2O11–2O12www.montgomeryschoolsmd.orgWORKING DRAFT
M O N T G O M E R Y C O U N T Y P U B L I C S C H O O L S
ADMINISTRATIVE&SUPERVISORYprofessionalgrowthsystemhandbook
ROCKVILLE, MARYLAND
VISIONA high-quality education is the fundamental right of every child. All children will receive the respect, encouragement, and opportunities they need to build the knowledge, skills, and attitudes to be successful, contributing members of a global society.
Board of Education
Ms. Shirley BrandmanPresident
Mr. Christopher S. BarclayVice President
Ms. Laura Berthiaume
Dr. Judith R. Docca
Mr. Michael A. Durso
Mr. Philip Kauffman
Mrs. Patricia B. O’Neill
Mr. Alan XieStudent Member
School Administration
Dr. Joshua P. StarrSuperintendent of Schools
Mr. Larry A. BowersChief Operating Officer
Dr. Frieda K. LaceyDeputy Superintendent of Schools
850 Hungerford Drive Rockville, Maryland 20850 www.montgomeryschoolsmd.org
A&S PGS Handbook 2011–2012 Introduction —i
Table of Contents
Introduction Preamble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 A&SProfessionalGrowthSystem:ADiagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Attracting and Recruiting Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 DefinitionsofAttractingandRecruiting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 AttractingA&SCandidates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 RecruitingA&SPersonnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 FeedbackforContinuousImprovement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Professional Development Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Audiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 ProfessionalDevelopmentPlan(PDP) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Mentoring Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 QualitiesofaMentor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 RolesofaMentor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 ProcessfortheMentoringModel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Recognition Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 ActivitiesWorthyofRecognition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 MethodsofRecognition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Leadership Standards, Criteria, and Descriptive Examples Principals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 AssistantPrincipals,AssistantSchoolAdministrators,and
CoordinatorsofSchool-BasedPrograms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 CentralServicesAdministrators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 MontgomeryCountyBusinessandOperationsAdministrators . . . . . . . . . . . . . . . . . 55
ii —Introduction A&S PGS Handbook 2011–2012
Evaluation Process for Principals Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 ElementsoftheEvaluationProcess . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 RoleofConsultingPrincipal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 A&SPGSEvaluationProcessforPrincipals:ADiagram . . . . . . . . . . . . . . . . . . . . . . 72 FrequentlyAskedQuestionsaboutRevisionstotheA&SPGSHandbook,
AdoptedJune27,2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Evaluation Process for Assistant Principals, Assistant School Administrators, and Coordinators of School-Based Programs Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 ElementsoftheEvaluationProcess . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 RoleofConsultingPrincipal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 A&SPGSEvaluationProcessforAssistantPrincipals,AssistantSchoolAdministrators,
andCoordinatorsofSchool-BasedPrograms:ADiagram . . . . . . . . . . . . . . . . . . . 78 FrequentlyAskedQuestionsaboutRevisionstotheA&SPGSHandbook,
AdoptedJune27,2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Evaluation Process for Central Services Administrators Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 ElementsoftheEvaluationProcess . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 RoleofConsultant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 A&SPGSEvaluationProcessforCentralServicesAdministrators:ADiagram . . . . . . . . 85 FrequentlyAskedQuestionsaboutRevisionstotheA&SPGSHandbook,
AdoptedJune27,2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Evaluation Process for Montgomery County Business and Operations Administrators Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 ElementsoftheEvaluationProcess . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 RoleofConsultant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 A&SPGSEvaluationProcessforBusinessandOperationsAdministrators:ADiagram . . 93 FrequentlyAskedQuestionsaboutRevisionstotheA&SPGSHandbook,
AdoptedJune27,2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Appendixes AppendixA:AdministratorFrequencyScheduleforEvaluation . . . . . . . . . . . . . . . . . 95 AppendixB:FinalEvaluationReportForms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
A&S PGS Handbook 2011–2012 Introduction —1
Introduction
PreambleOrganizational Culture of Respect StatementMontgomeryCountyPublicSchools(MCPS)recognizesandvaluestheroleofallemployeesascontributorstoalearningcommunitythatsetshighstandardsofperfor-manceforstaffandstudents .Byworkingtogetherthroughcontinuousimprovement,effectivecommunication,andmeaningfulinvolvementinthedecision-makingprocess,weprovideahigh-qualityeducationtoeverystudent .Wearecommittedtosharedresponsibilityandacollaborativepartnership,integratedintoanorganizationalcultureofrespect .Thiscultureisbuiltonthebeliefthatallemploy-ees,bothschool-basedandnon-school-based,areessen-tialtoasuccessfullearningenvironment .
Inordertosustainanorganizationalcultureofrespect,itiscriticalthatallemployeeshaveanawareness,under-standing,andtoleranceofothers’interests,viewpoints,cultures,andbackgrounds .Thisculturepromotesaposi-tiveworkenvironmentthatsupportsthesuccessofeachemployee,highstudentachievement,andcontinuousimprovementinaself-renewingorganization(MCPS,ExcerptR .E .S .P .E .C .T .MakeitReal,2005) .
Equity and Cultural CompetenceThecommitmenttofosteranorganizationalcultureofrespectthatisembeddedthroughouttheschoolsystemisapriorityoftheemployeeassociations/unions,theBoardofEducation,thesuperintendent,andexecutivestaff .Inherenttothisbeliefistherecognitionthatthereisstrengthindiversityandthebeliefthatallemployeesareessentialtoasuccessfullearningcommunity .Therefore,MCPScommitstoCreatingaPositiveWorkEnvironmentinaSelf-renewingOrganizationthatdoesthefollowing:
• Believesthattheinclusionofindividualswithabroadrangeofexperiencesandbackgroundsbroadensandstrengthenseducationandcontributestostudentachievement
• Promotesknowledgeandunderstandingofone’sownculturalidentityasitinfluencesaculturallycompetentworkplace
• Valuestheuniquenessofculturesotherthanone’sownandtherichnessofculturaldiversityandcommonality
• Promotesawarenessofandsensitivitytoindividualdif-ferenceswithinvariousculturalgroups
• Eliminatesstereotypesrelatedtorace,ethnicity,region,religion,gender,socioeconomicstatus,age,andindi-vidualswithdisabilities
• Promotesthevalueofdiversityandequityinourprofes-sionaldevelopmentofferings,recruitment,hiring,andpromotionalpractices
• Providesvenuesforcourageousconversationsaboutdiversityandequityinasafe,nonjudgmentalenvironment
• Promotesafocusondiversityandequitythroughtheimplementationofeachstandard
Role of the Professional Growth System Implementation TeamsTheimplementationofthecomponentsofeachprofes-sionalgrowthsystem(PGS)isoverseenbyajointmulti-stakeholderimplementationteam .EachteamischargedwithmonitoringtheprocessesandproceduresassetforthinthedesignofthePGS .Throughacollaborativeandproblem-solvingprocess,theImplementationTeamsareresponsiblefordefiningexpectationsandpracticesandassessingtheimplementationofthePGS .Inaddressingissuesthathavearisen,thedecision-makingprocesswillbetoseekconsensus;whenthatisnotpossible,avotingprocessmaybeused .IssuesthatcannotberesolvedattheImplementationTeamlevelmaybereferredtotheappro-priatecollaborationcommittee .AllprofessionalgrowthsystemhandbooksarecontinuouslyupdatedtoreflectchangesinprocessesandproceduresapprovedbytheappropriateImplementationTeam .
• TheImplementationTeamsmeetregularlyonasched-uleagreedonbythemembersatameetingpriortoJuly 1,forthesubsequentyear .
• TheImplementationTeamsconsistofrepresenta-tivemembersoftheemployeeassociationsandadministration .
• TheImplementationTeamsarechairedbytheemployeeassociationpresidentsordesigneesandMCPSdesig-nees,whoareappointedbythedeputysuperintendentofschoolsandthechiefoperatingofficer .
• Themeetingsarefacilitatedbyanappointeeoftheasso-ciatesuperintendent,OfficeofHumanResourcesandDevelopment .
• Anagendaisdeveloped,withinputfromImplementationTeammembersorothercollaborationcommittees .
2 —Introduction A&S PGS Handbook 2011–2012
VisionAneffectivelearningcommunityforstudentsandadultsinschoolsrequireshighlyskilledadministrators,teachers,supportstaff,andothersworkingtogethertoensuretheachievementofallstudents .Theadministratorplaysakeyroleinthecomplexworkofcreating,guiding,managing,andinspiringthatlearningcommunity .Tothatend,apro-fessionalgrowthsystemforadministratorsis—
• acomprehensivesystemforattracting,recruiting,men-toring,developing,evaluating,andrecognizingadmin-istrators;and
• adynamicstructureforcriticalreflection,continuousimprovement,andlifelonglearning .
PhilosophyTheprofessionalgrowthsystem(PGS)foradministratorsandsupervisorsacknowledgesthatadministrativelead-ershipiscomplex,changing,andessentialtoimprovingteachingandlearning .ThisPGSestablishestheframe-workthatdescribestheskillsandknowledgeforadminis-tratorsandsupervisorstobuildlearningcommunitiesforbothstudentsandadults .
ThisPGSservesseveralpurposes:
• Providesacomprehensivesystemfordevelopingandevaluatingadministratorsandsupervisors
• Setsclearexpectationsabouttherolesandresponsibili-tiesforeachadministrativeandsupervisoryposition
• Describesprofessionalgrowthopportunitiestosupportandnurturealladministratorsandsupervisors
• Createsadynamicstructureforcriticalreflection,con-tinuousimprovement,andlifelonglearning
• Promotespersonalownershipofprofessionaldevelop-mentandincorporatesself-andpeerappraisal .
ThesuccessofthisPGSisdependentonaprofessionalcultureinwhichmutualrespect,teamwork,andtrustarethetenetsofitscontinuousimprovement .Thesecondi-tionsempoweradministratorsandsupervisorstomakedecisionsconcerningtheirownprofessionalgrowthandtocontributetothedevelopmentofacultureofownershipforbothstudentsandadultsinaprofessionallearningcommunity .
ContextTheMontgomeryCountyBoardofEducation(BOE)andMCPShavedevelopedthismission:
• Toprovideahigh-quality,world-classeducationthatensuressuccessforeverystudentthroughexcellenceinteachingandlearning .
Toaccomplishthismission,theBoardofEducationhasadoptedthefollowingsystemgoals:
• Ensuresuccessforeverystudent
• Provideaneffectiveinstructionalprogram
• Strengthenproductivepartnershipsforeducation
• Createapositiveworkenvironmentinaself-renewingorganization
Our Call to Action: Pursuit of Excellenceprovidesanactionplanforachievingthefoursystemgoals .Toachievethefourthgoal,MCPShasfocusedonthedevelopmentofprofessionalgrowthsystemsforallofitsemployees .Aprioritywasestablishedtohaveacompetent,caringteacherineveryclassroomandaskilledprincipalineveryschool,asteachersandprincipalsareconsideredtobekeyplayersinensuringahigh-qualityeducationforallstudents .Inaddition,variousstakeholdersinMCPScon-siderthedevelopmentofthecapacitiesofbothteachersandprincipalsasessentialforthedistricttoaccomplishthegoalsthataredirectedtowardimprovingtheteachingandlearningprocess .Thegoalofcreatingapositiveworkenvironmentinaself-renewingorganizationincludesanobjectiveforthedevelopmentofaprofessionalgrowthsystemforadministrativeandsupervisorystafftoincreaseadministrativeeffectivenessandrecruitanddevelopadministrativepersonnel .AsMCPSstakeholdersidenti-fiedthecriticalneedforeachstaffmembertohavetheknowledge,skills,attitudes,andexpectationstoaffecttheoptimumlearningforeverychild,thedevelopmentofaprofessionalgrowthsystemforadministratorsstartedinspring2002 .
Initially,theworkfocusedonaplanforprincipalsandthenexpandedtoincludealladministrativeandsupervi-sorypersonnel .Theprincipalplaysakeyroleinthecom-plexworkofcreating,guiding,managing,andinspiringalearningcommunity .Expectationsforprincipalsandthedemandsforprincipalstoserveasinstructionalleadershavedrasticallychangednotonlytheroleofaprincipalbutalsothenumberofprofessionalsenteringadministra-tion .Onceaprincipalassumesthejob,theresponsibili-tiesaremany,theinteractionsarecomplex,andtheworkinvolvesanintegratedapproachtoalignresourcesandtocultivateasharedvisionthatsupportsteachingandlearning .Curriculumandassessmentchangesaswellasachangingsocietyrequireprincipalstounderstandchangeandtofacilitatechangesotheschoolremainsfocusedonthemissionofeducatingstudents .Tothatend,aprofes-sionallearningsystemforprincipalsisbothacomprehen-sivesystemforattracting,recruiting,developing,mentor-ing,evaluating,andrecognizingprincipalsaswellasastructureforcriticalreflection,continuousimprovement,andlifelonglearning .
TheprocessfordevelopingtheAdministrativeandSupervisoryProfessionalGrowthSystem(A&SPGS)was
A&S PGS Handbook 2011–2012 Introduction —3
designedtoincludeteamworkandtobuildtrustamongthestakeholdersandconstituents .ASteeringCommitteeandaDesignTeamwereappointed .TheSteeringCommitteeincluded22memberswhoweretrainedintheprocessofinterest-basednegotiations .TheDesignTeamincluded24memberswhowereguidedbyresearch-basedinformationthatidentifiesskillsandprofessionalstandardsforadministratorsinMCPS .BoththeSteeringCommitteeandtheDesignTeammembersincludedawideconstituencycomprisingteachers,principals,sup-portstaff,andthecommunity .TheDesignTeamcom-municatedsystematicallywiththeSteeringCommitteeforreviewandapprovaloftheircreativework .TheSteeringCommitteedevelopedperiodicwrittenupdatestotheBoardofEducationandtovariousconstituentsduringthedevelopmentalstages .Theprocessandthefinalproductwereintendedtoresultinacleardescriptionofadmin-istrativeknowledgeandskillsthatcontributetoahighdegreeofownershipinaprofessionallearningcommunityforadults,aneffectivelearningenvironmentforstudents,andthemanagementofanefficientandeffectiveschoolcommunity .
TheSteeringCommitteemodifiedtheInterstateSchoolLeadersLicensureConsortium(ISLLC)standardstocreatesixstatementsthatbecametheguidingleader-shipstandardsforthiswork .Thesestandardspresentacommoncoreofknowledgeandperformancesthatlinksadministrativeperformancetoenhancededucationaloutcomes .TheISLLCstandardswereselectedastheybestdescribetheroleofprincipalsandotheradministra-torsandarebasedinresearchofqualityschoolsinwhichparentsandteachersreporthighsatisfactionandprideintheirschools .TheISLLCstandardswerechangedtoreflectmorecloselythevalues,expectations,andinterestsofMCPSanditsstakeholders .UsingthesetsofcompetenciesfromtheGallupOrganization,theNationalAssociationofElementarySchoolPrincipals,theNationalAssociationofSecondarySchoolPrincipals,andtheBaldrigecategories,aswellastheISLLCknowledge,dispositions,andper-formances,theDesignTeamdevelopedcriteriaforeachstandard .DescriptiveExampleswerecreatedbythreefocusgroups:onegroupofourcommunitysuperinten-dentsandtheirdirectorsofschoolperformance,andtwogroupsofprincipalsfromelementary,middle,andhighschoollevels .TheDescriptiveExamplesareintendedtoprovidearicharrayofbehaviorsthatmeettheMCPSstan-dardsandbehaviorsthatdonotmeetthestandards .
Thevision,philosophy,andstandardsaretheheartofthisprofessionalgrowthsystem .Thesewrittencriteriaarefocusedonthecomplexandchangingroleoftoday’sadministrators .Additionally,thereisanemphasison
ensuringaprofessionalcultureofmutualrespectandteamworkasessentialfordevelopingleadership .Anevaluationcomponentisincludedforthepurposesofassuringanddocumentingqualityperformanceofprin-cipals .EvaluationprovidesfeedbacktoadministratorsontheirgrowthandinformsMCPSregardingtheprofes-sionaldevelopmentopportunitiesneededforbuildingthecapacityofourleaders .Theprocessofreevaluation,deci-sionsinvolvedinevaluation,andanappealprocessareincluded .Toprovidesupporttoprincipals,theroleoftheCPisdefined .Thisprofessionalisresponsibleforcoach-ingandmentoringprincipals,gatheringinformationfromavarietyofdatasources,andassistingprincipalswithset-tingpriorities,maintainingafocusonimprovement,anddevelopingaplanforgrowth .OthercomponentsoftheProfessionalDevelopmentGrowthSystemaddressprofes-sionaldevelopmentfordevelopingleadership,themen-toringprocess,waysinwhichaspiringprincipalsaretobeattractedandrecruited,andhowprincipalsshouldberec-ognizedforqualityperformance .Theworkofdevelopingthesedocumentswasdonethroughtheone-textprocessofinterest-basednegotiations .Thisprocessofincludingtheinterestsofawidebaseofstakeholderswasessentialtoproducingahigh-qualityplanforprofessionalgrowthforalladministratorsandsupervisorsthatreflectstheirneedsandsupportstheirgrowthwithleadership .
Thedevelopmentandrecognitionofleadershiprequirestime,commitment,anadequateresearchbase,andaworkingplanforperformanceandcontinuouslearning .ThePGSisaplanthatapproachesleadershipasacumula-tiveprocessandnotonesingleevent .Thegoaloftheplanistoensurequalityperformanceofouradministratorsandsupervisorsbylookingforconsistencyandalignmentwithprofessionalstandards .Essentialtohigh-qualityper-formanceisaprofessionallearningcommunitybuiltontrustandmutualrespectandacommunitythatprovidescollegialsupportandprofessionallearningthatreflectstheneedsoftoday’sleaders .
4 —Introduction A&S PGS Handbook 2011–2012
A&S Professional Growth System: A Diagram
A&S PGS Handbook 2011–2012 Attracting and Recruiting —5
Attracting and Recruiting
VisionTheAdministrativeandSupervisoryProfessionalGrowthSystem(A&SPGS)isessentialforattractingandrecruitinghigh-qualityadministratorsandsupervisors .Thiscom-prehensiveprofessionalgrowthsystemisbasedonstan-dardsandperformancecriteriathatreflectthehighlevelofskillsandcommitmenttoexcellencethatisexpectedofA&Spersonnelandrequiredofcandidates .Providingprofessionaldevelopmentopportunities,includingmen-toring,andrecognitionofperformancecreateapositiveclimatethatmotivatesindividualstoapplyforadminis-trativepositions .ItisagoaloftheA&SPGStoattractadiversegroupofindividuals .Itsprocessesareequitableandclearlydescribedsothatcandidatesknowwhattoexpectandhaveconfidenceintheintegrityofthesystem .Announcements,documents,andofficialstatementsreflectthisintegrity .
Definitions of Attracting and RecruitingAttractingistheprocessbywhichpersonnelaregivenopportunitiestolearnaboutthebenefitsandresponsibili-tiesofbeinganadministratororsupervisor .Recruitingistheprocessbywhichindividualsaresoughttoapplyforspecificpositions .
Attracting A&S CandidatesIntheA&SPGS,theprocessofattractingincludesidentify-ing,nurturing,andencouragingtalentedpersonnelwhoexhibittheabilitiesrequiredofanadministratororsuper-visortoprepareandapplyforadministrativepositions .Currentadministratorstakeresponsibilityforencouragingthesetalentedindividualsinavarietyofways,includingmentoring,andopportunitiestojobshadow .Anindi-vidualinterestedinapositionwillreceiveuponrequestaformaljobdescriptionsothattheyhaveclearexpectationsabouttheposition .DetailedjobdescriptionsareavailableontheMCPSwebsiteorcanberequested .
Acultureofsupportisprovidedasthefundamentalfoun-dationforattractingstafftoadministrativeandsupervi-sorypositions .Potentialcandidatesareencouragedtoparticipateoncommitteesattheschoolorcountylevel .Servingonaschoolimprovementteam,faculty-adminis-trationcollaborationcommittee,orsimilarworkgroupswillhelpindividualstoacquireknowledgeandtopracticeskillsthatareimportantforbecominganadministratororsupervisor .
Potentialcandidatesareencouragedtoparticipateinprofessionalorganizationsandtoreadprofessionalmate-rials .Specifically,widelyrespectedpublicationssuchas
Education Week, Educational Leadership,andtheKappanshouldbereadilyavailable .Articlesofrelevancetotheschoolandschoolsystemobjectivesshouldberecom-mendedtotheseindividualsforreading .Readingandanalyzingbooksonavarietyofadministrativetopics,suchasstudentachievement,leadership,changetheory,andprofessionallearningcommunities,shouldbeencour-aged .Feedbackfromcurrentadministrativeandnon-administrativeemployeesisgatheredregardinginterestsinpromotions,professionaldevelopmentneededforadvancement,andincentivesforapplyingforadministra-tivevacancies .Thefollowingaresomeexamplesoftheexperiencesforemployeestobuildtheirunderstandingandcapabilitytomoveintoadministrativepositions:
• Leadershipopportunitiesattheschoolanddistrictlevels
• Coursestoprovideskillsandknowledgeneededforadministrativeandsupervisorypositions
• Workshopswithinformationaboutcareerpaths
• OpportunitiestoshadowA&Spersonneltounderstandtheirjobresponsibilities
• QuestionandanswersessionswithA&Spersonneltoreceivefirsthandinformation
• Aspiringadministrators’programstomaximizeinternaladministrativerecruitment
Intheseways,currentemployeeslearnabouttheskills,knowledge,andabilitiesexpectedforeachA&Svacancy .
Centralofficesupervisorsatalllevelsmustaccepttheresponsibilitytoidentifyandnurturetalentedindividu-alswhowilleventuallyassumetheirroles .School-basedadministratorsandothercertifiedprofessionalpersonnelaregivenopportunitiestoshadowsupervisorsoftheirchoosing .Supervisorsmentorindividualswhodemon-stratetheskillsandmotivationtosucceedthem .
Internshipsprovideon-the-jobprofessionaldevelopmentopportunitiesforthedevelopmentofskillsandjobknowl-edge .Internshipsareavailableforelementaryandsecond-aryprincipalsandwillbeexpandedtoincludeotherposi-tions .Thedurationofaninternshipwillvarybasedontherequirementsofthepositionandlogisticalconsiderations .
Recruiting A&S PersonnelToensureapoolofexcellentcandidates,theschoolsys-temseeksinternallyandexternallyindividualsofdiversebackgrounds .Pathwaysforinternalpromotionsareprovidedthroughtheprofessionaldevelopmentoppor-tunitiesintheA&SPGS .ExternalrecruitmentoffersthepossibilityforexperiencedadministratorstoenterMCPS .
6 —Attracting and Recruiting A&S PGS Handbook 2011–2012
ByadvertisingadministrativeandsupervisorypositionsthroughtheMCPSwebsiteandavarietyofjournalsandnewspapers,theschoolsystemseekstorecruitcandidateswiththehighestability .
Candidatesforschool-basedadministrativepositionsandcurriculum-basedcentralofficepositionsshouldhaveteachingexperienceandmusthaveanunderstand-ingofthestandards,criteria,andbehaviorsforeffectiveteaching .Inaddition,candidatesneedtounderstandtheperformancestandardsexpectedofouradministra-torsandexhibitbehaviorsthatdemonstratethesestan-dards .Knowinghowtodevelopavision,beingabletoutilizedatafordecisionmaking,managingorganizationalprocesses,collaboratingwithstakeholders,beingself-reflectivetocontinuouslyimprove,andunderstandingthebroaderpoliticalcontextaresomeofthekeycharacter-isticsexpectedofindividualsapplyingforadministrativepositions .
Avenuesforrecruitmentincludeuniversities,otherschoolsystems,personalcontacts,professionalconferences,professionalorganizations,nationalconventions,nationalpublications,andothermethodsforsolicitinginterestsatthelocal,regional,state,andnationallevels .
Feedback for Continuous ImprovementAsamethodofqualitycontrol,theschoolsystemsolicitsfeedbackfromapplicantsregardingtheirexperiencesintheprocessoffillingvacancies .CandidateswhodonotobtainapositionforwhichtheyhaveappliedhavetheopportunitytoreceivefeedbackrelatedtothecriteriaforthepositionthroughtheOfficeofHumanResourcesandDevelopmentand/ortheofficeinwhichtheposi-tionexists .Tomaintainitscommitmenttocontinuousimprovement,theschoolsystemalsogathersinformationfromitscurrentandexitingA&Sstafftodeterminewhatfactorsimpactretention .
