Superintendent/Designee

    The principal/assistant principal will synthesize the information obtained under Steps 4 and 5 in order to prepare a consolidated assessment, or comprehensive view of performance throughout the year. This brief summary of the data and artifacts used to judge performance should be provided to the superintendent/designee well in advance of the performance discussion at which final performance levels will be discussed.

    Step 6:  Prepare a Consolidated Performance Assessment

    The principal/assistant principal and superintendent/designee will meet at the school to discuss progress in completing the evaluation process. They will discuss the self-assessment, consolidated assessment, and summary evaluation of the principal/assistant principal, which the superintendent/designee prepared in advance of the meeting. Should additional data or artifacts need to be brought into the discussion; the principal/assistant principal will have them readily available to share at that time.  At this meeting, the principal/assistant principal and superintendent/designee will agree upon performance goals and recommendations for the Professional Growth Plan.

    Step 7:  Meeting Between Principal/Assistant Principal and Superintendent/Designee

    All principals/assistant principals and superintendents/designees must complete approved state training on the rubric and evaluation process.

    Training

    All Principals/assistant principal and superintendents/designees must complete approved state training on the rubric and evaluation process.
    Administrator Evaluation Process Resources
    Preparation for Participation in the NC Evaluation Process

    Evaluation Tools

    NC Evaluation Process Training may occur in-person or online. Training must take place before administrators participate in the evaluation process. To schedule training, contact the Office of Professional Development at 336-665-8003.

         NC School Executive Principal & Assistant Principal Evaluation Process Manual

         NC School Executive Principal Evaluation Process Manual

         NC School Executive Evaluation Conference Tracking Form

         NC School Executive Self-Assessment Form

         NC School Executive Goal Setting Form

         Resource Manual for Administrators & Principals Supervising & Evaluating Teachers of Young Children

         2021-2022 Evaluation Calendar