ConclusionItisthegoaloftheA&SPGStoattractthemosttalentedpoolpossibleofindividualsinterestedinbecomingadministratorsandtorecruitthehighestqualitycandi-datestofilleachspecificadministrativeposition .
A&S PGS Handbook 2011–2012 Professional Development —7
Professional Development
VisionAmajorcomponentoftheAdministrativeandSupervisoryProfessionalGrowthSystem(A&SPGS)isacomprehen-siveprofessionaldevelopmentprocessforalladministra-tors .Thevisionfortheprofessionaldevelopmentcompo-nentistoprovideavarietyofleadershipexperiencesforadministrativeandsupervisorystaffthatwillexpandtheirknowledge,skills,strategies,practices,andbeliefsineachofthesixstandards .Continuouslearningandexperimen-tationwillbepromotedbyprovidinglearningexperiencesthatallowA&Sstaffmemberstoparticipateinsystemwideprofessionaldevelopment,professionaldevelopmenttoincreaseeffectivenesstomeetschoolcommunity/officeneeds,andprofessionaldevelopmentthatisfocusedontheneedsoftheindividualadministrator .
Systemwideprofessionaldevelopmentwillbeguidedbyaplaninwhichadministratorsarefullpartnerswiththeschoolsystemindevelopment,implementation,andevaluation .Theplanwillencompassvariousaspectsofprofessionaldevelopment,suchas,butnotlimitedto,thefollowing:training,stateandnationalconferences,peercoachingandmentoring,actionresearch,advancedpro-fessionalstudy,schoolandofficevisitations,researchandstudyofbestpractices,andstudygroups .Theindividualadministrator’sprofessionaldevelopmentplanwillbeguidedbytheneedsoftheschoolsystem,thelocalschooloroffice,andtheindividualadministrator .Timewillbeprovidedforprofessionaldevelopment,andgrowthwillbereflectedinformallythroughself,peer,andsupervisoryfeedback,anddocumentedformallywithintheevaluationprocess .
ContentThecontentofprofessionaldevelopmentexperienceswillfocusonareasrelatedtothesixstandardswithintheA&SPGS .Theselectionanddeliveryoftheexperienceswillberesearch-basedandwillfocusonstudentachieve-mentastheendresult .Theimprovementofstudentlearningiscentraltothedevelopmentofallprofessionaldevelopmentexperiences .Attheschoollevel,thisisaccomplishedthroughtheschoolimprovementplanningprocess;atthecentralofficelevel,throughcentralofficeinitiatives .
Thecontentwillprovidethefollowing:
• Adeeperunderstandingofteachingandlearning,andschool/officeimprovementplanning
• Anin-depthunderstandingofwhateachofthesixstan-dardsmean
• Theskillandabilitiestoimplementthesixstandardseffectively
• Anunderstandingandpracticeofleadershipskillstomanagethechangeprocess
• Increasedfacilitationskillstobuildaprofessionallearn-ingcommunity
• Knowledgeofsysteminitiatives
Activities and Practices for Professional DevelopmentProfessionaldevelopmentexperienceswillreflectthelearningneedsoftheadministratorsandsupervisorsastheymovethroughtheircareers .Itisexpectedthatnov-iceadministratorsmayneedexperiencesthatincreasetheirknowledgeandunderstandingofthecomplexityofadministrativeleadership .Veteranadministratorsmayneedexperiencesthatexpandtheirexpertiseintheareasofleadershipandsupervision .Administratorsmayrequireskillsinareasthatleadtopromotionalopportunities .Ateachjunctureoftheadministrator’scareer,experiencesshouldbestructuredtoensurethatsystemandindividualneedsaremet .Additionally,administratorsmayincreasetheirlearningbyparticipatinginsystemactivities,suchascommitteesandworkgroups,andservingasinstructorsanddevelopersofsysteminitiatives .
Individual Professional Development PlansBetweenformalevaluationyears,eachadministratorwillcreate,inconsultationwithhis/herdirectsupervi-sor,aProfessionalDevelopmentPlan(PDP)forcontinu-ousimprovement .Duringformalevaluationyears,anadministratorisnotrequiredtocreateaPDP .Thegoalistohaveameaningfullearningplanthatoutlinescontinu-ousgrowthfortheindividual .ThepathofactivitythatadministratorschoosetoundertakeinthePDPisreflectedthroughathoughtfulprocessinvolvingtheanalysisofdatainthecurrentpositionheldandindividualgrowthneedstomeetthegoalsoftheschooloroffice .Thisplanwillincludethefollowing:
• Areaofgrowth
• Expectedoutcomes
• Planformeetingthegoal
• Identificationofresourcesneeded
• Evidenceofattainment
8 —Professional Development A&S PGS Handbook 2011–2012
AudiencesThe Novice Administrator• Anoviceadministratorisonewhoisinthefirstyearof
anadministrativeposition,eitherschool-basedorinthecentraloffice .Noviceadministratorswhohavejustmovedintoadministrativeassignmentshavespecificneedsforprofessionaldevelopmentandgrowth .Theseneedswillbemetthroughacomprehensiveprocess .
• Forallnoviceadministrators,acomprehensivetrain-inganddevelopmentprogramwillbeimplementedtoensurethattheadministratorhasafullunderstandingofthesixstandards,hasopportunitiestopracticelead-ershipskills,andbecomesknowledgeableabouttheexpectationsoftheposition .Orientation,training,anddevelopmentsessionswillbeprovidedandcoordinatedbytheOfficeofHumanResourcesandDevelopment .
• Forassistantprincipalsandinterns,adevelopmentpro-gramwillprovidetrainingandsupportthroughapro-cessthatincludesregulartrainingsessionsandongoingdevelopmentteammeetingstofocusonidentifiedareasofgrowth .
• Noviceprincipalswillbesupportedbyateam,includ-ingtheCP,supervisorystafffromtheOfficeofSchoolPerformance,andprofessionaldevelopmentstafffromtheOfficeofHumanResourcesandDevelopment .
The New-to-an-Assignment and New-to-MCPS AdministratorsAnadministratornewtoanassignmentisonewhomakesachangeinschoollevel,movesfromschool-basedtocen-traloffice,ormovesfromcentralofficetoschool-based .Anadministratorwhotransfersfromoneschooltoanotherschoolatthesamelevelisnotconsiderednewtoanassignment .
Whenanadministratorisnewtoanadministrativeassign-mentornewtoMCPS,supportwillbeprovidedthroughanorientationprogram,trainingandsupportbytheindi-vidualadministrator’ssupervisor,amentoringprogram,andongoingseminarsaboutleadershipandmanagementtopics .
• Theorientationprogramservestoacclimatetheadministratortoessentialpolicies,procedures,humanresources,technologicalresources,andtheMCPScul-tureforthenewrole .
• Theadministrator’simmediatesupervisorwillprovidespecific,job-embeddedsupporttoclarifytheresponsi-bilitiesoftherole .Additionally,thesupervisorwillspendongoingdevelopmentaltimetoclarify,problemsolve,andsupportgrowthforcontinuousimprovement .
• Thementoringprogramwillprovideaccesstootherexperiencedadministratorswhowillprovideopportuni-tiestothenewadministratorforself-reflection .
• Seminarswillbeprovided,wheredistrictleaderswillfurtherthenewadministratorsknowledgebaseoflead-ershipandmanagementtopics .
The Veteran AdministratorExperiencesthatimproveleadershipskillsforcontinuousimprovementarecriticalcomponentsofaprofessionallearningcommunity .Fortheveteranadministrator,theseexperiencesmayincludethefollowingopportunities:
• Participatinginschoolsystemcommittees,workgroups,andactionteams
• Trainingothersinbestpractices
• Participatingintraining,peerreflectiveconversations,andpeervisitswithreflections
• AttendingandpresentingatMCPS,state,national,andinternationalconferencesandmeetings
• Shadowingothersbothwithinandoutsideoftheschoolsystem
• Takingcoursesinmaster’sanddoctoralprograms
• Teachingingraduateprograms
• Formulatingactionresearchorpeerstudygroups .
Itisthegoaloftheprofessionaldevelopmentcomponenttoprovideexperiencesandopportunitiestoenhancetheskillsandleadershipabilitiesofalladministrators,inordertomeettheneedsoftheschoolsystem,theschool/office,andtheindividualadministrator .
A&S PGS Handbook 2011–2012 Professional Development —9
Administrators and Supervisors Professional Development Plan (PDP)
Professional Growth SystemOffice of Human Resources and Development
Rockville, Maryland 20855MONTGOMERY COUNTY PUBLIC SCHOOLS
MCPS Form 425-50March 2011Page 1 of 2
Name _______________________________________________________________________________________________________________
School/Office _________________________________________________________________________________________________________
Timeframe for PDP ____________________________________________________________________________________________________
PURPOSE: The purpose of your PDP is to give you the opportunity to reflect on and continuously improve your knowledge, skills, and abilities as they relate to the leadership standards for your position. Your PDP is to be aligned with your work and it is to support you in doing your job.
I. DIRECTIONS FOR DEVELOPING THE PDP
□ Review the leadership standards for your position.
□ Gather and review data related to the area upon which you wish to focus.
□ Develop your initial plan with self-reflection and with consultation from colleagues of your choice.
□ Present the plan to your direct supervisor for collaborative input and agreement.
□ Make revisions, if any, and give a copy to your direct supervisor.
□ Periodically arrange a meeting with your direct supervisor to discuss your progress on the outcome, evidence of attainment, resources needed, and completion.
□ The timeline for completing the PDP is flexible. It does not have to coincide with the academic year.
□ You may also decide to modify your plan or change it entirely at any time in collaboration with your direct supervisor.
II. PDP FORM
Identify the standard and criterion you want to develop or enhance to address your focus area.MCPS LEADERSHIP STANDARD and CRITERION:
State your focus as an outcome. (By the end of—I will—so that—)
What evidence/data will you collect to verify that you will have attained your outcome?
How does your outcome relate to your school improvement plan or office strategic plan?
10 —Professional Development A&S PGS Handbook 2011–2012
MCPS Form 425-50March 2011Page 2 of 2
ACTION PLAN: In the space below, identify the actions you will take to achieve your outcome and your anticipated timeline for actions. Your direct supervisor is to assist you with the supports, if needed, to achieve the outcome.
ACTIONS SUPPORTS NEEDED(Optional)
ANTICIPATEDEVIDENCE
ANTICIPATED TIMELINE
DATE OFCOMPLETION
SIGNATURES: These signatures reflect mutual agreement on the plan.
_________________________________________________ __________________________________________________ / /Administrator’s Name (Print) Signature Date
_________________________________________________ __________________________________________________ / /Direct Supervisor’s Name (Print) Signature Date
III. PROCESS FOR COMPLETING THE PDP
□ Compile data regarding the attainment of your outcome.
□ Reflect upon the data and the leadership standard. Consult with colleagues of your choice.
□ Arrange a meeting with your direct supervisor to review and discuss the data, the leadership standard, and any supports used.
□ Decide with your direct supervisor if the outcome is achieved or if the plan needs to be changed.
□ Attach any documents that are evidence of attainment of your outcome. The use of a portfolio is optional for this purpose.
□ Use another sheet to provide a reflection on your outcome attainment.
SIGNATURES: These signatures reflect agreement that the plan is completed or that the plan is being changed.
_________________________________________________ __________________________________________________ / /Administrator’s Name (Print) Signature Date
_________________________________________________ __________________________________________________ / /Direct Supervisor’s Name (Print) Signature Date
A&S PGS Handbook 2011–2012 Mentoring—11
Mentoring
VisionAnessentialelementoftheprofessionaldevelopmentcomponentoftheAdministrativeandSupervisoryProfessionalGrowthSystem(A&SPGS)isasupportiveandcollegialmentoringmodel .Thevisionforamentor-ingmodelistoprovideavarietyofstructuresthatmeettheneedsofadministrativeandsupervisorypersonnelthroughouttheircareers,sothattheycanbeeffectiveleadersbasedontheperformancestandardsforA&Sstaff .Thegoalistoprovidesupportiverelationshipsthataredynamicandcultivateacultureofsharingbestpracticesaboutboththecontentofleadershipandthepoliticalandsocialcultureofthedistrict .Mentoringwouldincludeavarietyofactivities,suchascoaching,modeling,peerobservationwithreflection,andconstructivefeedback .Mentorsareviewedasacollegialsupportsystemfornov-iceadministrators,administratorsnewtoMCPS,aspiringprincipals,administratorswhoseekmonitoringthroughtheprofessionaldevelopmentplanningprocess,andadministratorswhoareprovidedwithmentorsthroughtheevaluationandsupervisionprocess .Thementor/men-teerelationshipisoneinwhichbothpartiesreceiveben-efits .Thementorandthementeelearnfromthesharingofideasandinsights;themutualreflectiononstrategies,practices,andtheiroutcomes;andtheopportunityfornetworkingwithothers .
Qualities of a MentorMentorswillneedtohaveskillsthatarematchedwiththeneedsandinterestsoftheirmentees .Theyneedtohavedemonstratedexcellenceincommunicating,listen-ing,analyzing,andprovidingfeedback .Mentorsmustberespectedbycolleaguesfortheirknowledgebaseinboththepedagogyofleadershipandtheirunderstandingofdistrictdynamics .Amentormustbewillingtodevelopsupportiverelationships,exhibitacommitmenttothementoringprocessinbothtimeandeffort,andbetrust-worthyinordertoestablisharelationshipoftrustwithhis/hermentee .Amentormaybeacolleagueadministra-tor,anexecutivestaffmember,oranexternalpartnerfromthefieldsofeducationorbusiness .Thementorwillnotbethementee’sdirectsupervisor .
Roles of a MentorThementorwillservenumerousroles,basedonthespe-cificneedsandinterestsofthementee .Theserolesmayincludethefollowing:
• Assistthementeeinunderstandingthesixstandardsforadministratorsandsupervisors .
• Providefeedbackonthementee’sdevelopmentinthestandards
• Listentomenteeconcernsandpromoteself-reflection
• Assistthementeeindevelopingtherelationshipsneces-saryforbuildingacultureofcollaboration
• Assistthementeeinunderstandingthebeliefsessentialformaximizingstudentachievementforall
• Provideanunderstandingofchangetheoryandsuggeststrategiesforimplementingchange
• Helpthementeeunderstandhis/herleadershiproleinourhigh-performingsystem
• Provideinformationabouttheschool,cluster,office,district,state,ornationalissues
• Answerquestionsaboutpolicies,procedures,andworksituations
• Sharestrategiesabouteffectiveimplementationofrou-tinesandprocesses
• Suggestmultiplesolutionstoproblems
• Offerpeerobservationwithreflection
• Proposestrategiesandpracticesforimprovingstudentachievementthroughdataanalysis
• Suggeststrategiestoaccessdistrictsupports
• Coachinidentifiedareasofprofessionalgrowth
• Assistindevelopingskillstomeetthevariousneedsofstakeholders
• SupportthementeeinusingtheMCPSstandardsforcontinuousgrowth
• Guidethementeeinself-discoveryandinthecapacitytochange
• Facilitatethementeeindevelopinghis/herownleader-shipskills
Process for the Mentoring ModelThe FormatMentoringwithintheA&SPGSwillincludebothaone-on-onerelationshipbetweenamentorandamenteeandaseriesofseminarsspecificallydesignedforthecohortgroupinvolved .
One-on-onementoringcanimbueanadministratorwiththeconfidenceandself-assurancethatisnecessaryforself-reflectionandcontinuousimprovement .Respectedadministratorswhodevelopatrustingrelationshipwiththementeecanassistinassessingindividualstrengths
12 —Mentoring A&S PGS Handbook 2011–2012
andimprovementneeds .Thementorcanhelpthementeetoreflectongoalsandidentifyopportunitiesforprofes-sionaldevelopment .ProvidingaccesstohighlyeffectivecolleagueswhocanimpartastutefeedbackisacrucialaspectoftheMCPSmentoringmodel,asthisgivesadmin-istratorstheindividualsupportthattheyseek .
Mentoringseminarsprovidejob-alike,cohortgroupswiththeopportunitytodevelopnewknowledgeandskillsonavarietyoftopics,suchassystemgoalsandinitiatives;cur-riculum,instruction,andassessment;dataanalysis;bestpractices;andtheMCPSstandardsforadministratorsandsupervisors .Seminarsareprovidedforaspiringadmin-istrators,assistantschooladministrators,assistantprin-cipals,aspiringprincipals,noviceprincipals,principalsnewtoMCPS,experiencedprincipals,andcentralservicesadministrators .
Selection of One-on-One MentorsAvarietyofindividualsmayserveinamentorcapacity .MentorsmayincludeCPs,peers,communitysuperinten-dents,directors,coordinators,supervisors,andotherdis-trictstaff .Additionally,mentorsexternaltoMCPSmaybeidentifiedfromthefieldsofeducationandbusiness .
Mentorsareselectedthroughacollaborativeprocessamongthementee,thedirectsupervisorofthementee,andtheOfficeofHumanResourcesandDevelopment .Mentorsareselectedbasedontheneedsofthementee .
Training for MentorsMentorsreceiveformaltrainingintheexpectationsformentoringsupportandinthestandards .TheOfficeofHumanResourcesandDevelopmentprovidesthistrain-ing .Thetrainingencompassesskillsandexpectationsforeffectivementoringandcoaching .Mentorsareprovidedwithongoingtrainingsothattheyhaveanunderstandingofthecomplexitiesofthestandardsthatenablethemtobuildtherelationshipandcreatetheculturetoachieve
MCPSgoalsandexpectations .Thetrainingprocessincludesfeedbackfromstakeholdersabouttheeffec-tivenessofthementoringsupportssothatcontinuousimprovementstothetrainingprogramaremade .
Eligibility for Individual MentoringThefollowingadministratorsareeligibleforindividualmentoringsupport:
• Noviceadministrators
• AdministratorsnewtoMCPS
• Aspiringprincipals
• AdministratorsseekingmentoringthroughtheProfessionalDevelopmentPlanningprocess
• Administratorslinkedwithmentorsthroughtheevalua-tionandsupervisionprocess
• Administratorsnewtoaschoollevel
• Administratorsnewtoacentralofficeposition
Accessing Individual MentorsIndividualmentorsareaccessedthroughtheOfficeofHumanResourcesandDevelopmentwiththeapprovalofthedirectsupervisor .TheImplementationTeamwillcontinuouslyevaluatethementoringprogramanditsprocesses .
ConclusionMentoringisaresearch-basedmethodfordevelopingtheknowledge,skills,andabilitiesofadministratorstobeeffectiveleaders .Thisisakeycomponentinhelpingadministratorsandsupervisorsmeettheprofessionalgrowthcriteriainstandardfive .Havingavarietyofstruc-turesformentoringmeetstheneedsofadministratorsatdifferentcareerstages .
A&S PGS Handbook 2011–2012 Recognition —13
Recognition
VisionThesuccessofanyorganizationdependsuponthequal-ityofthepeoplewhodevotetime,skills,andenergiestothepursuitofexcellence .AnessentialelementoftheAdministrativeandSupervisoryProfessionalGrowthSystem(A&SPGS)istheidentification,recognition,andcelebrationofadministratorsandsupervisorswhomakesignificantcontributionstoourschoolsystem .Therecog-nitioncomponentprovidesastructureforstakeholderstohighlighttheindividualachievementsofA&Sstaffinapositiveandsupportivemannerconsistentwithaprofes-sionallearningcommunity .
MCPSrealizesthatitsleadershipstandardscarryhighexpectationsforperformance .Thebehaviorsthatemploy-eesdisplaywhichmeettheleadershipstandardsaresig-nificantandaddvaluetotheorganization .
ByaddingarecognitioncomponenttotheA&SPGS,theschoolsystemmotivatesandencouragesthishighlevelofperformancebyadministratorsandsupervisors .SupportandacknowledgementofA&Spersonnelgivescredibilitytotheimportanceoftheirworkwithintheschool,centraloffice,andcommunityatlarge .
Recognitionalsoassistsinattractingandretainingthemostqualifiedindividualstoadministrativeandsuper-visorypositions .IndividualsaredrawntoMCPSbecauseitdemonstratesinavisiblemannerthattheworkofitsemployeesisrespectedandacknowledged .
Activities Worthy of RecognitionTheroleoftherecognitioncomponentistoidentifyanddistinguishthosepractices,performances,andachieve-mentsthatareattainedbyanindividual .Byhighlightingtheseaccomplishments,thesystemissettingthestan-dardforexcellence .Itemstobeusedforrecognitioncaninclude,butarenotlimitedto,thefollowing:
• Achievingexceptionalresultswithsysteminitiatives
• Displayingthecharacteristicsofoutstandingleadership
• Performinganactofheroism(safety)
• Earningadoctoraldegree
• Developinginnovativeorcreativeideas
• Developingpartnershipswithhighereducation,busi-ness,orcommunity
• ReceivingawardsoutsideofMCPS
• Publishinginprofessionaljournals
• Presentingataprofessionalconference
• Holdingofficeinaprofessionalorganization
• ServingasAPcoach
• Traininganintern
• Actingasamentor
• Servingonschoolsystemcommittees,taskforces,etc .
• Developingin-housealternativeprograms
• Completinguniqueassignments
• Teachingprofessionalcourses
• ServingspecifiedyearsinMCPS
Methods of RecognitionAllsupervisorshavearesponsibilitytoidentifyandhigh-lighttheindividualachievementsofthepeoplewhomtheysuperviseorwithwhomtheycollaborate .Formalandinformalmethodsofrecognitionbysupervisorsareexpected .Feedbackfromsupervisorsisbothimmedi-ateanddirectsothatemployeesknowthattheirpositivecontributionsarevalued .Inadditiontorecognitionfromsupervisors,allMCPSemployeesareencouragedtonomi-natetheirpeersforrecognition .Recognitioncouldtakeavarietyofformsthatinclude,butarenotlimitedto,thefollowing:
• ExtendedLeadershipProgramsupport
• Substitutesforadministrators
• Monetaryawards
• ABCDAward
• Lettersofappreciation
• Recognitionatacluster,A&S,orBoardofEducationmeeting
• Additionalfundingtoschooloroffice
• Considerationwhenapplyingforpromotions
• Plaques,certificates,orothersuchawards
• Travelopportunityforprofessionalgrowth
• ArticlesintheMCPSBulletin,newspapers,orMCPSwebsite
• Alternativeassignmentstopursueprofessionalopportunities
• Increasedleadershipopportunities
ConclusionItisimportanttotaketimetohighlightandrecognizetheachievementsandcommitmentofindividualswhocontributetoraisingthebarinthepursuitofexcellence .Celebratingindividualaccomplishmentsfostersandsus-tainsanenvironmentthatsupportsemployeeeffective-ness .Recognitionandappreciationforworkwelldoneareanexpectationasapartofourculture .MCPSiscommit-tedtotherecognitionofitsA&Semployees,asexempli-fiedinitsstrategicplananditsBaldrige-guidedSystemImprovementPlanningProcess .
A&S PGS Handbook 2011–2012 Leadership Standards, Criteria, and Descriptive Examples —15
Leadership Standards, Criteria, and Descriptive Examples
PrincipalsThesixleadershipstandardsthathavebeenestablishedfortheAdministrativeandSupervisoryProfessionalGrowthSystem(A&SPGS)arefurtherdefinedbyperfor-mancecriteriaforthepurposeofsupportingallcompo-nentsoftheA&SPGS .Thesecomponentsincludeattract-ing,recruiting,mentoring,developing,evaluating,andrecognizing .Descriptiveexamplesofwhataprincipalmightbedoinginordertomeetaspecificstandardand
itscriteriaareprovided .ThepurposeofthedescriptiveexamplesistocreateasamplepictureofwhatbeingaprincipallookslikewhenitmeetsordoesnotmeettheMCPSstandards .These descriptive examples are not intended to isolate behaviors in a checklist or to suggest that every principal is expected to be doing everything that is described.Theydefinearangeofbehaviorsandareintentionallydesignedtoreflectahighstandardofperformance .
Standard I: The principal is an educational leader who promotes success for all students as he/she facilitates the development, articulation, implementation, and stewardship of a vision of teaching and learning that is shared and supported by the school community.
Performance Criteria1 . Theprincipalprovidesleadershipandfacilitatesasharedvisionofteachingandlearningthatsupportsachievement
forallstudents .
2 . Theprincipalensuresthatthesharedvisionisdeveloped,articulated,andimplementedinacollaborativeprocessthatinvolvesallstakeholders .
3 . Theprincipalfacilitatesthedevelopmentoftheleadershipcapacityofstakeholderstosharetheresponsibilityoftheworkoftheschoolimprovementprocesstowardtherealizationofthevision .
4 . TheprincipalensuresthattheschoolimprovementprocessisalignedwiththeMCPSstrategicplan,andisbasedondata .
5 . Theprincipalalignsprograms,practices,andresourcestosupporttheteachingandlearningprocess .
6 . Theprincipalfacilitatesanongoingcollaborativeprocesstomonitor,evaluate,andreviseprogramsandpracticesbasedonmultiplesourcesofdata .
7 . Theprincipalfostersasharedcommitmenttohighstandardsofteachingandlearningwithhighexpectationsforachievementforall .
Examples of evidence of facilitation, articulation, implementation, and monitoringThe principal—
MEETS STANDARD DOES NOT MEET STANDARD
Facilitatesanannual,collaborativeprocessfordevelopingandrefiningtheschool’svisionofhighstandardsofteach-ingandlearningwithallstakeholders
Doesnothaveacollaborativeprocessinplaceforannualreviewofthevision;discouragesorignoresstakeholderinput
Establishespracticeswhichkeeptheschool’svisionintheforefrontincollaborativedecisionmaking;engagesthecommunityinsupportingstudentlearning
Neitherestablishesnormaintainspracticeswhichkeeptheschool’svisionintheforefrontincollaborativedeci-sionmaking;rarelyorneverengagesthecommunityinsupportingstudentlearning
Usesrelevantdemographicandachievementdataindevelopingthevision
Rarelyorneverusesrelevantdemographicandachieve-mentdataindevelopingthevision
16 —Leadership Standards, Criteria, and Descriptive Examples A&S PGS Handbook 2011–2012
MEETS STANDARD DOES NOT MEET STANDARD
Developsaplanforclearlyarticulatingtheobjectivesandstrategiessupportingthevisiontoallstakeholders
Doesnotdevelopaplanforclearlyarticulatingtheobjectivesandstrategiessupportingthevisiontoallstakeholders
Ensuresthatthevisionispresentedtoanddiscussedwithparentsandthecommunityinavarietyofways(e .g .,back-to-schoolnight,theschool’swebsite,monthlyPTAmeetingsandotherparentandcommunityforums,par-entnewslettersandotherwrittenformats)
Communicatesrarelyorincompletelywithparentsandthecommunityregardingthevision;useslimitedmeth-odstocommunicatethevision
Ensuresthatthevisionispresentedtoanddiscussedwithstaffinavarietyofways(e .g .,pre-servicedaytrainingsessions,staffmeetings,teamdiscussions,teacherconfer-ences,staffbulletins,andelectroniccommunicationswithstaff)
Communicatesrarelyorincompletelywithstaffregard-ingthevision;useslimitedmethodstocommunicatethevision
Ensuresthatthevisioniscommunicatedtostudentsinage-appropriatelanguageandisvisiblethroughouttheschool
Communicatesrarelyorincompletelywithstudentsregardingthevision;doesnotuseage-appropriatelan-guagetocommunicatethevisiontostudents;doesnotensurethatthevisionisvisiblethroughouttheschool
Communicateskeybeliefsaboutstudentlearningtostudents,staff,andparents: • Learningisimportant • Allstudentscanlearn • Wemustnotgiveuponstudentsandtheirlearning • Effectiveeffortleadstostudentachievement
Sendsmessagestostudents,staff,andparentsthatdonotsupportstudentlearning;communicationsconveythatthesemessagesareimportantforsomegroups,butnotothers
Workswithallstakeholderstoestablishclearandmeasur-ablegoalsforstudentlearning
Rarelyorneverworkswithallstakeholderstoestablishgoalsthatareclearandmeasurable
Ensuresthatallstakeholdershavethenecessaryknowl-edgeandskillstodevelop,implement,andmonitortheschoolimprovementplanandgoals
Allowsstakeholderparticipationindevelopment,imple-mentation,andmonitoringoftheschoolimprovementplanwithoutprovidingnecessaryinformationortrainingtothem
Convenestheschoolimprovementprocessteaminaccor-dancewithMCPSprocedures;establishesagendasthatfocusontheschool’svisionandMCPSstrategicplan
InadequatelyimplementsMCPSproceduresregardingtheschoolimprovementprocess;rarelyorneverestablishesagendasthatfocusontheschool’svisionandMCPSstra-tegicplan
Monitors,evaluates,andrevisestheschool’simprovementprocessplanonanongoingbasis;revisesschoolgoalscol-laborativelyusingMCPSstrategicplanatallstages
Neithermonitorsnorevaluatesnorrevisestheschool’simprovementprocessplan;rarelyorneverusesacollab-orativeprocesstoreviseschoolgoals;payslimitedornoattentiontoMCPSstrategicplanwhenmonitoring,evalu-ating,orrevisingtheschool’simprovementprocessplan
Analyzesandpresentsdatafromavarietyofsourcesastheyrelatetostudentachievementandschoolimprovement
Rarelyorneveranalyzesnorpresentsdata
A&S PGS Handbook 2011–2012 Leadership Standards, Criteria, and Descriptive Examples —17
MEETS STANDARD DOES NOT MEET STANDARD
Workscollaborativelywithstakeholderstodevelopapro-cesstoovercometheobstaclestoachievingtheschool’svisionofhighstandardsofteachingandlearning
Rarelyorneverworkscollaborativelywithstakeholderstodevelopaprocesstoovercomeobstaclestoachievingtheschool’svisionofhighstandardsofteachingandlearning;allowsobstaclestointerferewithteachingandlearning
Usesavarietyofmethodstocommunicateprogresswithstakeholdersaboutpracticesandaccomplishments .MonitorsinstructionalprogramsregularlyforalignmentwithMCPSstrategicplan
Rarelyornevercommunicatesprogressaboutpracticesandaccomplishmentswithstakeholders .RarelyornevermonitorsinstructionalprogramsforalignmentwithMCPSstrategicplan
Ensuresthatprogramsandlearningopportunitiesareavailableforallstudents
Allowspracticesthatinhibitstudentsfromparticipatinginprogramsandlearningopportunities
Usesinputfromstaffandotherstakeholdersregardingcurriculumimplementation,schedulemodifications,andotherresourcestosupporthighstandardsforteachingandlearning
Resistseffortsbystaffandotherstakeholderstoprovideinputregardingcurriculum,schedulemodifications,orotherresources
Schedulestimethroughouttheschoolyearforstakehold-erstoevaluate,reflecton,andrevisetheirassumptions,beliefs,andpracticesofteachingandlearning
Rarelyorneverschedulestimeforstakeholderstoevalu-ate,reflecton,andrevisetheirassumptions,beliefs,andpracticesofteachingandlearning
Identifiesandprovideshumanandmaterialresources,basedontheschool’sallocation,toachievetheschool’svisionofhighstandardsforteachingandlearning
Neitheridentifiesnorprovideshumanandmaterialresourcestoachievetheschool’svisionofhighstandardsforteachingandlearning
Providesopportunitiesduringtheschoolyearforstafftoparticipateinprofessionaldevelopmentspecificallytiedtotheschool’svisionandMCPSstrategicplan
Rarelyorneverprovidesopportunitiesforstafftopartici-pateinprofessionaldevelopmentspecificallytiedtotheschool’svisionandMCPSstrategicplan
Standard II: The principal is an educational leader who promotes success for all students as he/she nurtures and sustains a school culture of professional growth, high expectations, and an instructional program conducive to student learn-ing and staff professional growth.
Performance Criteria1 . Theprincipaldemonstratesandpromoteshighexpectationsfortheachievementofallstudents .
2 . Theprincipalpromotesaschoolclimatefocusedonteachingandlearning .
3 . Theprincipalarticulates,supports,andmonitorstheeffectiveimplementationofcurriculum,assessment,andinstruction—allofwhichareevidencedinstudentoutcomes .
4 . Theprincipalleadsthecontinuousimprovementofinstructionthroughacollaborative,data-drivenanalysisofstu-dentlearning .
5 . Theprincipalencouragestheuseofadultlearningconceptsandprofessionaldevelopmentprocessestobuildapro-fessionallearningcommunity .
6 . Theprincipalcultivatesaschoolclimatethatvaluesintellectualcuriosityandrecognizesthediverseneedsandstrengthsoflearners .
7 . Theprincipalensuresthattheprofessionalgrowthsystemsforallstaffareimplementedwithquality .
18 —Leadership Standards, Criteria, and Descriptive Examples A&S PGS Handbook 2011–2012
Examples of evidence of high expectations for student learning and staff professional growthThe principal—
MEETS STANDARD DOES NOT MEET STANDARD
Encouragesallstudentstoexcel;evidenceofrecognitionofstudentworkandacademicprogressisvisibleinclass-roomsandhallways(e .g .,postingofstudenthonorroll);contributionsofstudentsfromdiversebackgroundsaredisplayed
Rarelyorneverencouragesallstudentstoexcel;doesnotensurethatevidenceofrecognitionofstudentworkandacademicprogressisvisible;allowscontributionsofonlysomegroupsofstudentstobedisplayed
InterpretsandcommunicatesMCPSassessmenttargetsfortheschoolandmonitorsinstructioninsupportofattainmentofthetargetsforallgroupsofstudents(e .g .,racial/ethnicgroupmembership,gender,disabilities,socioeconomicbackground,Englishlanguagefluency)
InadequatelyinterpretsandcommunicatesMCPSassess-menttargetsfortheschool;rarelyornevermonitorsinstructioninsupportofattainmentofthetargetsforallgroupsofstudents
Createsandmaintainsaschoolclimatethatencouragesstudentsandstafftotakeintellectualrisks(e .g .,partici-patefreelyindiscussions,offeropinions,brainstormsolu-tions,respectothers’views)
Allowsaschoolclimatethatdiscouragesstudentsandstafffromtakingintellectualrisks
Usesamultiyearprocesstomonitortheschool’sprogressovertimeinmeetingstateandcountyperformancestan-dards,suchasattendance,graduationrates,andassess-mentsincludedinthesystemofsharedaccountability
Doesnothaveamultiyearprocessinplacetomonitortheschool’sprogressovertimeinmeetingstateorcountyper-formancestandards
Usesclassroomobservationsandmonitorsformativeassessmentdatatoensurethatteachersuseflexiblegroupingpractices
Neitherusesclassroomobservationsnormonitorsforma-tiveassessmentdata;allowsteacherstoavoidusingflex-iblegroupingpractices
Ensuresthatstaffmeetingsandotherprofessionaldevelopmentopportunitiesfocusonissuesofstudentachievement
Allowsstaffmeetingsandotherprofessionaldevelopmentopportunitiestofocusontopicsthatarenottiedtostu-dentachievement
Obtainsfeedbackfromstakeholdergroupsinavarietyofways;usesfeedbacktoimproveschoolclimate
Useslimitedmethodstoobtainfeedback;rarelyorneverusesfeedbacktoimproveschoolclimate
Monitorsstaffdiscussions,reflectionupon,andimple-mentationofthepracticesandstrategiesofskillfulteaching
Neithermonitorsstaffdiscussions,norreflectionsupon,norimplementsthepracticesandstrategiesofskillfulteaching
Holdsteachersaccountableforemployingavarietyofinstructionalstrategiestorespondtothediverselearningneedsandstrengthsofstudents
Doesnotholdteachersaccountableforemployingavari-etyofinstructionalstrategiestorespondtothediverselearningneedsandstrengthsofstudents;allowsteacherstousealimitednumberofstrategies
ExhibitsskillinObservingandAnalyzingTeaching(OAT)language,format,andprinciplesinclassroomobservations,conferences,andmonitoringcurriculumimplementation;providesfocusedfeedbacktoteachers
DoesnotexhibitskillinOATlanguage,format,andprinciplesinclassroomobservations,conferences,andmonitoringcurriculumimplementation;doesnotprovidefocusedfeedbacktoteachers
Workswithschoolleaders(e .g .,leadershipteam,resourceteachers,gradelevel/teamleaders,exemplaryteachers,staffdevelopmentteacher(SDT),readingspecialist,mathcontentcoach)tomonitorcurriculumimplementationandprovidefeedbacktoteachers
Rarelyorneverworkswithschoolleaderstomonitorcur-riculumandprovidefeedbacktoteachers
A&S PGS Handbook 2011–2012 Leadership Standards, Criteria, and Descriptive Examples —19
MEETS STANDARD DOES NOT MEET STANDARD
Maximizesinstructionaltime;limitsdisruptionstoinstruc-tionaltime(e .g .,announcements,visitors,assemblies,meetings,noiseinhallwaysoroutsideschool)
Allowsannouncements,visitors,oroutsideeventstocon-sumeinstructionaltime
Usesformalandinformalclassroomvisitstomonitorinstruction,observestudentbehavior,andmonitorstu-dentlearning
Rarelyorneverusesformalandinformalclassroomvisitstomonitorinstruction,observestudentbehavior,andmonitorstudentlearning
Ensuresthatformativeandsummativeassessmentsarealignedwithcurriculumandinstruction
Allowsformativeandsummativeassessmentstobeusedthatarenotwellalignedwithcurriculumandinstruction
Monitorsstaffparticipationincurriculum-relatedstaffdevelopmentandin-servicetraining
Rarelyornevermonitorsstaffparticipationincurriculum-relatedstaffdevelopmentandin-servicetraining
Articulatestoparents/communitytheimportanceofteacherparticipationinprofessionaldevelopmentforeffectiveclassroominstructionandcurriculumimplementation
Rarelyornevercommunicatestoparents/communitytheimportanceofteacherparticipationincurriculum-relatedprofessionaldevelopment
Maintainsknowledgeofresearchongoodteachingprac-ticesandhowtheypromotestudentachievement
Makeslimitedornoefforttomaintainknowledgeofresearchongoodteachingpractices
Analyzesandrespondstoavarietyofdataonstudentprogressandachievement(e .g .,reportcardgrades,for-mativeassessments,end-of-courseexams,achievementtestsresults)forallgroupsofstudents
Neitheranalyzesnorrespondstodataonstudentprogressandachievement;basesanalysesandresponsesononlylimiteddatasources;analyzesandrespondstodatafortheschoolasawhole,notforseparategroups
Usesavailabletechnology(e .g .,datawarehouse,SIMS,IMS)tomonitorcurriculumimplementationandstu-dentprogress;holdsresourceteachersandteamleadersaccountableforunderstandingandusingtechnologyfordataanalysis
Rarelyorneverusesavailabletechnologytomonitorcur-riculumimplementationandstudentprogress;allowsresourceteachersandteamleaderstoavoidusingtech-nologyfordataanalysis
Providesopportunitiesforstafftoanalyzeanddiscussmultiplesourcesofdataandinformationtomonitorstudentachievementandplanforimprovement(e .g .,professionaldevelopment,staffmeetings,evaluationconferences)
Rarelyorneverprovidesopportunitiesforstafftoanalyzeanddiscussmultiplesourcesofdataandinformationtomonitorstudentachievementandplanforimprovement
Sharesstudentprogress/achievementdatawithparentsandthecommunity,andsolicitsinputfromthemregard-ingimprovement
Sharesneitherstudentprogressnorachievementdatawithparentsandthecommunity;rarelyorneversolicitsinputfromparentsandthecommunity
Workswiththestaffdevelopmentteacher(SDT)toprovidejob-embeddedstaffdevelopmenttoteachersthroughavari-etyofmethods(e .g .,staffmeetings,peervisitswithreflec-tion,SDTtrainingsessions,studygroups,actionresearch,professionaldevelopmentdays)
Rarelyorneverworkswiththestaffdevelopmentteacher,orworksinalimitedwaytoprovidejob-embeddedstaffdevelopmenttoteachers
Providesopportunitiesforfacultydiscussionsofandreflectionsonresearchonteachingandlearning
Rarelyorneverprovidesopportunitiesforfacultytomeet,discuss,orshare
20 —Leadership Standards, Criteria, and Descriptive Examples A&S PGS Handbook 2011–2012
MEETS STANDARD DOES NOT MEET STANDARD
Motivatesstafftolearnandpursueeffectivepracticesthatfocusonstudentlearning;providesopportunitiesforstafftopursueprofessionalgrowth
Showslittleornoconcerninmotivatingstafftolearnandpursueeffectivepracticesthatfocusonstudentlearning;rarelyorneverprovidesopportunitiesforstafftopursueprofessionalgrowth;doesnotprovidestaffwithinforma-tionaboutopportunities
Ensuresthatmentoringopportunitiesareavailableforstaffnewtotheschool;providessupportforstaffinneedofassistance
Doesnotmakementoringopportunitiesavailabletonewstaff;rarelyorneverprovidessupportforstaffinneedofassistance
Solicitsinputfromteachersandtheschoolleadershipteamregardingtheirprofessionaldevelopmentneedsanddesignofprofessionaldevelopmentdays
Rarelyorneversolicitsinputfromteachersandtheschoolleadershipteam;orsolicitsfeedbackfromselectedmem-bersonly
MakesappropriateandeffectiveuseofthePeerAssistanceandReview(PAR)processinreferralsandimplemen-tation;monitorsthePARprocessforteacherswhoareservedbyit
MakesinappropriateandineffectiveuseofPARinrefer-ralsorimplementation;rarelyornevermonitorsthePARprocessforteachersbeingserved
WorkswiththeSDTtoensurethateachstaffmemberhasanappropriateprofessionaldevelopmentplan(PDP);monitorsindividuals’progresstowardPDPgoals
DoesnotworkwiththestaffdevelopmentteachertoensurethateachstaffmemberhasanappropriatePDP;rarelyornevermonitorsindividuals’progresstowardPDPgoals
Solicitsinputfromandcollaborateswithspecialprogramstaff(e .g .,accelerated/enrichedinstruction,specialedu-cation,ESOL)toacquireresourcessuchasmaterialsandmodellessonstomeetthediverselearningneedsandstrengthsofstudents
Neithersolicitsinputfromnorcollaborateswithspecialprogramstafftomeetthediverselearningneedsandstrengthsofstudents
Standard III: The principal is an educational leader who promotes success for all students as he/she ensures the management of the organization, operations, and resources for a safe, efficient, and effective learning environment.
Performance Criteria1 . Theprincipalmobilizespeopleandcoordinateseffortstoimproveeducationalandsupportpracticestoachievetar-
getedresults .
2 . Theprincipaldevelopsandsupervisesefficientprocessesinordertomaximizetimeforinstructionalleadership .
3 . Theprincipalmanageshumanandmaterialresourcestocultivateandsupportasafeandhealthyschoolenvironment .
4 . Theprincipalensuresthatresourcesarealignedwiththeschoolimprovementplanandthestrategicplanoftheschoolsystem .
5 . Theprincipalbuildsthecapacityoftheorganizationandstafftorespondtotheneedsofstudentsinarapidlychangingschoolenvironment .
A&S PGS Handbook 2011–2012 Leadership Standards, Criteria, and Descriptive Examples —21
Examples of evidence of management of processes, practices, and resourcesThe principal—
MEETS STANDARD DOES NOT MEET STANDARD
Usesaresearch-based,systemicprocess(e .g .,FrameworkforTeachingandLearning,Baldrige,10-stepprocess,etc .)withMCPSlook-forstoguidecontinuousimprovement;ensuresthattheprocessisongoing
Plansforschoolimprovementwithoutattentiontoresearchorsystemicprocesses;processissporadic
Implementsprocessestosupervisestaffeffectivenessonestablishedperformancecriteria
Rarelyorneverimplementsestablishedprocesses
Developsindividualsorteamstohandlekeyaspectsofschoolmanagement
Doesnotdevelopmanagementskillsamongthestaff
Delegatesresponsibilitiestoavarietyofappropriatestaff Doesnotdelegateresponsibilities;delegatesresponsibil-ityonlytoalimitedfew
Effectivelyimplementsestablishedtestingprotocols Inadequatelyimplementstestingprotocol;inadequatelyaddressesviolationsofprotocol
Supportsamasterschedulewithabalancedprogramoflearningopportunitiesforallstudents;monitorsassignmentofstudentstoclasses/staffthatbestmeetstudents’needs
Acceptsamasterschedulethatlimitslearningopportuni-ties;doesnotmonitorassignmentofstudentstoclasses/staff
Organizesinstructionalteams/supportgroupstomeetstudents’needs
Rarelyorneverorganizesinstructionalteams/supportgroupstomeetstudentneeds
Selectsanddevelopsinstructionalteamleaderswhohavethecapacitytomotivateothers,makedecisions,andcreatechange;cultivatesleadershipfromwithintheschool’sstaff
Selectsteamleaderswholackessentialleadershipormotivationalskills;doesnotprovideopportunitiesforleadershipdevelopmentwithintheschool’sstaff
Activelyparticipatesontheschoolimprovementteam;selectsrepresentativestakeholders(balancedfordiver-sity)todevelopandmonitortheschoolimprovementplan(SIP)
Isnotactivelyinvolvedintheschoolimprovementteam;createsateamthatdoesnotincluderepresentativestake-holders;failstomonitortheschoolimprovementprocess
EvaluatesprogramsintheschoolfortheirrelevancetotheSIP;usesavailabledatafromcountywideandschool-basedassessmentasaformofcontinualprogramevaluation
AcceptsprogramsintotheschoolwithoutevaluatingtheirrelevancetotheSIP;doesnotuseavailabledatatoevalu-ateprograms
Usestechnologytools(e .g .,spreadsheets,schedulingsoft-ware,financialsoftware,behaviormanagementsoftware,thedatawarehouse)tomanageschooloperationsandstreamlinetasks
Rarelyorneverusestechnologytoolstomanageopera-tionsandstreamlinetasks
Communicatestoallstakeholdersandimplementsclearandcomprehensiveattendanceandbehaviormanage-mentprocessesthatresultinincreasedteachingandlearning
Neithercommunicatesnorimplementsclearandcom-prehensiveattendanceandbehaviormanagementpro-cesses;attendanceandbehaviorissuesinterferewithclassroominstructionandlearning
Usestheadministrativeandmanagementsupportser-vicesprovidedbyMCPS(e .g .,datawarehouse,transporta-tionservices,foodservices,employeeassistance,humanresources,staffdevelopment)
RarelyorneverusestheadministrativeandmanagementsupportservicesprovidedbyMCPS
22 —Leadership Standards, Criteria, and Descriptive Examples A&S PGS Handbook 2011–2012
MEETS STANDARD DOES NOT MEET STANDARD
Developsandcommunicatesclearexpectationsandresponsibilitiesforstaffinrespondingtoschoolsafetyandstudentdisciplinematters
Neitherdevelopsnorcommunicatesclearexpectationsorresponsibilitiesforstaffinrespondingtoschoolsafetyandstudentdisciplinematters
Communicatesrelevantandtimelyinformationregard-ingschoolsafetyanddisciplinetostudents,parents,andtheschoolcommunityinregularcorrespondence(e .g .,newsletters,schoolbulletins,meetings)innecessarytranslations
Communicatesrarelyorincompletelytostudents,par-ents,andtheschoolcommunityregardingmattersofschoolsafetyanddiscipline
Ensuresthatemergencydrills(e .g .,fire,codeblue,codered)areconductedinconformancewithregulationspro-videdbytheMontgomeryCountyfiremarshal
Doesnotcomplywithemergencydrillregulations
Forms,trains,andmeetswithanon-siteemergencyteam(OSET);implementseffectiveemergency/crisisplans
Neitherforms,nortrains,normeetsregularlywithOSET;inadequatelyimplementsemergency/crisisplans
Establishesprocessesfor,providesdirectionto,anddel-egatesresponsibilitiestobuildingservicesandsecuritystaff(ifapplicable)tomaintainacleanandsafebuilding
Doesnotensurethatbuildingservicesandsecuritystaffareclearontheirresponsibilities;allowsbuildingandgroundstodeteriorate;inadequatelymonitorstheimple-mentationofsafetyprocedures
Ensuresthatstaffmonitorsimmunizations,bloodsafety,andhealthregulations;communicateswithstaffregard-inghealthissues
Rarelymonitorsimplementationofhealth/safetyregula-tions;doesnotcommunicatewithstaffregardinghealthissues
Ensuresthatstaffmembersmonitorbusschedules,load-ing,andunloading
Doesnotensurethatbusloadingandunloadingarecon-sistentlymonitored
Maintainstheintegrityofdesignatedpositions(e .g .,staffdevelopmentteacher,mathcontentcoach)
Usesdesignatedpositionstofulfillotherschoolresponsibilities
Prioritizesfundingallocations(humanandmaterial)tosupporttheinstructionalprogramandschoolimprove-mentgoals
Allowsfundingallocationstobeusedforpurposesthatdonotsupporttheinstructionalprogramandschoolimprovementgoals
Identifiesresources(e .g .,grants,businesspartners,volun-teers)tosupporttheSIPgoals
DoesnotpursueresourcesoutsideMCPStosupporttheSIPgoals
Recognizestheevolvingneedsoftheschool(e .g .,changesinthestudentpopulation,conditionofthephysicalplant)andplanstoaddresstheseneeds
Rarelyorneverplanstoaddressevolvingneeds
Applieschangetheoryprinciplestosupportcollabora-tivedecisionmaking(e .g .,formingtaskforces,identifyingleadershipinstaffandtheschoolcommunity,establish-inganactionplanwithtimelines)
Rarelyorneverapplieschangetheoryprinciplestosup-portcollaborativedecisionmaking
Providesstructuresandprocessesthatpromoteeffectivecommunicationandtimelyresolutionofconflicts;estab-lishesandmaintainsregularprocedureswherebystudentsandstakeholdersareabletocommunicateconcerns
Doesnotprovidestructuresandprocessesthatpromoteeffectivecommunicationandtimelyresolutionofcon-flicts;neitherestablishesnormaintainsregularproce-dureswherebystudentsandstakeholdersareabletocom-municateconcerns
A&S PGS Handbook 2011–2012 Leadership Standards, Criteria, and Descriptive Examples —23
Standard IV: The principal is an educational leader who promotes success for all students as he/she collaborates with the school staff and other stakeholder groups, including students, families, and community members.
Performance Criteria1 . Theprincipalensurestheinvolvementofstaffandotherstakeholdergroups,includingstudents,families,andcom-
munitymembersincontinuousimprovementprocessesanddecisionmaking .
2 . Theprincipalembracesandusesavailablefamilyandcommunityresourcestoprovidesupportandachieveschoolgoals .
3 . Theprincipalencouragesanddevelopscollaborativepartnershipstostrengthenprogramsandsupportschoolgoals .
4 . Theprincipalidentifies,nurtures,andincludesstakeholdersfromdiversebackgroundsandethnicitiesintheworkandcultureoftheschool .
5 . Theprincipalrecognizesindividualandgroupdifferencesandtreatsallstakeholderswithrespect .
Examples of collaboration with school staff and other stakeholder groupsThe principal—
MEETS STANDARD DOES NOT MEET STANDARD
Involvesprofessionalandsupportingservicesstaffindecision-makingandcontinuousimprovementprocesses
Rarelyinvolvesprofessionalandsupportingservicesstaffindecision-makingandcontinuousimprovementprocesses
Presentsinformationtostaffandsolicitsfeedbackthroughavarietyofmethods(e .g .,staffmeetings,workgroups,teammeetings,departmentmeetings)priortomakingchangestoexistingprograms/processesorpriortoadopt-ingnewones
Rarelyorneverpresentsinformationtoorsolicitsfeed-backfromstaffpriortomakingchangestoexistingpro-grams/processesoradoptingnewones
Solicitsinputfromstakeholdergroupsthroughavarietyofmethods(e .g .,focusgroupdiscussions,studycircles,advisorygroups,meetingswithparentsandtheschoolcommunity)toidentifyandsolveproblemsandachieveschoolgoals
Useslimitedmethodstosolicitinput
Ensuresthattheschoolimprovementplan(SIP)teammembershipincludesallstakeholdergroups;stakehold-ersarepresentatmeetingsandactivelyinvolved;periodicreviewsoftheSIPcontainevidenceofthisinvolvement(e .g .,agendas,attendancerosters,minutes,observationsofmeetings)
EstablishesanSIPteamthatdoesnotrepresentallstake-holdergroups;attendanceofseveralstakeholdersislim-ited;stakeholderswhoattenddonotparticipateactivelyinmeetings
Utilizesvaliddatafromstaff,student,andparentschoolsurveys,suchasenvironment,Baldrige,andothers,tocel-ebratesuccessesandengageinproblem-solvingwithstaffandotherstakeholders
Doesnotsharevalid,completedatafromstaff,student,andparentschoolsurveys,suchasenvironment,Baldrige,andothersurveys,withallstaffandotherstakeholders .Doesnotallocatetimefordiscussionofthedata .Failstoestablishanyprocessforinvolvingschoolstaff,parents,orstudentsinusingsurveydatatomakechangesinschoolstructure,plans,orprocesses
RecruitsandworkstowardretainingstaffwhoreflectthediversityoftheMCPScommunity
Makeslimitedornoattemptstorecruitandretaindiversestaffmembers
24 —Leadership Standards, Criteria, and Descriptive Examples A&S PGS Handbook 2011–2012
MEETS STANDARD DOES NOT MEET STANDARD
RecruitsandworkstowardretainingschoolleadershipteammembershipthatreflectsthediversityoftheMCPScommunity
Makeslimitedornoattemptstorecruitandretaindiversemembersoftheleadershipteam
Establishesamultifacetedprogramofcommunityrela-tions;usesavarietyofrecruitmentstrategiestoinviteactiveparticipationfromrepresentativecommunitymembers
Establishesaminimalprogramofcommunityrelations;useslimitedstrategiestorecruitcommunitymembersforschoolactivities;reliesoninputfromalimitednumberofcommunitymembers
Ensuresthatstakeholdermeetingsareheldattimesandinlocationsthatmakethemeasilyaccessibletoall
Schedulesmeetingsattimesandinlocationsthatinter-ferewiththeattendanceofallstakeholders
Communicateswithstakeholdersandarticulatestrendsthataffectthecommunitythroughavarietyofmethods(e .g .,networkingmeetingswithparents,newsletters,bul-letins,e-mail,webpages);providescommunicationsinthepredominantlanguage(s)usedinthecommunity
Reliesprimarilyonwrittencommunication;rarelyorneverprovidescommunicationsinthepredominantlanguage(s)usedinthecommunity
Maintainshighvisibilityinthecommunitybyreachingouttoandsupportingthecommunity(e .g .,viaOfficeofSpecialEducationandStudentServices,PTA/otherparentadvocacygroups,othercommunityorganizations)
Rarelyorneverreachesouttoorsupportsthecommunity
Articulatesaclearprocessforusingoutsideresourcestofosterstudentachievement;solicitsfunds/seeksgrantsfromavarietyofsources(e .g .,community,civicgroups,localgovernment,businessfoundations)tosupportSIPgoalsandinitiatives
Rarelyornevercommunicatesaclearprocessforusingoutsideresourcestofosterstudentachievement;rarelyorneversolicitsfundstosupportSIPgoalsandinitiatives
Collaborateswithcommunityagenciestoacquirehealth,social,orotherservicesthatstudentsneed;refersfamiliestocommunityagenciesasneeded
Rarelyornevercollaborateswithcommunityagenciestoacquireservicesormakereferrals
Establishespartnershipswithbusinessandcommunitygroupstoobtainfinancialsupport,materials,andmentorsforstudentsandstaff
Doesnotestablishpartnershipswithbusinessandcom-munitygroupstoobtainfinancialsupport,materials,andmentorsforstudentsandstaff
Establishespartnershipswithhighereducationinstitu-tionstofosterprofessionaldevelopmentofstaffandmen-torsforstudentsandstaff
Doesnotestablishpartnershipswithhighereducationinstitutions
Acceptsopportunitiestopilotcommunity-basedpro-gramsorparticipateinresearch(ifapplicable)
Resistseffortsbycommunitygroupstopilotprogramsorconductresearchintheschool
Invitescommunityandbusinessgroupsintotheschoolforavarietyofactivities(e .g .,volunteeringinclasses,par-ticipatingincareerdaysandspeakingengagements,pro-vidingmentorsforservicelearningandinternships)
Rarelyorneverinvitescommunityandbusinessgroupsintotheschooltoparticipateinactivity
Establishesparent/communitygroupstoobtaininfor-mationaboutfamilyandcommunityconcerns,expecta-tions,andneedsapplicabletotheworkandcultureoftheschool;usesinformationobtainedtoaddresstheneedsofdifferentgroups(e .g .,specialeducation,gifted/talented,ESOL)
Rarelyorneverobtainsorusesinformationfromthecommunity
A&S PGS Handbook 2011–2012 Leadership Standards, Criteria, and Descriptive Examples —25
MEETS STANDARD DOES NOT MEET STANDARD
Respectsallgroupsandtheirpriorities;treatsallstake-holdersequitably;respondsequitablytoparent,student,staff,andcommunityconcerns
Respondstosomestakeholdergroupsmorefavorablythanothers
Respondstocommunityrequests(e .g .,resources,prob-lemsolving,useofthebuildingandgrounds)
Doesnotrespondtocommunityrequests
Recognizesandcelebratesdifferencesinculturesthroughstudentwork/displays
Rarelyorneverdisplaysstudentworkrepresentingdiffer-entcultures
Communicateswithallstakeholdersinatimelyandopenmanner
Communicateswithonlysomestakeholders;rarelyornevercommunicatesinatimelymanner;communicatespartialinformationtostakeholders
Treatsallstakeholdersfairly,equitably,andwithdignityandrespect
Displaysdisrespectfulbehaviors;displaysdifferentbehav-iorstowarddifferentgroups
Standard V: The principal is an educational leader who promotes success for all students as he/she models professionalism and professional growth in a culture of continuous improvement.
Performance Criteria1 . Theprincipalestablishestrustanddemonstratesopennessandrespectinrelationshipsanddecision-making
processes .
2 . Theprincipalseeksandusesfeedbackandreflectsonhis/herleadershipandtheimpactithasonotherstakeholders .
3 . Theprincipalestablishescollaborativeprocessesthatpromotecooperationamongdiversegroupsworkingtogethertodevelopandaccomplishcommongoals .
4 . Theprincipaldemonstratesvalues,beliefs,andattitudesthatinspireothers .
5 . Theprincipaldemonstratescommitmenttocontinuousimprovementforstudents,staff,andself .
6 . Theprincipalusesdatafromavarietyofsourcestoassessprofessionalgrowthandcontinuousimprovement .
Examples of evidence of modeling professionalism and professional growthThe principal—
MEETS STANDARD DOES NOT MEET STANDARD
Demonstratesapersonalandprofessionalcodeofethics(e .g .,corevaluesandbeliefssuchashonestyandinteg-rity)informalandinformalsettings
Actsregardlessofcommonstandardsofethical,profes-sionalbehavior/allowspersonalfeelingstointerferewithprofessionalcodeofethicsandcorevalues
Modelslifelonglearningandencourageslifelonglearninginothers
Rarelyorneverseeksoutopportunitiestolearn;doesnotencouragelifelonglearninginothers
Communicateskeybeliefsaboutstudentlearningtostudents,staff,andparents: • Learningisimportant • Allstudentscanlearn • Wemustnotgiveuponstudentsandtheirlearning • Effectiveeffortleadstostudentachievement
Sendsmessagestostudents,staff,andparentsthatdonotsupportstudentlearning;communicationsconveythatthesemessagesareimportantforsomegroups,butnotothers
26 —Leadership Standards, Criteria, and Descriptive Examples A&S PGS Handbook 2011–2012
MEETS STANDARD DOES NOT MEET STANDARD
Establishesaprocesswherebystakeholderinputiscol-lected,analyzed,andusedforcontinuousimprovement
Doesnothaveaprocessforcollectingandanalyzingstakeholderinputforcontinuousimprovement
Solicits,listensto,andactsoninputfromstakeholdersindividuallyandingroups(e .g .,throughconferences,meetings,surveys,e-mails,telephonecalls)
Rarelyorneversolicits,listensto,oractsoninputfromstakeholders;isunavailableand/orunresponsivetostakeholders
Ensurestheparticipationofallstakeholdersindevelop-ment,implementation,evaluation,andrevisionoftheschoolimprovementplan(SIP)
RarelyorneverinvolvesstakeholdersinexaminationoftheSIP;involvesonlysomegroupsinexaminationoftheSIP
Seeksoutrepresentationfromallstakeholdergroupstoparticipateintheprocessofdecisionmaking
Doesnotseekoutrepresentationfromallstakeholdergroups
Facilitatesaclimateinwhichstaffinputandinnovationareencouragedandvalued
Discouragesorignoresstaffinputandinnovation
Establishesopportunitiesfordepartments,teams,andindividualstomeet,reflect,andhaveinputonsignificantschooldecisions
Establishesfewornoopportunitiesforstafftomeet,reflect,andhaveinputonsignificantschooldecisions
Createsopportunitiesforstafftoassumeleadershiprolesintheschool
Limitsopportunitiesforstafftoassumeleadershiporexpandedrolesintheschool
Motivatesstafftowardhighlevelsofperformance Rarelyornevermotivatesstafftowardhighlevelsofperformance
Modelsrespectfulbehaviors;monitorsthatrespectisper-vasiveamongstaff,students,andtheschoolcommunity
Displaysdisrespectfulbehaviors;displaysdifferentbehav-iorstowarddifferentgroups
Protectstherightsofconfidentialityofindividualstu-dents,staff,andparents
Violatesoriscarelessaboutprotectingconfidentiality
Seeksoutandusesfeedbackfromcolleaguesandstake-holderstoevaluatetheimpactofhis/herownadminis-trativepractice;reflectsonhowtoimproveprocesses;identifiespersonalgoalsinaprofessionaldevelopmentplan(PDP)
Neitherseeksoutnoractsonfeedback;seeksbutdoesnotactonfeedback;setspersonalgoalsregardlessoffeedback
Demonstratesdedication,openness,integrity,andethicalbehaviorandholdsotherstothesenorms
Rarelyorneverdemonstratesdedication,openness,integ-rityandethicalbehavior;doesnotholdotherstothesenorms
Analyzesschooltestdataforevidenceofcontinuousprog-ress;identifiesprioritiesandimplementsprogramsforhis/herprofessionalgrowthandthatofstaff
Doesnotanalyzetestdata;analyzesdatabutimplementsprogramsforprofessionalgrowththatarenotconnectedtothedata;analyzesthedatabutdoesnotimplementprogramssuggestedbythedata
Sharesdatafromavarietyofsources(e .g .,achievement,studentprogress,attendancedata)withstaff,students,andtheschoolcommunity,andsolicitssuggestionsforcontinuousimprovement
Rarelyorneversharesdatawithstaff,students,andtheschoolcommunity;rarelyorneversolicitssuggestionsforcontinuousimprovement;solicitssuggestionsbutdoesnotactonthem
A&S PGS Handbook 2011–2012 Leadership Standards, Criteria, and Descriptive Examples —27
MEETS STANDARD DOES NOT MEET STANDARD
Meetsprofessionalobligationsinacompleteandtimelymanner(e .g .,paperwork,deadlines)
Isoftenlateinmeetingprofessionalobligations;submitsincompleteand/orinaccuratereports
Participatesinrequiredschool,cluster,andsystemwidemeetings;sharesinformationobtainedatmeetingswithschoolstaff
Missesorarriveslatetomeetings;rarelyorneversharesinformationwithschoolstaff
Standard VI: The principal is an educational leader who promotes success for all students as he/she understands, responds to, and influences the larger political, social, socioeconomic, legal, and cultural context.
Performance Criteria1 . Theprincipalexpandspersonalknowledgeanddevelopsabilitiestorespondtocontinuouslychangingpolitical,
social,cultural,andeconomicconditionsthatimpactschoolsandtheschoolsystem .
2 . Theprincipaldevelopsandappliesknowledgeofpolicies,regulations,procedures,andlaws .
3 . Theprincipalparticipatesinthedevelopmentofpolicies,programs,andbudgets .
4 . Theprincipaladvocatesforstudents,staff,schoolcommunity,andtheschoolsystem .
5 . Theprincipalarticulatesthedistrict’sinitiatives,influencestheirimplementation,andparticipatesintheircontinu-ousimprovement .
Examples of understanding, responding to, and influencing the larger political, social, socioeconomic, legal, and cultural contextThe principal—
MEETS STANDARD DOES NOT MEET STANDARD
Demonstratesknowledgeoflocal,state,andnationaledu-cationalandculturaltrends,currentresearch,andbestpractices;appliesthisknowledgetotheschool’sprogramsandoperation
Createsandmaintainsschoolprogramswithoutconsid-erationoflocal,state,ornationaleducational/culturaltrends,bestpractices,orcurrentresearch
InterpretsandcomplieswithMCPSpolicies,regulationsandprocedures,aswellaslocal,stateandfederalman-dates(e .g .,specialeducation,504,searchandseizure,No Child Left Behind)
Misinterpretsand/orinadequatelycomplieswithMCPSpolicies,regulationsandprocedures,aswellaslocal,state,andfederalmandates
Providesnecessaryinformationtoensurethatstudents,staff,andtheschoolcommunityunderstandMCPSpoli-cies,regulations,andprocedures,aswellaslocal,state,andfederalmandates
Rarelyornevercommunicateswithstudents,staff,andtheschoolcommunitytofosterunderstandingofMCPSpolices,regulations,andproceduresaswellaslocal,state,andfederalmandates
Engagesinthepoliticalandsociallifeoftheschoolcom-munityactingasaspokespersonfortheneedsoftheschoolandthestudentpopulation
Avoidsinvitationstoaddresscivicandcommunityorga-nizations .Doesnotknoworinteractwithkeystakehold-ersacrossthebreadthofdemographicsintheschoolcommunity
Balancesparticipationinlocal,state,ornationalprofes-sionalassociationsandorganizationactivitieswithday-to-dayschooloperationsandresponsibilities
Allowsprofessionalorganizationactivitiestosupersededay-to-dayschooloperationsandresponsibilities
28 —Leadership Standards, Criteria, and Descriptive Examples A&S PGS Handbook 2011–2012
MEETS STANDARD DOES NOT MEET STANDARD
Holdsmembershipinlocal,state,ornationalprofessionalassociationsandorganizations;participatesinprofes-sionalgrowthopportunitiesrelevanttoeducation(e .g .,coursework,workshops,conferences,research,studygroups)
Maintainslimitedornomembershipinprofessionalorganizations;rarelyorneverparticipatesinprofessionalgrowthopportunitiesrelevanttoeducation
Participatesinlocalandstatetaskforcesorworkgroups;worksondevelopmentofprograms,policies,orbudgets
Rarelyorneverparticipatesinlocalandstatetaskforcesorworkgroups;rarelyorneverworksondevelopingpro-grams,policies,orbudgets
Communicatesknowledgeofthebudgetprocessanditsimpactonthelocalschooltostudents,staff,andtheschoolcommunity
Provideslimitedorinadequatecommunicationaboutthebudgetprocessanditsimplicationstostudents,staff,andtheschoolcommunity
Activelyadvocatesonbehalfofstudents,staff,andtheschoolcommunityfornecessaryresourcestosupportthegoalsandobjectivesoftheschool(e .g .,atmeetingsoftheBoardofEducation,civicassociations,professionalorga-nizations,countycouncil,budgethearings)
Rarelyorneveradvocatesonbehalfofstudents,staff,andtheschoolcommunityfornecessaryresources
Explainstostudents,staff,andtheschoolcommunityhowthelocalschoolfitsintothelargercontextoftheschoolsystem
Provideslimitedorinadequateexplanationtostudents,staff,andtheschoolcommunityabouthowthelocalschoolfitsintothelargercontextoftheschoolsystem
Involvesstudents,staff,andtheschoolcommunityinworkingtogethertomeetthegoalsoftheschoolsystem’sstrategicplan
Rarelyorneverinvolvesstudents,staff,andtheschoolcommunityinworkingtogethertomeetthegoalsoftheschoolsystem’sstrategicplan
ProvidesfeedbackaboutprogramsandinitiativestoappropriateMCPSoffices;servesoncommittees,taskforces,andfocusgroupsevaluatingMCPSprogramsandinitiatives
RarelyorneverprovidesfeedbackaboutprogramsandinitiativestoappropriateMCPSoffices;rarelyorneverservesoncommittees,taskforces,orfocusgroupstoeval-uateMCPSprogramsandinitiatives
Articulatesalignmentoftheschoolimprovementplan-ningprocesswiththegoalsandinitiativesoftheMCPSstrategicplantostudents,staff,andtheschoolcommunity
DoesnotarticulatealignmentoftheschoolimprovementplanningprocesswiththegoalsandinitiativesoftheMCPSstrategicplan
Monitorstheimplementationandprogressoftheschoolimprovementplan(SIP)andupdatesitasappropriate;ensuresthattheSIPreflectschangingpolitical,social,cul-tural,andeconomicconditions
UpdatestheSIPcursorilyornotatall;maintainsaschoolimprovementplanthatdoesnotreflectchangingpolitical,social,cultural,andeconomicconditions
A&S PGS Handbook 2011–2012 Leadership Standards, Criteria, and Descriptive Examples —29
Assistant Principals, Assistant School Administrators, and Coordinators of School-Based ProgramsThesixleadershipstandardsthathavebeenestablishedfortheAdministrativeandSupervisoryProfessionalGrowthSystem(A&SPGS)arefurtherdefinedbyper-formancecriteriaforthepurposeofsupportingallcom-ponentsoftheA&SPGS .Thepurposeofthedescriptiveexamplesistocreateasamplepictureofwhatbeinganassistantprincipal,assistantschooladministratororcoordinatorofaschool-basedprogramlookslikewhenitmeetsordoesnotmeettheMCPSstandards .Thesedescriptiveexamplesarenotintendedtoisolatebehav-iorsinachecklistortosuggestthateverypersoninoneofthesepositionsisexpectedtobedoingeverythingthatisdescribed .Theydefinearangeofbehaviorsandareintentionallydesignedtoreflectahighstandardofperformance .
Thestandards,performancecriteria,anddescriptiveexamplesincludedhereinaredesignedtobeappliedtoavarietyofadministratorswhohavesimilar,butnotidentical,jobdescriptionsandresponsibilities:assistantprincipals,assistantschooladministrators,andcoordina-torsofschool-basedprograms .Thestandardsandcriteriafortheseadministratorsarealignedwiththeprincipals’standardsandthusservetocreatealinkamongschooladministratorsastheyachievethegoalsoftheirschoolsandsuccessforallstudents .
Intheirroles,assistantprincipals,assistantschooladmin-istrators,andcoordinatorsofschool-basedprogramsfunctionasimportantmembersoftheirschools’leader-shipteams .Theyworkundertheguidanceanddirection
oftheirschoolprincipalsorsupervisors .Theyassistwithmanyofthetasksinvolvedinadministeringandsupervis-ingthetotalschoolprogramandprovidingeducationalleadershipforthestudentsandstaffmembersconsistentwiththeeducationalgoalsofthecommunity .Theirfunc-tionsmayincludeestablishingaclimateconducivetolearning,planningandcoordinatingprograms,decisionmaking,andmonitoringstudentprogress .Itisexpectedthattheydemonstrateinitiativeandbeabletoproblemsolveusingtheirbestprofessionaljudgment .
Distinctionsbetweenandamongthesethreegroupsofadministratorsshouldbeborneinmindastheyareevalu-atedbytheirprincipals/supervisors .Dependingontheschoolstowhichtheyhavebeenassigned,certainrolesandresponsibilitiesmaybeemphasized .Forexample,anelementaryschoolassistantprincipalislikelytobethesecondofonlytwoadministratorsintheschool,whereasthesecondaryschoolassistantprincipalislikelytobeoneofseveralschooladministrators .Principalsassigndutiestotheseadministratorsbasedontheuniquecontextandneedsoftheschool .Coordinatorsofschool-basedpro-gramstypicallyinteractwithfewerteachersandotheradministratorsthandoassistantprincipals .Thus,someofthedescriptiveexamplesmaynotapplytospecificadministrativepositionsorthepeoplefillingthepositions .Itisrecommendedthatprincipals/supervisorsreviewwiththepersonbeingevaluatedthedescriptiveexamplesandselectthosethatmostdirectlyapplytothepositionofthepersonbeingevaluated .Evaluatorsmayalsoapplydescriptorsoftheirowntotheevaluationprocessiftheybetterservethepurposeofgatheringandreportingevi-denceofmeetingornotmeetingthestandards .
Standard I: Each assistant principal, assistant school administrator, and coordinator of a school-based program is an educational leader who promotes success for all students as he/she assists in facilitating the development, articulation, implemen-tation, and stewardship of a vision of teaching and learning shared and supported by the school community.
Performance Criteria1 . Promotestheschoolcommunity’ssharedvisionofteachingandlearningthatsupportsachievementforallstudents .
2 . Activelyengagesinacollaborativeprocessthatinvolvesallstakeholdersinthedevelopment,articulation,andimple-mentationofasharedvision .
3 . Facilitatesthedevelopmentoftheleadershipcapacityofstakeholderstosharetheresponsibilityoftheworkoftheschoolimprovementprocesstowardtherealizationofthevision .
4 . SharestheresponsibilityinusingdataforthealignmentoftheschoolimprovementplanningprocesswiththeMCPSStrategicPlan .
5 . Alignsprograms,practices,andresourcestosupporttheteachingandlearningprocess .
6 . Facilitatesanongoingcollaborativeprocesstomonitor,evaluate,andreviseprogramsandpracticesbasedonmultiplesourcesofdata .
7 . Fostersasharedcommitmenttohighstandardsofteachingandlearningwithhighexpectationsforachievementforall .
30 —Leadership Standards, Criteria, and Descriptive Examples A&S PGS Handbook 2011–2012
Examples of evidence of facilitation, articulation, implementation, and monitoringThe assistant principal, assistant school administrator, or coordinator of a school-based program—
MEETS STANDARD DOES NOT MEET STANDARD
Assistsinfacilitatinganannual,collaborativeprocessfordevelopingandrefiningtheschool’svisionofhighstan-dardsofteachingandlearningwithallstakeholders
Provideslimitedornoassistanceinfacilitatingacollabor-ativeprocessforannualreviewofthevision;discouragesorignoresstakeholderinput
Assiststheprincipalorsupervisorbymeetingwiththecommunitytofacilitatetheirunderstandingofandgarnertheirsupportforpracticesthatkeeptheschool’svisionintheforefrontincollaborativedecisionmaking
Rarelyornevermeetswiththecommunitytofacilitatetheirunderstandingofandgarnertheirsupportforprac-ticesthatkeeptheschool’svisionintheforefront
Participatesinteam/departmentmeetingstoshareanddiscusstheschool’svision;workswithstafftofacilitateunderstandingandsupportoftheschool’sgoals,objec-tives,andtasksintheschoolimprovementplan(SIP)
Rarelyparticipatesinteam/departmentmeetings;mini-mallysharesordiscussestheschool’svision;doesnotworkwithstafftofacilitateunderstandingandsupportoftheschool’sgoals,objectives,andtasksintheSIP
Encouragesstafftobecomeinvolvedinschooldecisionmaking;workswithteams/departmentstofacilitatetheirinvolvement
Provideslimitedornoencouragementtostafftobecomeinvolvedinschooldecisionmaking;effortstoworkwithteams/departmentstofacilitatetheirinvolvementarelimited
Explainstheschool’svisiontostudentsusingage-appro-priatelanguage
Rarelyorneverexplainstheschool’svisiontostudentsusingage-appropriatelanguage
Usesrelevantdemographicandachievementdatainsup-portingtheschool’svision;analyzesandpresentsdatafromavarietyofsourcesastheyrelatetostudentachieve-mentandschoolimprovement;workswithteams/depart-mentstointerpretandusedatatomakeinstructionalimprovements
Rarelyusesrelevantdemographicandachievementdatainsupportingthevision;rarelyorneveranalyzesnorpresentsdata;rarelyorneverworkswithteams/depart-mentstointerpretandusedatatomakeinstructionalimprovements
Sendsthefollowingkeybeliefmessagestostudents,staff,andparents:•Learningisimportant•Allstudentscanlearn•Wemustnotgiveuponstudentsandtheirlearning•Effectiveeffortleadstostudentachievement
Sendsmessagestostudents,staff,andparentsthatdonotsupportstudentlearning;communicationsconveythatthesemessagesareimportantforsomegroups,butnotothers
Workswithteams/departmentstofacilitateclearunder-standingofappropriate,measurablegoalsforstudentlearning,andtoalignexpectationsandgoalswithstan-dards;workswithteams/departmentstodevelopplansformonitoringprogresstowardteam/department/schoolgoals;assistsinmonitoringprogress
Provideslimitedassistancetoteams/departmentsinfacilitatingunderstanding;provideslimitedassistanceinaligningexpectationsandgoalswithstandards;providesminimalassistancetoteams/departmentsindevelopingplansformonitoringprogresstowardgoals;provideslim-itedassistanceinmonitoringprogress
Facilitatesdiscussionsduringteam/departmentmeetingsthatarefocusedongoals,expectations,andtheschool’svision
Provideslimitedopportunitiesfordiscussionsatteam/departmentmeetingsthatarefocusedongoals,expecta-tions,andtheschool’svision
Assiststeams/departmentsincollectingrelevantdataandanalyzingandpresentingthedatatostakeholders
Provideslimitedassistancetoteams/departmentsincol-lecting,analyzing,andpresentingdata
A&S PGS Handbook 2011–2012 Leadership Standards, Criteria, and Descriptive Examples —31
MEETS STANDARD DOES NOT MEET STANDARD
Participatesactivelyintheschoolimprovementprocessteam;assiststheprincipalorsupervisorbyfocusingteammeetings/discussionsontheschool’svisionandMCPSstrategicplan
Participationintheschoolimprovementprocessteamislimited;rarelyorneverassistsinfocusingteammeetings/discussionsontheschool’svisionandMCPSstrategicplan
Assiststheprincipalorsupervisorinmonitoring,evaluat-ing,andrevisingtheschool’simprovementprocessplanonanongoingbasis;assistsinrevisingschoolgoalscol-laborativelyusingMCPSstrategicplanatallstages
Provideslimitedornoassistanceinmonitoring,evaluat-ing,andrevisingtheschool’simprovementprocessplan;rarelyorneverusesacollaborativeprocesswhileassistinginrevisingschoolgoals;payslimitedornoattentiontoMCPSstrategicplan
Assiststheprincipalinworkingcollaborativelywithstake-holderstodevelopaprocesstoovercometheobstaclestoachievingtheschool’svisionofhighstandardsofteachingandlearning;discusseswiththeprincipalobstaclestotheprocessthathe/sheobserves
Provideslimitedornoassistanceinworkingcollabora-tivelywithstakeholderstodevelopaprocesstoovercomeobstaclestoachievingtheschool’svisionofhighstan-dardsofteachingandlearning;takesnoactionwhenhe/sheobservesobstaclesinplace
Assiststheprincipalorsupervisorbyusingavarietyofmethodstocommunicateprogresswithstakeholdersaboutpracticesandaccomplishments
Rarelyorneverprovidesassistance;repertoireofmethodstocommunicateprogressislimited
Standard II: Each assistant principal, assistant school administrator, and coordinator of a school-based program is an educa-tional leader who promotes success for all students as he/she nurtures and sustains a school culture of high expec-tations, professional growth, and an instructional program conducive to student learning.
Performance Criteria1 . Demonstratesandpromoteshighexpectationsfortheachievementofallstudents .
2 . Promotesaschoolclimatefocusedonteachingandlearning .
3 . Articulates,supports,andmonitorstheeffectiveimplementationofcurriculum,assessment,andinstruction—allofwhichareevidencedinstudentoutcomes .
4 . Sharestheleadershipresponsibilityforthecontinuousimprovementofinstructionthroughacollaborative,data-drivenanalysisofstudentlearning .
5 . Encouragestheuseofadultlearningconceptsandprofessionaldevelopmentprocessestobuildaprofessionallearn-ingcommunity .
6 . Promotesaschoolclimatethatvaluesintellectualcuriosityandrecognizesthediverseneedsandstrengthsoflearners .
7 . Sharestheresponsibilityforthequalityimplementationoftheprofessionalgrowthsystemsforallstaff .
Examples of evidence of high expectations for student learning and staff professional growthThe assistant principal, assistant school administrator, or coordinator of a school-based program—
MEETS STANDARD DOES NOT MEET STANDARD
Workswithteam/departmentleaderstocreateanatmo-spherethatencouragesallstudentstoexcel;looksforevidenceofrecognitionofstudentworkandacademicprogressinclassroomsandhallways;looksforevidenceofcontributionsofstudentsfromdiversebackgrounds
Rarelyorneverworkswithteam/departmentleaderstocreateanatmospherethatencouragesallstudentstoexcel;rarelyorneverlooksforevidenceofrecognitionofstudentworkandacademicprogress;rarelyorneverlooksforevidenceofcontributionsofstudentsfromdiversebackgrounds;allowscontributionsofonlysomegroupsofstudentstobedisplayed
32 —Leadership Standards, Criteria, and Descriptive Examples A&S PGS Handbook 2011–2012
MEETS STANDARD DOES NOT MEET STANDARD
Workswithteams/departmentstointerpretanddiscussachievementdataandprogresstowardmeetingschoolimprovementplan(SIP)goals
Rarelyorneverworkswithteams/departmentstodiscussachievementdata;rarelyorneverdiscussesprogresstowardmeetingSIPgoals;provideslimitedorinadequateinterpretationsofdata
Usesclassroomobservationsandwalk-throughstomoni-torinstructioninsupportofattainmentofMCPSassess-menttargetsforallgroupsofstudents(e .g .,racial/ethnicgroupmembership,gender,disabilities,socioeconomicbackground,Englishlanguagefluency)
Neitherusesclassroomobservationsnorwalkthroughstomonitorinstructioninsupportofattainmentofthetargetsforallgroupsofstudents
UsesclassroomobservationsandmonitorsformativeassessmentdatatoensurethatteachersuseinstructionthatalignswithMCPScurriculum;workswithteam/departmentleaderstointerpretMCPScurriculumguidelines
Neitherusesclassroomobservationsnormonitorsforma-tiveassessmentdata;allowsteacherstouseinstructionthatdoesnotalignwithMCPScurriculum;rarelyworkswithteam/departmentleaderstointerpretMCPScurricu-lumguidelines
Usespost-observationconferencestoemphasizetheimportanceofhighexpectationsfortheachievementofallstudents;usespost-observationconferencestoemphasizetheneedforemployingavarietyofinstructionalstrategiestorespondtothediverselearningneedsandstrengthsofstudents
Rarelyorneverusespost-observationconferencestoemphasizetheimportanceofhighexpectations;rarelyorneverusespost-observationconferencestoemphasizetheneedforemployingavarietyofinstructionalstrategies
Providestimeduringteam/departmentmeetingstodis-cussMCPSassessmenttargetsforallgroupsofstudentsandtoemphasizetheimportanceofhighexpectationsfortheachievementofallstudents
Rarelyorneverprovidestimeduringteam/departmentmeetingstodiscussMCPSassessmenttargetsforallgroupsofstudents;rarelyorneverusesmeetingtimetoemphasizetheimportanceofhighexpectationsfortheachievementofallstudents
ExhibitsskillinObservingandAnalyzingTeaching(OAT)language,format,andprinciplesinclassroomobserva-tions,conferences,andmonitoringcurriculumimple-mentation;providesfocusedfeedbacktoteachers
DoesnotexhibitskillinOATlanguage,format,andprinciplesinclassroomobservations,conferences,andmonitoringcurriculumimplementation;doesnotprovidefocusedfeedbacktoteachers
Assiststheprincipalorsupervisorinmonitoringtheschool’sprogressovertimeinmeetingstateandcountyperformancestandardssuchasattendance,graduationrates,andassessmentsincludedinthesystemofsharedaccountability
Rarelyorneverassiststheprincipalorsupervisorinmoni-toringtheschool’sprogressovertimeinmeetingstateorcountyperformancestandards
Assiststheprincipalorsupervisorinsharingstudentprogress/achievementdatawithparentsandthecommu-nity;solicitsinputfromthemregardingimprovement
Sharesneitherstudentprogressnorachievementdatawithparentsandthecommunity;rarelyorneversolicitsinputfromparentsandthecommunity
Usesavailabletechnology(e .g .,datawarehouse,SIMS,IMS)tomonitorcurriculumimplementationandstudentprogress;workswithteam/departmentleaderstofacili-tatetheirunderstandinganduseoftechnologyfordataanalysis
Rarelyorneverusesavailabletechnologytomonitorcur-riculumimplementationandstudentprogress;rarelyorneverworkswithteam/departmentleaderstofacili-tatetheirunderstandinganduseoftechnologyfordataanalysis
A&S PGS Handbook 2011–2012 Leadership Standards, Criteria, and Descriptive Examples —33
MEETS STANDARD DOES NOT MEET STANDARD
Providestimeduringteam/departmentmeetingsforstafftoanalyzeanddiscussmultiplesourcesofdataandinformationtomonitorstudentachievementandplanforimprovement
Rarelyorneverprovidestimeduringteam/departmentmeetingsforstafftoanalyzeanddiscussmultiplesourcesofdataandinformationtomonitorstudentachievementandplanforimprovement
Providesopportunitiesduringteam/departmentmeet-ingsforfacultydiscussionsofandreflectionsonresearch;encouragesstafftolearnandpursueeffectivepracticesthatfocusonstudentlearning;keepsstaffinformedofprofessionaldevelopmentopportunities
Rarelyorneverprovidesopportunitiesfordiscussionorreflection;rarelyorneverencouragesstafftolearnandpursueeffectivepracticesthatfocusonstudentlearning;doesnotprovidestaffwithinformationaboutopportunities
Workswiththestaffdevelopmentteacher(SDT)tosup-portjob-embeddedstaffdevelopmentforteachersthroughavarietyofmethods(e .g .,staffmeetings,peervisitswithreflection,SDTtrainingsessions,studygroups,actionresearch,professionaldevelopmentdays)
Rarelyorneverworkswiththestaffdevelopmentteacher,orworksinalimitedwaytosupportjob-embeddedstaffdevelopmentforteachers
Standard III: Each assistant principal, assistant school administrator, and coordinator of a school-based program is an educa-tional leader who promotes success for all students as he/she shares the responsibility for the management of the organization, operations, and resources for a safe, efficient, and effective learning environment.
Performance Criteria1 . Coordinatespeopleandeffortstoimproveeducationalandsupportprocessestoachievetargetedresults .
2 . Developsand/orsupervisesefficientprocessesinordertomaximizetimeforinstructionalleadership .
3 . Manageshumanandmaterialresourcestocultivateandsupportasafeandhealthyschoolenvironment .
4 . Sharestheresponsibilityforaligningresourceswiththeschoolimprovementplanandthestrategicplanoftheschoolsystem .
5 . Helpstoexpandthecapacityoftheorganizationandstafftorespondtotheneedsofstudentsinarapidlychangingschoolenvironment .
Examples of evidence of management of processes, practices, and resourcesThe assistant principal, assistant school administrator, or coordinator of a school-based program—
MEETS STANDARD DOES NOT MEET STANDARD
Usesaresearch-based,systemicprocess(e .g .,FrameworkforTeachingandLearning,Baldrige,10-stepprocess,etc .)withMCPSlook-forstoassistinguidingcontinu-ousimprovement;assistsinensuringthattheprocessisongoing
Doesnotusearesearch-based,systemicprocesstoassistinguidingcontinuousimprovement;rarelyorneverassistsinensuringthattheprocessisongoing;rarelyorneverusesMCPSlook-fors
Sharesresponsibilityforimplementingestablishedpro-cessestosupervisestaffeffectivenessonestablishedper-formancecriteria
Inadequatelyimplementsestablishedprocesses
Assistsindelegatingresponsibilitiestoavarietyofappro-priatestaff
Rarelyorneverassistsindelegatingresponsibilities
Sharesresponsibilityforeffectivelyimplementingestab-lishedtestingprotocols
Inadequatelyimplementstestingprotocols;inadequatelyaddressesviolationsofprotocol
34 —Leadership Standards, Criteria, and Descriptive Examples A&S PGS Handbook 2011–2012
MEETS STANDARD DOES NOT MEET STANDARD
Supportsamasterschedulewithabalancedprogramoflearningopportunitiesforallstudents;assistsinmonitor-ingassignmentofstudentstoclasses/staffthatbestmeetstudentsneeds
Rarelyorneversupportsamasterschedulewithabal-ancedprogramoflearningopportunitiesforallstudents;rarelyorneverassistsinmonitoringassignmentofstu-dentstoclasses/staff
Assistsinorganizinginstructionalteams/supportgroupstomeetstudentneeds
Rarelyorneverassistsinorganizinginstructionalteams/supportgroupstomeetstudentneeds
Assistsinselectinganddevelopinginstructionalteamleaderswhohavethecapacitytomotivateothers,makedecisions,andcreatechange;assistsindevelopingleader-shipfromamongtheschool’sstaffmembers
Rarelyorneverassistsinselectinganddevelopinginstructionalteamleaderswhohavethecapacitytomoti-vateothers,makedecisions,andcreatechange;rarelyorneverassistsindevelopingleadershipfromamongtheschool’sstaffmembers
Assistsinevaluatingprogramsintheschoolfortheirrel-evancetotheschoolimprovementplan(SIP);usesavail-abledataforcontinuousprogramevaluation
RarelyorneverassistsinevaluatingprogramsintheschoolfortheirrelevancetotheSIP;rarelyorneverusesavailabledatatoevaluateprograms
Usestechnologytools(e .g .,spreadsheets,schedulingsoft-ware,financialsoftware,behaviormanagementsoftware,thedatawarehouse)toassistinmanagingschoolopera-tionsandstreamlinetasks;workswithteam/departmentleaderstoenhancetheirunderstandingofthetechnologytools
Rarelyorneverusestechnologytoolstoassistinmanag-ingoperationsandstreamlinetasks;rarelyorneverworkswithteam/departmentleaderstoenhancetheirunder-standingoftechnologytools
Workswithteam/departmentleadersandotherstake-holderstosupportclearandcomprehensiveattendanceandbehaviormanagementprocessesthatresultinincreasedteachingandlearning
Rarelyorneverworkswithteam/departmentleadersandotherstakeholderstosupportclearandcomprehensiveattendanceandbehaviormanagementprocesses;doesnotactonattendanceorbehaviorissuesthatinterferewithclassroominstructionandlearning
Sharesresponsibilityforimplementingclearexpecta-tionsandresponsibilitiesforstaffinrespondingtoschoolsafetyandstudentdisciplinematters .Assistsinconduct-ingemergencydrills(e .g .,fire,codeblue,codered)thatareinconformancewithregulationsprovidedbytheMontgomeryCountyfiremarshal
Rarelyorneversharesresponsibilityforimplement-ingclearexpectationsandresponsibilitiesforstaffinrespondingtoschoolsafetyandstudentdisciplinemat-ters .Rarelyorneverassistsinconductingdrills;devoteslimitedattentiontoensuringthatdrillscomplywithemer-gencydrillregulations
Meetswithon-siteemergencyteam(OSET)tosupportimplementationofeffectiveemergency/crisisplans
RarelyornevermeetswithOSET;provideslimitedornosupporttoimplementationofeffectiveemergency/crisisplans
Assistsinprovidingdirectiontobuildingservicesandsecuritystaff(ifapplicable)tomaintainacleanandsafebuilding
Rarelyorneverprovidesdirectiontobuildingservicesandsecuritystaff;inadequatelymonitorstheimplementationofsafetyprocedures
Assistsinmonitoringimplementationofhealth/safetyregulations
Rarelyornevermonitorsimplementationofhealth/safetyregulations
Assistsinmonitoringbusschedules,loading,andunloading
Rarelyorneverassistsinmonitoringbusschedules,load-ing,andunloading
A&S PGS Handbook 2011–2012 Leadership Standards, Criteria, and Descriptive Examples —35
MEETS STANDARD DOES NOT MEET STANDARD
Supportsfundingpriorities(humanandmaterial)thatalignwiththeinstructionalprogramandschoolimprove-mentgoals;workswithteam/departmentleaderstofacili-tateunderstandingofthepriorities
Takeslimitedornoactiontosupportfundingpriorities;allowsteams/departmentstousefundsforpurposesthatdonotalignwiththeinstructionalprogramandschoolimprovementgoals
Recognizestheevolvingneedsoftheschool(e .g .,changesinthestudentpopulation,conditionofthephysicalplant)andworkswithprincipalorsupervisortoplantoaddressthoseneeds
Rarelyorneverrecognizesevolvingneedsoftheschool;rarelyorneverbringsthoseneedstotheattentionoftheprincipalorsupervisor
Sharesresponsibilityforprovidingstructuresandpro-cessesthatpromoteeffectivecommunicationandtimelyresolutionofconflicts;assistsinestablishingandmain-tainingregularprocedureswherebystudentsandstake-holdersareabletocommunicateconcerns
Rarelyorneversharesresponsibilityforprovidingstruc-turesandprocessesthatpromoteeffectivecommunica-tionandtimelyresolutionofconflicts;rarelyorneverassistsinestablishingormaintainingregularprocedureswherebystudentsandstakeholdersareabletocommuni-cateconcerns
Applieschangetheoryprinciplestosupportcollaborativedecisionmaking
Rarelyorneverapplieschangetheoryprinciplestosup-portcollaborativedecisionmaking
Standard IV: Each assistant principal, assistant school administrator, and coordinator of a school-based program is an educa-tional leader who promotes success for all students as he/she collaborates with the school staff and other stake-holder groups, including students, families, and community members.
Performance Criteria1 . Promotestheinvolvementofstaffandotherstakeholdergroups,includingstudents,families,andcommunitymem-
bers,incontinuousimprovementprocessesanddecisionmaking .
2 . Embracesandusesavailablefamilyandcommunityresourcestoprovidesupportandachieveschoolgoals .
3 . Facilitatescollaborativepartnershipstostrengthenprogramsandsupportschoolgoals .
4 . Helpstoidentify,nurture,andincludestakeholdersfromdiversebackgroundsandethnicitiesintheworkandcultureoftheschool .
5 . Recognizesindividualandgroupdifferencesandtreatsallstakeholderswithrespect .
Examples of collaboration with school staff and other stakeholder groupsThe assistant principal, assistant school administrator, or coordinator of a school-based program—
MEETS STANDARD DOES NOT MEET STANDARD
Assiststheprincipalorsupervisorininvolvingprofes-sionalandsupportingservicesstaffindecisionmakingandcontinuousimprovementprocesses
Rarelyorneverassiststheprincipalorsupervisorininvolvingstaffindecisionmakingandcontinuousimprovementprocesses
Presentsinformationatteam/departmentmeetingstoexplainchangestoexistingprograms/processesandtosolicitfeedbackpriortomakingchanges
Rarelyorneverpresentsinformationatteam/departmentmeetings;rarelyorneversolicitsfeedback
36 —Leadership Standards, Criteria, and Descriptive Examples A&S PGS Handbook 2011–2012
MEETS STANDARD DOES NOT MEET STANDARD
Sharesresponsibilityforsolicitinginputfromstakeholdergroupsthroughavarietyofmethods(e .g .,focusgroupdiscussions,studycircles,advisorygroups,meetingswithparentsandtheschoolcommunity)toidentifyandsolveproblems
Rarelyorneversharesresponsibilityforsolicitinginput;useslimitedmethodstosolicitinput
Sharesinmonitoringtheschoolimprovementplan(SIP)teamprocesstoensurethatteammembershipincludesallstakeholdergroupsandstakeholdersarepresentatmeetingsandactivelyinvolved;sharesmonitoringinfor-mationwithprincipalorsupervisor
RarelyornevermonitorstheSIPteamprocess;rarelyorneversharesmonitoringinformationwithprincipalorsupervisor
Sharesresponsibilityforutilizingvaliddatafromstaff,student,andparentschoolsurveyssuchasenvironment,Baldrige,andotherstocelebratesuccessesandengageinproblemsolvingwithstaffandstakeholders
Rarelyorneverutilizesvaliddata;rarelyorneverengagesincelebratingsuccesses;rarelyorneverengagesinprob-lemsolvingwithstaffandstakeholders
Workswithprincipal/supervisorandteam/departmentleaderstomaximizeretentionofstaffwhoreflectthediversityoftheMCPScommunity
Rarelyorneverworkswithprincipal/supervisorandteam/departmentleaderstomaximizeretentionofdiversestaffmembers
Sharesinmonitoringstakeholdermeetingstoensurethattheyareheldattimesandinlocationsthatmakethemeasilyaccessibletoall
Rarelyornevermonitorsstakeholdermeetings
Servesasaliaisonbetweentheschoolandthecommu-nity;communicateswithstakeholdersandarticulatestrendsthataffectthecommunity;collaborateswithcommunityagenciestoacquirehealth,social,orotherservicesthatstudentsneed;refersfamiliestocommunityagenciesasneeded
Rarelyorneveriswillingtoserveasliaisonbetweentheschoolandthecommunity;rarelyornevercommunicateswithstakeholders;ineffectivelyarticulatestrendsthataffectthecommunity;rarelyornevercollaborateswithcommunityagenciestoacquireservicesormakereferrals
Servesasaliaisonbetweentheschoolandthecommu-nitytoobtaininformationaboutfamilyandcommunityconcerns,expectations,andneedsapplicabletotheworkandcultureoftheschool;usesinformationobtainedtoaddresstheneedsofdifferentgroups(e .g .,specialeduca-tion,gifted/talented,ESOL)
Rarelyorneveriswillingtoserveasliaisonbetweentheschoolandthecommunity;rarelyorneverobtainsinfor-mationaboutfamilyandcommunityconcerns,expecta-tions,andneeds
Supportstheprincipalorsupervisorinarticulatingaclearprocessforusingoutsideresourcestofosterstudentachievement;sharesresponsibilityforsolicitingfunds/seekinggrantsfromavarietyofsources(e .g .,community,civicgroups,localgovernment,businessfoundations)tosupportSIPgoalsandinitiatives
Rarelyorneverarticulatestheprocessforusingoutsideresourcestofosterstudentachievement;rarelyorneverassistsinsolicitingfunds/seekinggrants
Servesasaliaisonbetweentheschoolandbusinessandcommunitygroupstoobtainfinancialsupport,materials,andmentorsforstudentsandstaff
Rarelyorneveriswillingtoserveasaliaisonbetweentheschoolandbusinessandcommunitygroups
Servesasaliaisonbetweentheschoolandhighereduca-tioninstitutionstofosterprofessionaldevelopmentofstaffandmentorsforstudentsandstaff
Rarelyorneveriswillingtoserveasaliaisonbetweentheschoolandhighereducationinstitutions
A&S PGS Handbook 2011–2012 Leadership Standards, Criteria, and Descriptive Examples —37
MEETS STANDARD DOES NOT MEET STANDARD
Supportsdecisionstoacceptopportunitiestopilotcommunity-basedprograms;participatesinresearch(ifapplicable)
Rarelyorneversupportsdecisionstoacceptopportunitiestopilotcommunity-basedprograms;unwillingtopartici-pateinresearch
Assiststheprincipalorsupervisorinencouragingcom-munityandbusinessparticipationintheschoolforavari-etyofactivities(e .g .,volunteeringinclasses,participatingincareerdaysandspeakingengagements,providingmen-torsforservicelearningandinternships)
Rarelyorneverassistsprincipal/supervisorinencourag-ingcommunityandbusinessparticipationintheschool
Respectsallgroupsandtheirpriorities;treatsallstake-holdersequitably;respondsequitablytoparent,student,staff,andcommunityconcerns
Displaysdisrespectfulbehaviors;respondstosomestake-holdergroupsmorefavorablythanothers
Workswithteam/departmentleadersandguidancestafftorecognizeandcelebratedifferencesinculturesthroughstudentwork/displays
Rarelyorneverworkswithstafftorecognizeandcelebrateculturaldifferences;doesnotencouragedisplaysofstu-dentwork
Communicateswithallstakeholdersinatimelyandopenmanner
Communicateswithonlysomestakeholders;rarelyornevercommunicatesinatimelymanner;communicatespartialinformationtostakeholders
Standard V: Each assistant principal, assistant school administrator, and coordinator of a school-based program is an educa-tional leader who promotes success for all students as he/she models professionalism and professional growth in a culture of continuous improvement.
Performance Criteria1 . Establishestrustanddemonstratesopennessandrespectinrelationshipsanddecision-makingprocesses .
2 . Seeksandusesfeedbackandreflectsonhis/herleadershipandtheimpactithasonotherstakeholders .
3 . Utilizescollaborativeprocessesthatpromotecooperationamongdiversegroupsworkingtogethertodevelopandaccomplishcommongoals .
4 . Demonstratesvalues,beliefs,andattitudesthatinspireothers .
5 . Demonstratescommitmenttocontinuousimprovementforstudents,staff,andself .
6 . Usesdatafromavarietyofsourcestoassessprofessionalgrowthandcontinuousimprovement .
Examples of evidence of modeling professionalism and professional growthThe assistant principal, assistant school administrator, or coordinator of a school-based program—
MEETS STANDARD DOES NOT MEET STANDARD
Demonstratesapersonalandprofessionalcodeofeth-ics(e .g .,corevaluesandbeliefssuchashonestyandintegrity)informalandinformalsettings .Modelslifelonglearningandencourageslifelonglearninginothers
Actsregardlessofcommonstandardsofethical,profes-sionalbehavior;allowspersonalfeelingstointerferewithprofessionalcodeofethicsandcorevalues .Rarelyorneverseeksoutopportunitiestolearn;doesnotencour-agelifelonglearninginothers
38 —Leadership Standards, Criteria, and Descriptive Examples A&S PGS Handbook 2011–2012
MEETS STANDARD DOES NOT MEET STANDARD
Modelsprofessionalisminbehaviorandappear-ance;dressesappropriatelyforoccasions/activities;demonstratesdedicationtohis/herresponsibilitiesCommunicateskeybeliefsaboutstudentlearningtostaff,students,andparents:•Learningisimportant•Allstudentscanlearn•Wemustnotgiveuponstudentsandtheirlearning•Effectiveeffortleadstostudentachievement
Behaviorissometimesinappropriate;appearanceissometimesinappropriateforoccasions/activities;doesnotdemonstratededicationtoresponsibilities .Sendsmessagestostudents,staff,andparentsthatdonotsup-portstudentlearning;communicationsconveythatthesemessagesareimportantforsomegroups,butnotothers
Followsestablishedprocesseswherebystakeholderinputiscollected,analyzed,andusedforcontinuousimprovement
Doesnotfollowestablishedprocesses
Assiststheprincipalorsupervisorbysoliciting,listeningto,andactingoninputfromstakeholdersindividuallyandingroups(e .g .,throughconferences,meetings,surveys,e-mails,telephonecalls)
Rarelyorneversolicits,listensto,oractsoninputfromstakeholders;isunavailableand/orunresponsivetostakeholders
Sharesresponsibilityforensuringtheparticipationofallstakeholdersindevelopment,implementation,evalua-tion,andrevisionoftheschoolimprovementplan(SIP)
Rarelyorneversharesresponsibilityforensuringthepar-ticipationofallstakeholdersindevelopment,implemen-tation,evaluation,andrevisionofSIP
Encouragesparticipationbyallstakeholdergroupsintheprocessofdecisionmaking
Doesnotencourageparticipationbyallstakeholdergroups;encouragessomegroupsbutnotothers
Facilitatesaclimateinwhichstaffinputandinnovationareencouragedandvalued
Discouragesorignoresstaffinputandinnovation
Encouragesdepartments,teams,andindividualstomeet,reflect,andhaveinputonsignificantschooldecisions;establishesopportunitiesforstafftoprovideinput
Rarelyorneverencouragesdepartments,teams,andindividualstomeet,reflect,andhaveinputonsignificantschooldecisions;frequentlyrestrictsopportunitiesforstaffinput
Assiststheprincipalorsupervisorincreatingopportuni-tiesforstafftoassumeleadershiporexpandedrolesintheschool
Rarelyorneverassiststheprincipalorsupervisorincreatingopportunitiesforstafftoassumeleadershiporexpandedrolesintheschool;limitsopportunitiesforsomestaff
Motivatesstafftowardhighlevelsofperformance;readsrelevanteducationalliteratureandfacilitatesteam/departmentdiscussionsaboutit
Rarelyornevermotivatesstafftowardhighlevelsofperformance;rarelyorneverreadsrelevanteducationalliterature;rarelyorneverfacilitatesteam/departmentdis-cussionsaboutit
Modelsrespectfulbehaviors;monitorsthatrespectisper-vasiveamongstaff,students,andtheschoolcommunity;bringsissuesofconcerntoprincipalorsupervisor
Displaysdisrespectfulbehaviors;displaysdifferentbehav-iorstowarddifferentgroups;rarelyornevermonitorsthatrespectispervasive;rarelyorneverbringsissuesofcon-cerntoprincipalorsupervisor
Protectstherightsofconfidentialityofindividualstu-dents,staff,andparents;workswithteam/departmentleadersandguidancestafftoprotectconfidentiality
Violatesoriscarelessaboutprotectingconfidentiality;rarelyorneverworkswithteam/departmentleadersandguidancestafftoprotectconfidentiality
A&S PGS Handbook 2011–2012 Leadership Standards, Criteria, and Descriptive Examples —39
MEETS STANDARD DOES NOT MEET STANDARD
Seeksoutandusesfeedbackfromcolleaguesandstake-holderstoevaluatetheimpactofhis/herownadminis-trativepractice;reflectsonhowtoimproveprocesses;identifiespersonalgoalsinaprofessionaldevelopmentplan(PDP)
Neitherseeksoutnoractsonfeedback;seeksbutdoesnotactonfeedback;setspersonalgoalsregardlessoffeedback
Assiststheprincipalorsupervisorinanalyzingschooltestdataforevidenceofcontinuousprogress;identifyingprioritiesandimplementingprogramsforhis/herprofes-sionalgrowthandthatofstaff
Rarelyorneverassiststheprincipalorsupervisorinana-lyzingtestdata,identifyingpriorities,andimplementingprogramsforprofessionalgrowth
Usesteam/departmentmeetingstosharedatafromavarietyofsources(e .g .,achievement,studentprogress,attendancedata)withstaff;makespresentationsatPTA,community,andstudentmeetingstosharedata;solicitssuggestionsforcontinuousimprovement
Rarelyorneversharesdatawithstaff;rarelyornevermakespresentationsatPTA,community,orstudentmeet-ings;rarelyorneversolicitssuggestionsforcontinuousimprovement;solicitssuggestionsbutdoesnotactonthem
Meetsprofessionalobligationsinacompleteandtimelymanner(e .g .,paperwork,deadlines)
Isoftenlateinmeetingprofessionalobligations;submitsincompleteand/orinaccurateproducts
Participatesinrequiredschool,cluster,andsystem-widemeetings;sharesinformationobtainedatmeetingswithschoolleadershipandstaff
Missesorarriveslatetomeetings;rarelyorneversharesinformationwithschoolleadership;rarelyorneversharesinformationwithschoolstaff
Standard VI: Each assistant principal, assistant school administrator, and coordinator of a school-based program is an educa-tional leader who promotes success for all students as he/she understands, responds to, and influences the larger political, social, economic, legal, and cultural context.
Performance Criteria1 . Expandspersonalknowledgeanddevelopsabilitiestorespondtocontinuouslychangingpolitical,social,cultural,and
economicconditionsthatimpactschoolsandtheschoolsystem .
2 . Demonstratesawarenessofandappliesknowledgeoflocal,state,andnationalpolicies,regulations,procedures,andlaws .
3 . Participatesinthedevelopmentofpolicies,programs,andbudgets,includingtheschoolimprovementplanprocess .
4 . Advocatesforstudents,staff,schoolcommunity,andtheschoolsystem .
5 . Articulatesthedistrict’sinitiatives,facilitatestheirimplementation,andassistsintheircontinuousimprovement .
Examples of understanding, responding to, and influencing the larger political, social, socioeconomic, legal, and cultural contextsThe assistant principal, assistant school administrator, or coordinator of a school-based program—
MEETS STANDARD DOES NOT MEET STANDARD
Demonstratesknowledgeoflocal,state,andnationaledu-cationalandculturaltrends,currentresearch,andbestpractices;createsopportunitiestosharethisknowledgewithteams/departments
Displayslittleornoknowledgeoflocal,state,andnationaleducationalandculturaltrends,currentresearch,andbestpractices;rarelyornevercreatesopportunitiestosharethisknowledgewithteams/departments
40 —Leadership Standards, Criteria, and Descriptive Examples A&S PGS Handbook 2011–2012
MEETS STANDARD DOES NOT MEET STANDARD
InterpretsandcomplieswithMCPSpolicies,regulationsandprocedures,aswellaslocal,state,andfederalman-dates(e .g .,specialeducation,504,searchandseizure,No Child Left Behind);providesopportunitiesforteam/departmentdiscussionandunderstanding
Misinterpretsand/orinadequatelycomplieswithMCPSpolicies,regulationsandprocedures,aswellaslocal,state,andfederalmandates;rarelyorneverprovidesopportuni-tiesforteam/departmentdiscussionandunderstanding
Meetswithstudents,staff,andtheschoolcommunitytofacilitatetheirunderstandingofMCPSpolicies,regula-tionsandprocedures,aswellaslocal,state,andfederalmandates
Rarelyornevermeetswithstudents,staff,andtheschoolcommunitytofacilitateunderstandingofMCPSpolices,regulationsandprocedures,aswellaslocal,state,andfederalmandates
Engagesinthepoliticalandsociallifeoftheschoolcom-munityactingasaliaisonfortheneedsoftheschoolandthestudentpopulation
Avoidsinvitationstoaddresscivicandcommunityorga-nizations;doesnotknoworinteractwithkeystakehold-ersacrossthebreadthofdemographicsintheschoolcommunity
Balancesparticipationinlocal,state,ornationalprofes-sionalassociationandorganizationactivitieswithday-to-dayschooloperationsandresponsibilities
Allowsprofessionalorganizationactivitiestosupersededay-to-dayschooloperationsandresponsibilities
Holdsmembershipinlocal,state,ornationalprofessionalassociationsandorganizations;participatesinprofes-sionalgrowthopportunitiesrelevanttoeducation(e .g .,coursework,workshops,conferences,research,studygroups)
Maintainslimitedornomembershipinprofessionalorganizations;rarelyorneverparticipatesinprofessionalgrowthopportunitiesrelevanttoeducation
Servesasaliaisonbetweentheschoolandlocalandstatetaskforcesorworkgroups;worksondevelopmentofpro-grams,policies,orbudgets
Rarelyorneveriswillingtoserveasliaison;rarelyorneverworksondevelopingprograms,policies,orbudgets
Helpstocommunicateknowledgeofthebudgetprocessanditsimpactonthelocalschooltostudents,staff,andtheschoolcommunity
Rarelyorneverhelpstocommunicateknowledgeofthebudgetprocess;provideslimitedorinadequatecommu-nicationaboutthebudgetprocessanditsimplicationstostudents,staff,andtheschoolcommunity
Sharesresponsibilityforadvocatingonbehalfofstudents,staff,andtheschoolcommunityfornecessaryresourcestosupportthegoalsandobjectivesoftheschool(e .g .,atmeetingsoftheBoardofEducation,civicassociations,pro-fessionalorganizations,countycouncil,budgethearings)
Rarelyorneversharesresponsibilityforadvocatingonbehalfofstudents,staff,andtheschoolcommunityfornecessaryresources
Explainstostudents,staff,andtheschoolcommunityhowthelocalschoolfitsintothelargercontextoftheschoolsystem
Provideslimitedorinadequateexplanationtostudents,staff,andtheschoolcommunityabouthowthelocalschoolfitsintothelargercontextoftheschoolsystem
Encouragesstudents,staff,andtheschoolcommunitytoworktogethertomeetthegoalsoftheMCPSstrategicplan
Rarelyorneverencouragesstudents,staff,andtheschoolcommunitytoworktogethertomeetthegoalsoftheMCPSstrategicplan
Sharesresponsibilityforprovidingfeedbackaboutpro-gramsandinitiativestoappropriateMCPSoffices;servesoncommittees,taskforces,andfocusgroupsevaluatingMCPSprogramsandinitiatives
RarelyorneverprovidesfeedbackaboutprogramsandinitiativestoappropriateMCPSoffices;rarelyorneverservesoncommittees,taskforces,orfocusgroupstoeval-uateMCPSprogramsandinitiatives
A&S PGS Handbook 2011–2012 Leadership Standards, Criteria, and Descriptive Examples —41
MEETS STANDARD DOES NOT MEET STANDARD
Articulatesalignmentoftheschoolimprovementplan-ningprocesswiththegoalsandinitiativesoftheMCPSstrategicplantostudents,staff,andtheschoolcommunity
DoesnotarticulatealignmentoftheschoolimprovementplanningprocesswiththegoalsandinitiativesoftheMCPSstrategicplan
Assiststheprincipalorsupervisorinmonitoringimple-mentationandprogressoftheschoolimprovementplan(SIP);assistsinupdatingitasappropriate;assistsinensuringthattheSIPreflectschangingpolitical,social,cultural,andeconomicconditions
RarelyorneverprovidesassistancetotheprincipalorsupervisorinmonitoringtheSIP,updatingit,orensuringthatitreflectschangingpolitical,social,cultural,andeco-nomicconditions
42 —Leadership Standards, Criteria, and Descriptive Examples A&S PGS Handbook 2011–2012
Central Services AdministratorsThesixleadershipstandardsthathavebeenestablishedfortheAdministrativeandSupervisoryProfessionalGrowthSystem(A&SPGS)arefurtherdefinedbyper-formancecriteriaforthepurposeofsupportingallcom-ponentsoftheA&SPGS .Thepurposeofthedescriptiveexamplesistocreateasamplepictureofwhatbeingacen-tralservicesadministratorlookslikewhenitmeetsordoesnotmeettheMCPSstandards .Thesedescriptiveexamplesarenotintendedtoisolatebehaviorsinachecklistortosuggestthateverypersoninoneofthesepositionsisexpectedtobedoingeverythingthatisdescribed .Theydefinearangeofbehaviorsandareintentionallydesignedtoreflectahighstandardofperformance .
Thestandards,performancecriteria,anddescriptiveexamplesincludedhereinaredesignedtobeappliedtoavarietyofadministratorswhohaveawiderangeofjobdescriptionsandresponsibilities .Thestandardsandcrite-riafortheseadministratorsarealignedwiththeexecutivestaffstandardsandthusservetocreatealinkamongcen-tralserviceadministratorsastheyachievethegoalsoftheirofficesandsuccessforallstudents .
Intheirroles,centralservicesadministratorsfunctionasimportantmembersoftheiroffices’leadershipteams .Theyworkundertheguidanceanddirectionoftheirimmediatesupervisors .Theyassistwithmanyofthetasksinvolvedinadministeringandsupervisingthetotalprogramandprovidingeducationalleadershipforstaffmembersconsistentwiththeeducationalgoalsoftheschoolsystem .Theirfunctionsmayincludeestablishingaclimateconducivetoresults,planningandcoordinat-ingprograms,decisionmaking,andmonitoringprogramprogress .Theyareexpectedtodemonstrateinitiativeandbeabletoproblemsolveusingtheirbestprofessionaljudgment .
Someofthedescriptiveexamplesmaynotapplytospe-cificadministrativepositionsorthepeoplefillingthepositions .Itisrecommendedthatsupervisorsreviewwiththepersonbeingevaluatedthedescriptiveexamplesandselectthosethatmostdirectlyapplytothepositionofthepersonbeingevaluated .Evaluatorsmayalsoapplydescriptorsoftheirowntotheevaluationprocessiftheybetterservethepurposeofgatheringandreportingevi-denceofmeetingornotmeetingthestandards .
Standard I: The central services administrator is a leader in the organization who promotes success for all students as he/she facilitates and supports the development, articulation, and implementation of the school system’s strategic plan.
Performance Criteria1 . Providesleadershipandfacilitatesthedevelopmentofasharedvisionforhowhis/herofficeorprogramcontributesto
studentsuccess .
2 . Ensuresthattheschoolsystem’sstrategicplanandvisionarecommunicatedtostaffandstakeholderssoastopromoteunderstandingandasharedcommitment .
3 . Providesleadershipfortheimplementationoftheschoolsystem’sstrategicplan .
4 . Developstheleadershipcapacityofstaffandstakeholderstosharetheresponsibilityforimplementingtheofficestrategicplan .
5 . Alignsprograms,practices,andresourcestosupportstudentsuccess .
6 . Facilitatesanongoingcollaborativeprocesstomonitor,evaluate,andreviseprogramsandpracticesbaseduponmul-tiplesourcesofdata .
7 . Fostersasharedcommitmenttohighstandardswithhighexpectationsforqualityservices .
Examples of evidence of development, leadership, facilitation, implementation, and articulationThe central services administrator—
MEETS STANDARD DOES NOT MEET STANDARD
Facilitatesanannualcollaborativeprocessfordevelopingandrefiningtheoffice/programsharedvisionforhowitcontributestostudentsuccess;establishespracticestokeeptheoffice/programvisionintheforefrontincollab-orativedecisionmaking
Doesnotfacilitateanannualcollaborativeprocessfordevelopingandrefiningtheoffice/programsharedvisionforhowitcontributestostudentsuccess;doesnotestab-lishpracticestokeeptheoffice/programvisionintheforefrontincollaborativedecisionmaking
A&S PGS Handbook 2011–2012 Leadership Standards, Criteria, and Descriptive Examples —43
MEETS STANDARD DOES NOT MEET STANDARD
Providesleadershipandguidancetohelpstaffunderstandhowprogramstrategicplanssupporttheofficestrategicplan,andhowtheofficestrategicplansupportstheschoolsystem’sstrategicplan
Provideslimitedornoleadership/guidancetohelpstaffunderstandhowprogramstrategicplanssupporttheofficestrategicplan,andhowtheofficestrategicplansup-portstheschoolsystem’sstrategicplan
Meetswithoffice/programstafftodiscusstheofficevisionforcontributingtostudentsuccess;solicitsinputfromstaffregardingtheoffice/programvisionandstrategicplans
Doesnotmeetwithoffice/programstafftodiscusstheofficevisionforcontributingtostudentsuccess;doesnotsolicitinputfromstaffregardingtheoffice/programvisionandstrategicplans
Communicatesoralandwrittenexamplesillustratingtheoffice/programvisionandstrategicplaninavarietyofsettings(e .g .,leadershipmeetings,committeemeetings,trainingsessions,grantapplications,etc .)
Doesnotcommunicatethevisionandstrategicplaninavarietyofsettings;communicationislimitedandnarrowlyfocused
Meetswithstakeholdersandprovidesoralandwrittenexplanationsoftheoffice/programvisionandstrategicplanandhowtheysupporttheschoolsystem’svisionandstrategicplan;solicitsinputfromstakeholdersregardingtheoffice/programvisionandstrategicplan;monitorsstaffresponsestostakeholderrequests,inquiries,andinput
Doesnotmeetwithstakeholdersandprovideoralandwrittenexplanationsoftheoffice/programvisionandstrategicplanandhowtheysupporttheschoolsystem’svisionandstrategicplan;doesnotsolicitinputfromstakeholdersregardingtheoffice/programvisionandstra-tegicplan;doesnotmonitorstaffresponsesstakeholderrequests,inquiries,andinput
Activelyinvolvesandcontinuallyencouragesstafftobecomeinvolvedinoffice/programdecisionmaking;encouragesstafftodeveloptheirowngoals,objectives,andactivitiestosupporttheoffice/programvisionandstrategicplan
Neitheractivelyinvolvesnorcontinuallyencouragesstafftobecomeinvolvedinoffice/programdecisionmak-ing;doesnotencouragestafftodeveloptheirowngoals,objectives,andactivities;discouragesstaffinputandparticipation
Workswithoffice/programstafftofacilitateclearunder-standingofappropriate,measurablegoalsforevaluatingprogresstowardtheoffice/programvision,goals,andobjectives;workswithoffice/programstafftodevelopplansformonitoringprogressandactivities;overseesmonitoringprocess
Rarelyorneverworkswithoffice/programstafftofacili-tateunderstanding;doesnotworkwithoffice/programstafftodevelopplansformonitoringprogresstowardgoals;doesnotoverseemonitoringprocess
Utilizeshumanandmaterialresourcestosupporttheoffice/programvisionandstrategicplan;identifiesandusesstate,federal,andothergrantfunds;partnerships;donations;etc .,tosupportactivitiesalignedwiththevision/strategicplan
Doesnotutilizehumanandmaterialresourcestosupporttheoffice/programvision;usesstate,federal,andothergrantfunds;partnerships;donations;etc .,tosupportactivitiesnotalignedwiththevision/strategicplan
Workswithstaffandstakeholderstoestablishtimelinesforcriticalprocesses/activitiesandbenchmarksformoni-toringsuccess(e .g .,safety/crisisandtransportationpoli-ciesandregulations,maintenanceschedules,curriculumimplementationguidelines,staffprofessionaldevelop-ment,etc .)
Spendslittleornotimeworkingwithstaffandstakehold-erstoestablishtimelinesforcriticalprocesses/activitiesandbenchmarksformonitoringstudentsuccess
Providesoversighttoensurethattimelinesaremetandstakeholdersreceivecompleteandunambiguousdocu-mentsandmaterials;solicitsinputfromstakeholdersregardingthequalityandtimelinessofprocesses,activi-ties,andmaterials
Provideslimitedornooversighttoensurethattimelinesaremetandstakeholdersreceivecompleteandunam-biguousdocumentsandmaterials;doesnotsolicitinputfromstakeholdersregardingthequalityandtimelinessofprocesses,activities,andmaterials
44 —Leadership Standards, Criteria, and Descriptive Examples A&S PGS Handbook 2011–2012
MEETS STANDARD DOES NOT MEET STANDARD
Usesdemographic,achievement,progress,andothersys-tem-widedatathatarerelevant(e .g .,courseenrollments,transportationlogs,maintenancelogs,safety/crisislogs,financialstatements,etc .)tosupporttheschoolsystem’sstrategicplanandvisionforstudentsuccess;analyzesandpresentsdatafromavarietyofsourcesastheyrelatetohowtheoffice/programsupportsthisvision;workswithoffice/programandschoolstaff,whereappropriate,tointerpretandusedatatomakeimprovements
Rarelyusesdemographicandachievementdatathatarerelevantinsupportingthestrategicplanandvision;neitheranalyzesnorpresentsdata;doesnotworkwithoffice/programandschoolstaff,whereappropriate,tointerpretandusedatatomakeimprovements
Usesavarietyofmethodstocommunicateprogressinsupportingtheschoolsystem’svisionandstrategicplantostaffandstakeholders
Usesonlylimitedmethodstocommunicateprogressinsupportingtheschoolsystem’svisionandstrategicplantostaffandstakeholders
Communicatesandcollaborateswithotheroffices,pro-grams,andschoolstosupporttheschoolsystem’sstrate-gicplanandvisionforsuccessforallstudents
Neithercommunicatesnorcollaborateswithotheroffices,programs,orschools;resistsinterofficeorinter-programcommunicationandcollaboration
Standard II: The central services administrator is a leader in the organization who promotes success for all students as he/she cre-ates and sustains a culture of professional growth and high expectations to support the school system’s strategic plan.
Performance Criteria1 . Promotestheprinciplethateverychildcanlearnandsucceed .
2 . Promoteshighexpectationsforthedeliveryofqualityproducts,programs,andservices .
3 . Designs,supports,andmonitorstheeffectiveimplementationofschoolsysteminitiatives .
4 . Engagesinacontinuousimprovementprocesstoattainperformanceexcellence .
5 . Fostersaprofessionallearningcommunity .
6 . Promotesanofficeclimatethatcultivatesintellectualcuriosity,stimulatesinnovation,andvaluesdiversity .
7 . Ensuresthattheprofessionalgrowthsystemsforallstaffareimplementedwithquality .
Examples of evidence of high expectations and professional growthThe central services administrator—
MEETS STANDARD DOES NOT MEET STANDARD
Communicateskeybeliefsaboutstudentlearningtostaff,students,families,andcommunities: • Learningisimportant • Allstudentscanlearn • Wemustnotgiveuponstudentsandlearning • Effectiveeffortleadstostudentachievement
Communicateswaysinwhichoffice/programgoalsandactivitiessupportthesebeliefs;createsopportunitiesforstafftoreflectandshareonhowtheycontributetostudentlearningSendsmessagestostaff,students,families,andcommunitiesthatdonotsupportstudentlearning;com-municationsconveythatthesemessagesareimportantforsomegroups,butnotothers;doesnotcommunicatewaysinwhichoffice/programgoalsandactivitiessupportthesebeliefs;rarelyornevercreatesopportunitiesforstafftoreflectandshareonhowtheycontributetostudentlearning
A&S PGS Handbook 2011–2012 Leadership Standards, Criteria, and Descriptive Examples —45
MEETS STANDARD DOES NOT MEET STANDARD
Providesexamplesofhighexpectationsforthedeliveryofqualityproducts,programs,andservicesbasedonnational,state,andlocaleducationandindustrystan-dards;modelswaysofdevelopinganddeliveringqualityproducts,programs,andservices .Providestimeduringoffice/programmeetingstoemphasizetheimportanceofhighexpectationsforthedeliveryofqualityproducts,pro-grams,andservices
Provideslimitedornoexamplesillustratinghighexpecta-tionsforthedeliveryofqualityproducts,programs,andservices;examplesprovidedarenotclear;rarelyornevermodelswaysofdevelopinganddeliveringqualityprod-ucts,programs,andservices .Rarelyorneverprovidestimeduringoffice/programmeetingstoemphasizetheimportanceofhighexpectationsforthedeliveryofqualityproducts,programs,andservices
Workswithoffice/programstafftofacilitateclearunder-standingofappropriate,measurablegoalsforevaluatingprogresstowardtheoffice/programstrategicplan,goals,andobjectives
Rarelyorneverworkswithoffice/programstafftofacili-tateunderstanding
Ensuresthatimplementationplansaredevelopedthatincludecriticalprocesses,activities,andbenchmarks;monitorsthattimelinesaremet;solicitsfeedbackfromstakeholdersregardingthequality,timeliness,andeffec-tivenessofimplementationplansandactivities
Doesnotensurethatimplementationplansaredevelopedthatincludecriticalprocesses,activities,andbenchmarks;doesnotmonitorthattimelinesaremet;doesnotsolicitfeedbackfromstakeholdersregardingthequality,time-liness,andeffectivenessofimplementationplansandactivities
Usesdatasources(e .g .,datawarehouse,SIMS,IMS,office/programannualprogressdata,stateandnationaldata,customerfeedbackandsatisfactionsurveys)tomon-itorqualityofproducts,programs,andservices
Rarelyorneverusesdatasourcestomonitorqualityofproducts,programs,andservices
Providestimeduringoffice/programmeetingsforstafftoanalyzeanddiscussnational,state,system-wide,andoffice/programprogressdata;facilitatesstaffanalysisofdata
Rarelyorneverprovidestimeduringoffice/programmeetingsforstafftoanalyzeanddiscussdata;doesnotfacilitatestaffanalysisofdata
Fostersacollaborativeatmosphereforrevisingproducts,programs,services,andimplementationplansbasedonprogressdata;encouragesstafftoprovideinput
Doesnotfosteracollaborativeatmosphereforrevisingproducts,programs,services,andimplementationplans;revisionsarenotbasedonprogressdata;rarelyorneverencouragesstafftoprovideinput
Workscollaborativelywithstafftodevelopandarticulateprofessionalgrowthobjectivesthatsupportdeliveryofqualityproducts,programs,andservicesandsustaincon-tinuousimprovement
Rarelyorneverworkswithstafftoarticulateprofessionalgrowthobjectives;doesnotworkcollaborativelywithstafftodevelopandarticulateobjectives
Usesprofessionalgrowthsystemconferencetimetopro-videevidenceofstaff’sattainmentofobjectives;providesanenvironmentinwhichstaff’sstrengthsand/orweak-nessescanbediscussedwithcandor
Doesnotuseprofessionalgrowthsystemconferencetimetoprovideevidenceofstaff’sattainmentofobjec-tives;rarelyorneverprovidesanenvironmentinwhichstaff’sstrengthsand/orweaknessescanbediscussedwithcandor
Createsopportunitiesduringmeetingsfordiscussionsofandreflectionsonresearch;encouragesstafftolearnandpursueeffectivepractices;keepsstaffinformedofprofes-sionaldevelopmentopportunities;keepsstaffabreastoftrends
Rarelyornevercreatesopportunitiesfordiscussionorreflectiononresearch;doesnotencouragestafftolearnandpursueeffectivepractices;doesnotprovidestaffwithinformationaboutprofessionaldevelopmentopportuni-ties;doesnotkeepstaffabreastoftrends
Usesavailablefundstosupportstaffattendanceatprofes-sionalconferencesandtrainingsessions
Doesnotuseavailablefundstosupportstaffattendanceatprofessionalconferencesandtrainingsessions
46 —Leadership Standards, Criteria, and Descriptive Examples A&S PGS Handbook 2011–2012
MEETS STANDARD DOES NOT MEET STANDARD
Facilitatesaclimateinwhichintellectualcuriosityandinnovationareencouragedanddiversityisvalued;regu-larlysolicitsinputfromstaffregardingtheofficeclimate;recognizesstaffworkandcontributionspersonallyandpublicly
Discouragesorignoresstaffintellectualcuriosityandinnovation;acceptsintellectualcuriosityandinnovationfromselectedstaffmembers;doesnotsolicitinputfromstaffregardingtheofficeclimate;rarelyorneverrecog-nizesstaffwork/contributions
RecruitsandworkstowardretainingstaffwhoknowandsharethediversityoftheMCPScommunity
MakeslimitedornoattemptstorecruitandretainstaffwhoknowandsharethediversityoftheMCPScommunity
Selectscandidatesforopenpositionswhobestexemplifythebeliefsandgoalsoftheschoolsystem
Doesnotconsiderschoolsystembeliefsandgoalswhenselectingcandidatesforopenpositions
Standard III: The central services administrator is an educational leader who promotes success for all students as he/she ensures the effective and efficient management of his/her office or program.
Performance Criteria 1 . Demonstratesknowledgeandskillsnecessaryforhis/herposition .
2 . Mobilizespeopleandcoordinatestheireffortstoachievetargetedresults .
3 . Developsandsupervisesefficientprocessesinordertomaximizeperformance .
4 . Managesresourcestocultivateandsupportasafeandhealthyworkenvironment .
5 . Ensuresthattheallocationofresourcesisalignedwiththestrategicplanoftheschoolsystem .
6 . Buildsthecapacityofhis/herofficetorespondtotheneedsofstudents,staff,andthecommunity .
Examples of evidence of management of processes, practices, and resourcesThe central services administrator—
MEETS STANDARD DOES NOT MEET STANDARD
Demonstratesknowledgeandskillsnecessaryforhis/herposition(e .g .,effectivemanagementskills,oralandwrit-tencommunicationskills,knowledgeoffederalandstatelaw,currentresearchandtrends,budgetprocesses,andtechnologyapplications,etc .)
Demonstrateslimitedknowledgeandskillsnecessaryforhis/herposition
Usesaresearch-based,systematicprocess(e .g .,FrameworkforTeachingandLearning,BaldrigeCategoriesandCoreValues,10-stepprocess,etc .)withMCPSlook-forstoassistinguidingcontinuousimprove-mentthatsupportssystemicchange
Doesnotusearesearch-based,systematicprocesstoassistinguidingcontinuousimprovement;doesnotusetheBaldrigeCategoriesandCoreValues;rarelyorneverusesMCPSlook-fors
Developsandimplementseffectiveprocesses(well-defined,well-designedandwell-deployed)tosuperviseanddevelopstaffeffectivenessonestablishedperfor-mancecriteria
Inadequatelyimplementseffectiveprocesses;processesarenotwelldefinedornotwelldeployed
UsesqualitytoolssuchasthePlan,Do,Study,Act(PDSA)cycleofcontinuousimprovementtodetermineprocesses’effectiveness
RarelyorneverusesqualitytoolssuchasthePlan,Do,Study,Act(PDSA)cycleofcontinuousimprovement
A&S PGS Handbook 2011–2012 Leadership Standards, Criteria, and Descriptive Examples —47
MEETS STANDARD DOES NOT MEET STANDARD
Delegatesresponsibilitiestoavarietyofappropriatestaff;empowersthemtoassumealeadershiproleinthedeci-sion-makingprocess;monitorsandprovidesfeedbacktostaffwithregardtoperformanceoftheseresponsibilities
Rarelyorneverdelegatesresponsibilities;delegatesresponsibilitiestolimitedstaff;neithermonitorsnorpro-videsfeedbacktostaffwithregardtotheirperformance
Developsandimplementseffectiveprocesses(well-defined,well-designed,andwell-deployed)tomonitorsystem-widedata(e .g .,enrollmentinHonors/AP,specialeducation,andESOLclasses,MSDEdata,attendance,safetyandsecuritylogs,teachercertification,etc .)tobestmeetstudents’andtheschoolsystem’sneeds
Rarelyornevermonitorssystem-widedatatobestmeetstudents’andtheschoolsystem’sneeds
Withstaff,developsayearlyworkplanusingtheBaldrigeCategoriesandCoreValuestoorganizetheoffice/pro-gramanddelineateprioritiesandresponsibilitiesofstaff;engagesstaffinmonitoringworkplanprogressandmakesrevisionsasneeded;solicitsinputfromstakeholdersregardingoffice/programeffectivenessbyusingavarietyofqualitytools(e .g .,surveys,pluses/deltas,PDSA)
Doesnotdevelopayearlyworkplantoorganizetheoffice/programanddelineateprioritiesandresponsibili-tiesofstaff;neithermonitorsnorrevisesworkplanasneeded;doesnotsolicitinputfromstakeholdersregard-ingoffice/programeffectiveness
Identifiesanddevelopsteamleaderswhodemonstratethecapacitytomotivateandworkcollaborativelywithothers,communicateeffectively,makedecisions,andini-tiatechange;developsleadershipfromwithinthestaff
Neitheridentifiesnordevelopsteamleaderswhodemon-stratethecapacitytomotivateandworkcollaborativelywithothers,communicateeffectively,makedecisions,andinitiatechange;doesnotdevelopleadershipfromwithinthestaff
Ensuresthatmentoringopportunitiesareavailabletoshareandenhancestaffknowledgeandexpertise;assessesproducts,processes,andprogramsfortheirrel-evancetotheschoolsystem’sstrategicplan;usesavailabledataforcontinuousimprovement
Doesnotensurethatmentoringopportunitiesareavail-able;discouragesstaff-mentoringactivities;rarelyorneverassessesproducts,processes,andprogramsfortheirrelevancetotheschoolsystem’sstrategicplan;doesnotuseavailabledatatoevaluateandimproveprograms
Usestechnologytools(e .g .,spreadsheets,schedulingsoft-ware,financialsoftware,systemofsharedaccountability)tomonitoroffice,program,andschooloperations,asappropriate;workswithoffice,program,andschoolstaffasappropriatetoenhancetheirunderstandingoftechnol-ogytools
Rarelyorneverusestechnologytoolstomonitoropera-tions;doesnotworkwithoffice,program,orschoolstaff,asappropriate,toenhancetheirunderstandingoftech-nologytools
Establishesclearexpectationsforoffice/programandschoolstaff,asappropriate,inrespondingtosafetyandhealthregulations;ensuresthatstaffunderstandandcomplywithsafetyandhealthregulations
Doesnotestablishclearexpectationsforstaffinrespond-ingtosafetyandhealthregulations;doesnotensurethatstaffunderstandandcomplywithsafetyandhealthregulations
Conductsormonitorsemergencydrills(e .g .,fire,codeblue,codered,asappropriate)thatareinconformancewithregulationsprovidedbyMontgomeryCountygovern-mentthatstaffunderstandandcomplywithemergencyregulations
Neitherconductsnormonitorsemergencydrillsasappro-priate;doesnotensurethatstaffunderstandandcomplywithemergencyregulations
48 —Leadership Standards, Criteria, and Descriptive Examples A&S PGS Handbook 2011–2012
MEETS STANDARD DOES NOT MEET STANDARD
Allocateshumanandmaterialresourcestoalignwiththeschoolsystem’sstrategicplan;workstodevelopanannualbudgetfortheoffice/programthatsupportsthestrategicplan;workswithoffice/programandschoolleaders,asappropriate,tofacilitateunderstandingofbudgetandresourcepriorities
Doesnotallocatehumanandmaterialresourcestoalignwiththeschoolsystem’sstrategicplan;allowsdevelop-mentofanannualbudgetthatallocatesresourcesforpurposesthatdonotalignwiththestrategicplan;rarelyorneverworkswithoffice,program,orschoolleaderstofacilitateunderstandingofbudgetandresourcepriorities
Recognizestheevolvingneedsoftheschoolsystem(e .g .,changesinthestudentpopulation,conditionofschoolsystemfacilities)andworkswithotherschoolsystemstafftoplantoaddresstheseneeds
Rarelyorneverrecognizesevolvingneedsoftheschoolsystem;doesnotworkwithotherschoolsystemstafftoplantoaddresstheseneeds
Providesstructuresandprocessesthatpromoteeffec-tivecommunicationandtimelyresolutionofconflicts;assistsinestablishingandmaintainingregularprocedureswherebystaffareabletocommunicateconcerns;solicitsinputfromstakeholdersregardingcommunications
Doesnotprovidestructuresandprocessesthatpro-moteeffectivecommunicationandtimelyresolutionofconflicts;neitherestablishesnormaintainsregularprocedureswherebystaffareabletocommunicatecon-cerns;doesnotsolicitinputfromstakeholdersregardingcommunications
Applieschangetheoryprinciplestosupportcontinuousimprovement
Doesnotapplychangetheoryprinciplestosupportcon-tinuousimprovement
Standard IV: The central services administrator is an educational leader who promotes success for all students as he/she col-laborates with stakeholder groups, including students, staff, families, community members, business partners, and community agencies.
Performance Criteria1 . Identifiesandengagesthebroadest,mostdiverserangeofstakeholdersnecessaryforcontinuousimprovement .
2 . Formscollaborativepartnershipstostrengthenprograms,solicitinputandfeedback,andsupportofficegoals .
3 . Nurturesandpromotesaworkplaceculturethatincludesstakeholdersfromdiversebackgroundsandethnicities .
4 . Considersindividualandgroupdifferencesandtreatsallstakeholderswithrespect .
5 . Demonstrateseffectivecommunicationandcollaborationwithallstakeholders .
Examples of collaboration with stakeholder groupsThe central services administrator —
MEETS STANDARD DOES NOT MEET STANDARD
Identifiesandinvolvesabroad,diverserangeofstake-holders(e .g .,professionalandsupportingservicesstaff,schoolrepresentatives,communitymembers,advocacygroups,etc .)inoffice/programplanninganddecisionmaking;interactseffectivelywithstakeholders
Neitheridentifiesnorinvolvesabroad,diverserangeofstakeholdersinoffice/programplanninganddecisionmaking;doesnotinteracteffectivelywithstakeholders
Solicitsinputfromstakeholdergroupsthroughavarietyofmethods(e .g .,focusgroupdiscussions,studycircles,advi-sorygroups,meetingswithschoolandcommunitymem-bers)tocollaborativelyidentifyandsolveproblems
Doesnotsolicitinput;useslimitedmethodstosolicitinput;rarelyorneverworkscollaborativelytoidentifyandsolveproblems
A&S PGS Handbook 2011–2012 Leadership Standards, Criteria, and Descriptive Examples —49
MEETS STANDARD DOES NOT MEET STANDARD
Monitorsthatallrelevantstaffandstakeholdergroupsarerepresentedatmeetingsandactivelyinvolvedinplanninganddecisionmaking
Doesnotmonitorthatallrelevantstaffandstakeholdergroupsarerepresentedatmeetingsandactivelyinvolved
Ensuresthatmeetingsareheldattimesandinlocationsthatmakethemeasilyaccessibletostaffandstakeholders
Doesnotensurethatmeetingsareheldattimesandinlocationsthatmakethemeasilyaccessibletostaffandstakeholders
Utilizesdatafromstaff,student,andparentschoolsurveyssuchasenvironment,Baldrige,andotherstocelebratesuccessesandengageincollaborativeproblemsolvingwithstaffandstakeholders
Doesnotutilizedata;neitherengagesincelebratingsuc-cessesnorengagesincollaborativeproblem-solvingwithstaffandstakeholders
Workswithintheschoolsystem’sadministrativeprocessestoidentifyandmaximizegrowthofstaffwhoreflectthediversityoftheMCPScommunity
Rarelyorneverworkswithintheschoolsystem’sadmin-istrativeprocessestoidentifyandmaximizegrowthofdiversestaffmembers
Collaborateswithotherschoolsystemofficesandcom-munityagenciestoinformstakeholdersabouthealth,social,andotherservicesthatstudentsandfamiliesneed;refersstudentsandfamiliestootherofficesorcommunityagenciesasneeded
Doesnotcollaboratewithotherschoolsystemofficesandcommunityagencies;rarelyorneverrefersstudentsandfamiliestootherofficesorcommunityagencies
Servesasaliaisonbetweentheschoolsystemandstake-holdergroups;communicateswithstakeholdersandarticulatestrendsthataffectthem
Rarelyorneveriswillingtoserveasliaisonbetweentheschoolsystemandstakeholdergroups;rarelyornevercommunicateswithstakeholders;ineffectivelyarticulatestrends
Solicitsinformationaboutschool,family,andcommunityconcerns,expectations,andneedsapplicabletotheworkandcultureoftheschoolsystemandschools
Rarelyorneversolicitsinformationaboutschool,family,andcommunityconcerns,expectations,andneedsappli-cabletotheworkandcultureoftheschoolsystemandschools
Usesinformationobtainedtoaddresstheneedsofdiffer-entgroups(e .g .,specialeducation,gifted/talented,ESOL)
Doesnotuseinformationobtainedtoaddresstheneedsofdifferentgroups
Articulatesaclearprocessforusingoutsideresourcestostrengthenprograms;solicitsfunds/seeksgrantsfromavarietyofsources(e .g .,community,civicgroups,localgovernment,businessfoundations)tosupportprograms
Doesnotarticulateaprocessforusingoutsideresourcestostrengthenprograms;processisunclear;doesnotsolicitfunds/seekgrantstosupportprograms
Servesasaliaisonbetweentheschoolsystemandbusi-nessandcommunitygroupstoobtainfinancialsupport,materials,andmentorsforstudents,staff,andprograms;encouragesstafftoserveasliaisons
Rarelyorneverservesasaliaisonbetweentheschoolsystemandbusinessandcommunitygroups;doesnotencouragestafftoserveasliaisons
Servesasaliaisonbetweentheschoolsystemandhighereducationinstitutionstofosterstaffprofessionaldevelop-mentandstrengthenprograms;encouragesstafftoserveasliaisons
Rarelyorneverservesasaliaisonbetweentheschoolsys-temandhighereducationinstitutions;doesnotencour-agestafftoserveasliaisons
50 —Leadership Standards, Criteria, and Descriptive Examples A&S PGS Handbook 2011–2012
MEETS STANDARD DOES NOT MEET STANDARD
Supportsopportunitiestopilotprofessionalorganization,highereducation,andcommunity-basedprogramsthatsupporttheschoolsystem’sstrategicplan;participatesinresearch(ifapplicable)
Doesnotsupportopportunitiestopilotprofessionalorganization,highereducation,orcommunity-basedprogramsthatsupporttheschoolsystem’sstrategicplan;unwillingtoparticipateinresearch
Respectsallgroupsandtheirpriorities;treatsallstake-holdersequitably;respondsequitablytoschool,parent,student,staff,andcommunityconcerns
Displaysdisrespectfulbehaviors;respondstosomestake-holdergroupsmorefavorablythanothers
Respondspromptlytoschoolandcommunityrequests(e .g .,forinformation,resources,problem-solving,useofthebuildingandgrounds)
Doesnotrespondordoesnotrespondpromptlytoschoolandcommunityrequests
Workscollaborativelywithstaffandstakeholderstorec-ognizeandcelebratedifferencesinculturesthroughpro-grammaterials,activities,andprocesses
Rarelyorneverworkscollaborativelywithstaffandstake-holders;doesnotrecognizeandcelebratedifferencesinculturesthroughprogrammaterials,activities,andprocesses
Communicateswithallstakeholdersinatimelyandopenmanner;ensuresthatoffice/programstaffcommuni-cateeffectivelywithstakeholders;modelscollaborativeleadership
Communicateswithonlysomestakeholders;rarelyornevercommunicatesinatimelymanner;communicatespartialinformationtostakeholders;doesnotensurethatoffice/programstaffcommunicateeffectivelywithstake-holders;rarelyornevermodelscollaborativeleadership
Standard V: The central services administrator is an educational leader who promotes success for all students as he/she models professionalism and professional growth to create a positive work environment.
Performance Criteria1 . Establishestrustanddemonstratesopennessandrespectinrelationshipsanddecision-makingprocesses .
2 . Seeksandusesfeedbackandreflectsonhis/herleadershipandtheimpactithasonothers .
3 . Establishescollaborativeprocesseswithdiversegroupstodevelopandaccomplishcommongoals .
4 . Demonstratesvalues,beliefs,attitudes,andethicalbehaviorsthatinspireothers .
5 . Demonstratescommitmenttocontinuousimprovement .
6 . Usesdatafromavarietyofsourcestoconductapersonalassessmentofhis/herownprofessionalgrowthandcontinu-ousimprovement .
Examples of evidence of modeling professionalism and professional growthThe central services administrator—
MEETS STANDARD DOES NOT MEET STANDARD
Demonstratesapersonalandprofessionalcodeofethics(e .g .,corevaluesandbeliefssuchashonestyandinteg-rity)informalandinformalsettings;praisesstaffforethi-calactionsandpositivecharactertraits
Actsregardlessofcommonstandardsofethical,profes-sionalbehavior;allowspersonalfeelingstointerferewithprofessionalcodeofethicsandcorevalues;rarelyorneverpraisesstaffforethicalactionsandpositivecharactertraits
Modelslifelonglearningandencourageslifelonglearninginothers
Rarelyorneverseeksoutopportunitiestolearn;doesnotencouragelifelonglearninginothers
A&S PGS Handbook 2011–2012 Leadership Standards, Criteria, and Descriptive Examples —51
MEETS STANDARD DOES NOT MEET STANDARD
Modelsprofessionalisminbehaviorandappearance;dressesappropriatelyforoccasions/activities;demon-stratesdedicationtohis/herresponsibilities
Behaviorissometimesviewedasinappropriatebyothers;appearanceanddressaresometimesinappropriateforoccasions/activities;dedicationtoresponsibilitiesisfre-quentlynotevident
Communicateskeybeliefsaboutstudentlearningtostaff,students,families,andcommunities:•Learningisimportant•Allstudentscanlearn•Wemustnotgiveuponstudentsandtheirlearning•Effectiveeffortleadstostudentachievement
Communicateswaysinwhichoffice/programgoalsandactivitiessupportthesebeliefs .Sendsmessagestostaff,students,families,andcommunitiesthatdonotsupportstudentlearning;communicationsconveythatthesemes-sagesareimportantforsomegroups,butnotothers;doesnotcommunicatewaysinwhichoffice/programgoalsandactivitiessupportthesebeliefs
Establishesprocesseswherebyinputfromadiversegroupofstakeholdersiscollectedinavarietyofways(e .g .,throughconferences,meetings,surveys,e-mails,telephonecalls,etc .),analyzed,andusedforcontinuousimprovementofoffice/programgoals,activities,andpri-orityareas;seeksparticipationbyallstakeholdergroupsintheprocessofdecisionmaking
Doesnotestablishprocesseswherebyinputfromadiversegroupofstakeholdersiscollectedinavarietyofways,analyzed,andusedforcontinuousimprovement;doesnotseekparticipationbyallstakeholdergroups;encouragessomegroupsbutnotothers
Utilizesmultiplestrategiesforensuringtheparticipa-tionofallstakeholdersindevelopment,implementation,evaluation,andrevisionoftheoffice/programgoalsandactivities
Utilizeslimitedstrategiestoensuretheparticipationofallstakeholdersindevelopment,implementation,evalua-tion,andrevisionoftheoffice/programgoalsandactivi-ties;isnotproactiveininvitingstakeholderparticipation
Facilitatesaclimateinwhichinputandinnovationbyprofessionalandsupportingservicesstaffareencouragedandvalued
Discouragesorignoresstaffinputandinnovation;acceptsinputandinnovationfromselectedstaff
Encouragesoffice/programprofessionalandsupportingservicesstafftomeet,reflect,andhaveinputonsignifi-cantdecisions;establishesopportunitiesforstafftopro-videinput
Rarelyorneverencouragesoffice/programprofessionalandsupportingservicesstafftomeet,reflect,andhaveinputonsignificantdecisions;frequentlyrestrictsoppor-tunitiesforstaffinput
Createsopportunitiesforprofessionalandsupportingservicesstafftoassumeleadershiporexpandedrolesintheoffice/program;actsasamentorindevelopingstaffleadershipcapacity
Rarelyornevercreatesopportunitiesforprofessionalandsupportingservicesstafftoassumeleadershiporexpandedrolesintheoffice/program;limitsopportunitiesforsomestaff;doesnotactasamentor
Motivatesstafftowardhighlevelsofperformance;readsrelevanteducationalandmanagementliteratureandfacilitatesoffice/programdiscussionsaboutcurrentresearch
Rarelyornevermotivatesstafftowardhighlevelsofperformance;doesnotreadrelevanteducationalandmanagementliterature;rarelyorneverfacilitatesoffice/programdiscussionsaboutcurrentresearch
Displaysrespectfulbehaviorstoallgroups;monitorsthatrespectispervasiveamongstaff;listenstoandactscon-structivelyonstaffandstakeholderconcerns
Displaysdisrespectfulbehaviors;displaysdifferentbehaviorstowarddifferentgroups;doesnotmonitorthatrespectispervasive;neitherlistenstonoractsconstruc-tivelyonstaffandstakeholderconcerns
Protectstherightsofconfidentialityofindividualstaff,students,andfamilies;workswithoffice/programstafftoprotectconfidentiality
Violatesoriscarelessaboutprotectingconfidential-ity;doesnotworkwithoffice/programstafftoprotectconfidentiality
52 —Leadership Standards, Criteria, and Descriptive Examples A&S PGS Handbook 2011–2012
MEETS STANDARD DOES NOT MEET STANDARD
Seeksoutandusesfeedbackfromstaff,colleaguesandstakeholderstoevaluatetheimpactofhis/herownadministrativepractice;reflectsonhowtoimprovepro-cesses;identifiespersonalgoalsinaprofessionaldevelop-mentplan(PDP)
Neitherseeksoutnoractsonfeedback;seeksbutdoesnotactonfeedback;setspersonalgoalsregardlessoffeedback
Usesavarietyofdata(e .g .,performancereports,progresstowardBaldrigegoals,etc .)andcollaborateswithhis/hersupervisortomonitorcontinuousprogress,identifypri-orities,andimplementprogramsforhis/herprofessionalgrowth
Doesnotuseavarietyofdatatomonitorcontinuousprog-ress;rarelycollaborateswithhis/hersupervisor;rarelyorneveridentifiesprioritiesorimplementsprogramsforprofessionalgrowth
Usesoffice/programmeetingstosharedatafromavarietyofsourceswithstaff;solicitssuggestionsforcontinuousimprovement;implementssuggestionsasrelevant
Doesnotsharedatawithstaff;doesnotsolicitsugges-tionsforcontinuousimprovement;solicitssuggestionsbutdoesnotactonthem;rarelyorneverimplementssuggestions
Meetsprofessionalobligationsinacompleteandtimelymanner(e .g .,paperwork,deadlines);demonstratesahighlevelofregardforothersaffectedbyhis/herworkhabits
Isoftenlateinmeetingprofessionalobligations;submitsincompleteand/orinaccurateproducts;frequentlydem-onstratesdisregardforothersaffectedbyhis/herworkhabits
Participatesinrequiredoffice,program,cluster,andsys-temwidemeetings;sharesinformationobtainedatmeet-ingswithstaff
Arriveslateorisabsentfromrequiredoffice,program,cluster,andsystemwidemeetings;rarelyorneversharesinformationfrommeetingswithstaff
Standard VI: The central services administrator is an educational leader who promotes success for all students as he/she under-stands, responds to, and influences the political, social, economic, legal, and cultural contexts of the school system.
Performance Criteria1 . Expandspersonalknowledgeanddevelopsabilitiestorespondtochangingconditionsthataffecttheworkplaceand
theschoolsystem .
2 . Acquiresandappliesknowledgeofpolicies,regulations,procedures,andlaws .
3 . Participatesinthedevelopmentofpolicies,programs,andbudgets .
4 . Advocatesforstudents,staff,families,communities,andtheschoolsystem .
5 . Developsandcommunicatesstrategiestoimplementnewinitiatives .
6 . Representstheinterestsoftheofficeandschoolsystemwhenengagingwithlocal,state,national,andgovernmentalgroups/agencies .
Examples of understanding, responding to, and influencing the larger political, social, economic, legal, and cultural contextsThe central services administrator—
MEETS STANDARD DOES NOT MEET STANDARD
Demonstratesknowledgeoflocal,state,andnationaledu-cationalandculturaltrends,currentresearch,andbestpractices;createsopportunitiestosharethisknowledgewithoffice/programstaff
Demonstrateslittleornoknowledgeoflocal,state,andnationaleducationalandculturaltrends,currentresearch,andbestpractices;rarelyornevercreatesopportunitiestosharethisknowledgewithoffice/programstaff
A&S PGS Handbook 2011–2012 Leadership Standards, Criteria, and Descriptive Examples —53
MEETS STANDARD DOES NOT MEET STANDARD
InterpretsandcomplieswithMCPSpolicies,regulationsandprocedures,aswellaslocal,state,andfederalman-dates(e .g .,specialeducation,504,searchandseizure,No Child Left Behind)astheyapplytotheoffice/programmissionandresponsibilities;assistsindevelopingregula-tionsandpolicesasrelevant
Misinterpretsand/orinadequatelycomplieswithMCPSpolicies,regulationsandprocedures,aswellaslocal,state,andfederalmandates;doesnotapplypolicies,regu-lationsorprocedurestotheoffice/programmissionandresponsibilities;doesnotassistindevelopingregulationsandpoliciesasrelevant
Meetswithoffice/programstaff,staffinotherCentralServicesoffices/programs,andcommunitymemberstofacilitatetheirunderstandingofMCPSpolicies,regula-tions,andprocedures,aswellaslocal,state,andfederalmandates;discusseshowtheoffice/programsupportsthepolicies,regulations,procedures,andmandates
Rarelyornevermeetswithoffice/programstaff,staffinotherCentralServicesoffices/programs,andcommunitymemberstofacilitateunderstandingofMCPSpolices,regulations,andproceduresaswellaslocal,state,andfederalmandates;provideslimitedornodiscussionofhowtheoffice/programsupportsthepolicies,regulations,procedures,andmandates
Engagesinbusiness,industry,civic,andcommunityactivitiestofurtherunderstandthepoliticalandsociallifeofthecommunity;actsasaliaisonbetweentheschoolsystemandspecificadvocacygroupsservedbytheoffice/programmissionandresponsibilities;monitorsthatstaffcommunicateandinteracteffectivelywithstakeholdersandadvocacygroups
Avoidsinvitationstomeetwithoraddressbusiness,industry,civic,andcommunityorganizations;doesnotknoworinteractwithkeystakeholderswhorepresentthebreadthofdemographicsinschoolsystemcommunitygroups;rarelyorneverinteractswithadvocacygroups;doesnotmonitorcommunications/interactionsbetweenstaffandstakeholdersandadvocacygroups
Participatesinlocal,state,ornationalprofessionalasso-ciationandorganizationactivitiestoenhancepersonalknowledgeandskillsrelevanttoeducationand/orman-agement(e .g .,coursework,workshops,conferences,studygroups,etc .)
Rarelyorneverparticipatesinprofessionalassociation/organizationactivitiestoenhancepersonalknowledgeandskillsrelevanttoeducationand/ormanagement
Balancesparticipationinlocal,state,ornationalprofes-sionalassociationandorganizationactivitieswithday-to-dayoffice/programoperationsandresponsibilities
Allowsprofessionalorganizationactivitiestosupersededay-to-dayoffice/programoperationsandresponsibilities
Participatesin,ordelegatesstafftoparticipatein,localandstatetaskforcesorworkgroups;worksondevelop-mentofprograms,policies,budgets,andcompliancereports
Rarelyorneverparticipatesinordelegatesstafftopartici-pateinlocalandstatetaskforcesorworkgroups;rarelyorneverworksondevelopingprograms,policies,budgets,orcompliancereports
Communicatesknowledgeofthebudgetprocessanditsimpactonoffice/programinitiativesandactivitiestostakeholders;workswithstakeholderstofostertheirunderstandingandknowledge
Rarelyornevercommunicatesknowledgeofthebudgetprocess;provideslimitedorinadequatecommunicationaboutitsimpactonoffice/programinitiativesandactivi-ties;doesnotworkwithstakeholderstofosterunder-standingandknowledge
Advocatesonbehalfofstudents,staff,families,com-munities,andtheschoolsystemfornecessaryresourcesandprogramstosupportthegoalsandobjectivesoftheschoolsystem(e .g .,atmeetingsoftheBoardofEducation,professionalassociations,countycouncil,statemeetings,businessandindustrypartnerships,etc .)
Doesnotadvocateonbehalfofstudents,staff,fami-lies,communities,andtheschoolsystemfornecessaryresourcesandprograms
54 —Leadership Standards, Criteria, and Descriptive Examples A&S PGS Handbook 2011–2012
MEETS STANDARD DOES NOT MEET STANDARD
Explainstostaffandotherstakeholdershowtheoffice/programmission,responsibilities,goals,andactivitiesfitintothelargercontextoftheschoolsystem
Provideslimitedorinadequateexplanationsregardinghowtheoffice/programmission,responsibilities,goals,andactivitiesfitintothelargercontextoftheschoolsystem
Workswithstakeholderstodevelopappropriatestrategiesforimplementingnewinitiatives(e .g .,printedorelectronicsupportmaterials,training/workshops,informationmeet-ings,listsofresources,websites/discussiongroups,etc .)
Doesnotworkwithstakeholderstodevelopappropriateimplementationstrategies
A&S PGS Handbook 2011–2012 Leadership Standards, Criteria, and Descriptive Examples —55
Montgomery County Business and Operations AdministratorsThesixleadershipstandardsthathavebeenestablishedfortheAdministrativeandSupervisoryProfessionalGrowthSystem(A&SPGS)arefurtherdefinedbyper-formancecriteriaforthepurposeofsupportingallcom-ponentsoftheA&SPGS .ThepurposeofthedescriptiveexamplesistocreateasamplepictureofwhatbeingaMontgomeryCountybusinessandoperationsadministra-torlookslikewhenanindividualmeetsordoesnotmeettheMCPSstandards .Thesedescriptiveexamplesarenotintendedtoisolatebehaviorsinachecklistortosuggestthateverypersoninoneofthesepositionsisexpectedtobedoingeverythingthatisdescribed .Theydefinearangeofbehaviorsandareintentionallydesignedtoreflectahighstandardofperformance .
Thestandards,performancecriteria,anddescriptiveexamplesincludedhereinaredesignedtobeappliedtoavarietyofadministratorswhohaveawiderangeofjobdescriptionsandresponsibilities .Thestandardsfortheseadministratorsarealignedwiththestandardsandcompe-tenciesofalloftheprofessionalgrowthsystemsandthusservetocreatealinkamongMontgomeryCountybusi-nessandoperationsadministratorsastheyachievethegoalsoftheirofficesandsuccessforallstudents .
Intheirroles,MontgomeryCountybusinessandopera-tionsadministratorsfunctionasimportantmembersoftheiroffices’leadershipteams .Theyworkundertheguid-anceanddirectionoftheirimmediatesupervisors .Theyassistwithmanyofthetasksinvolvedinadministeringandsupervisingthetotalprogramandprovidingleader-shipforstaffmembersconsistentwiththeeducationalgoalsoftheschoolsystem .Theirfunctionsmayincludeestablishingaclimateconducivetoresults,planningandcoordinatingprograms,makingdecisions,andmonitor-ingprogramprogress .Theyareexpectedtodemonstrateinitiativeandbeabletoproblemsolveusingtheirbestprofessionaljudgment .
Someofthedescriptiveexamplesmaynotapplytospecificadministrativepositionsorthepeoplefillingthepositions .Itisrecommendedthatevaluatorsreviewthedescriptiveexampleswiththepersonbeingevaluatedandselectthosethatdirectlyapplytotheposition .Evaluatorsmayalsoadddescriptiveexamplesthatarebettersuitedtoeachspecificposition .Thesedescriptiveexamplesshouldadheretothespecificstandardsandshouldbecommunicatedtothepersonbeingevaluatedatthebeginningoftheevaluationcycle .
Standard I: The Montgomery County business and operations administrator is a leader who promotes success for all students as he/she facilitates and supports the development, articulation, and implementation of the school system’s strategic plan.
Performance Criteria1 . Providesleadershipandfacilitatesthedevelopmentofasharedvisionforhowhis/herofficesorprogramcontributes
tostudentsuccess .
2 . Engagesactivelyandcollaborateswithstaffandstakeholderssoastopromoteanunderstandingandasharedcommit-menttotheschoolsystem’sstrategicplan .
3 . Providesleadershipfortheimplementationoftheschoolsystem’sstrategicplan .
4 . Facilitatesthedevelopmentofleadershipcapacityofstaffandstakeholderstosharetheresponsibilityforimplementingtheoffice/program’sstrategicplan .
5 . Alignsprograms,practices,andresourcestosupportstudentsuccess .
6 . Facilitatesanongoingcollaborativeprocesstomonitor,evaluate,andreviseprogramsandpracticesbaseduponmul-tiplesourcesofdata .
7 . Fostersasharedcommitmenttohighstandardsthatpromoteshighexpectationsforthedeliveryofqualityproducts,programs,andservices .
56 —Leadership Standards, Criteria, and Descriptive Examples A&S PGS Handbook 2011–2012
Examples of evidence of facilitation, articulation, implementation, and monitoringThe business and operations administrator—
MEETS STANDARD DOES NOT MEET STANDARD
Assistsinfacilitatinganongoing,collaborativeprocessfordevelopingandrefiningtheoffice/programsharedvisionandhowitcontributestostudentsuccess;establishesequitablepracticestokeeptheoffice/programvisionintheforefrontincollaborativedecisionmaking
Provideslimitedornoassistanceinfacilitatinganongo-ing,collaborativeprocessfordevelopingandrefiningtheoffice/programsharedvisionandhowitcontributestostudentsuccess;doesnotestablishequitablepracticestokeeptheoffice/programvisionintheforefrontincollab-orativedecisionmaking
Providesleadershipandguidancetohelpstaffunderstandhowtheiroffice/programstrategicplansupportstheschoolsystem’sstrategicplan
Provideslimitedornoleadership/guidancetohelpstaffunderstandhowtheiroffice/programstrategicplansup-portstheschoolsystem’sstrategicplan
Participatesinteamoroffice/programmeetingstoshareanddiscusstheoffice/programvisionforcontributingtostudentsuccess;solicitsinputfromstaffregardingtheoffice/programvisionandstrategicplans
Doesnotparticipateinteamoroffice/programmeetingstoshareanddiscusstheoffice/programvisionforcontrib-utingtostudentsuccess;doesnotsolicitinputfromstaffregardingtheoffice/programvisionandstrategicplans
Communicatesoralandwrittenexamplesillustratingtheoffice/programvisionandstrategicplaninavarietyofsettings(e .g .,leadershipmeetings,committeemeetings,trainingsessions,grantapplications,etc .)
Doesnotcommunicatethevisionandstrategicplaninavarietyofsettings;communicationislimitedandnarrowlyfocused
Meetswithstakeholdersandprovidesoralandwrittenexplanationsoftheoffice/programvisionandstrategicplanandhowtheysupporttheschoolsystem’svisionandstrategicplan;solicitsinputfromstakeholdersregardingtheoffice/programvisionandstrategicplan;monitorsstaffresponsestostakeholderrequests,inquiries,andinput
Doesnotmeetwithstakeholdersandprovideoralandwrittenexplanationsoftheoffice/programvisionandstrategicplanandhowtheysupporttheschoolsystem’svisionandstrategicplan;doesnotsolicitinputfromstakeholdersregardingtheoffice/programvisionandstra-tegicplan;doesnotmonitorstaffresponses,stakeholderrequests,inquiries,andinput
Activelyinvolvesandcontinuallyencouragesstafftobecomeinvolvedinoffice/programdecisionmaking;encouragesstafftodevelopandcommunicatetheirowngoals,objectives,andactivitiestosupporttheoffice/pro-gramvisionandstrategicplan
Neitheractivelyinvolvesnorcontinuallyencouragesstafftobecomeinvolvedinoffice/programdecisionmaking;doesnotencouragestafftodevelopandcommunicatetheirowngoals,objectives,andactivities;discouragesstaffinputandparticipation
Workswithoffice/programstafftodevelopandfacilitateunderstandingofappropriate,measurablegoalsforevalu-atingprogresstowardtheoffice/programvision,goals,andobjectives;developsplansformonitoringprogressandactivities .
Rarelyorneverworkswithoffice/programstafftodevelopandfacilitateunderstanding;doesnotworkwithoffice/programstafftodevelopplansformonitoringprogresstowardgoals;doesnotdevelopplansformonitoringprog-ressandactivities
Utilizesresourcestosupporttheoffice/programvisionandstrategicplan;identifiesandusesstate,federal,andothergrantfunds,partnerships,anddonations,etc .
Doesnotutilizeresourcestosupporttheoffice/programvision;doesnotidentifyandusestate,federal,andothergrantfunds,partnerships,anddonations .
Workswithstaffandstakeholderstoestablishtimelinesforcriticalprocesses/activitiesandbenchmarksformoni-toringsuccess(e .g .,safety/crisisandtransportationpoli-ciesandregulations,maintenanceschedules,curriculumimplementationguidelines,staffprofessionaldevelop-ment,etc .)
Spendslittleornotimeworkingwithstaffandstakehold-erstoestablishtimelinesforcriticalprocesses/activitiesandbenchmarksformonitoringstudentsuccess
A&S PGS Handbook 2011–2012 Leadership Standards, Criteria, and Descriptive Examples —57
MEETS STANDARD DOES NOT MEET STANDARD
Providesoversighttoensurethattimelinesaremetandstakeholdersreceivecompleteandaccuratedocumentsandmaterials;solicitsinputfromstakeholdersregard-ingthequalityandtimelinessofprocesses,activities,andmaterials
Provideslimitedornooversighttoensurethattimelinesaremetandstakeholdersreceivecompleteandaccuratedocumentsandmaterials;doesnotsolicitinputfromstakeholdersregardingthequalityandtimelinessofpro-cesses,activities,andmaterials
Usesrelevantdatatosupporttheschoolsystem’sstrategicplanandvisionforstudentsuccess;analyzesandpresentsdatafromavarietyofsourcesastheyrelatetohowtheoffice/programsupportsthisvision;workswithoffice/programandschoolstaff,whereappropriate,tointerpretandusedatatomakeimprovements
Rarelyusesrelevantdatatosupporttheschoolsystem’sstrategicplanandvisionforstudentsuccessrepresentsdata;doesnotworkwithoffice/programandschoolstaff,whereappropriate,tointerpretandusedatatomakeimprovements
Usesavarietyofmethodstocommunicateprogressinsupportingtheschoolsystem’svisionandstrategicplantostaffandstakeholders
Usesonlylimitedvarietyofmethodstocommunicateprogressinsupportingtheschoolsystem’svisionandstra-tegicplantostaffandstakeholders
Communicatesandcollaborateswithotheroffices,pro-grams,andschoolstosupporttheschoolsystem’sstrate-gicplanandvisionforsuccessforallstudents;seeksinfor-mationforbenchmarkingfromotherdistrictsandotherappropriateorganizations
Neithercommunicatesnorcollaborateswithotheroffices,programs,orschools;resistsinterofficeorinter-programcommunicationandcollaboration;doesnotseekinfor-mationforbenchmarkingfromotherdistrictsandotherappropriateorganizations
Standard II: The Montgomery County business and operations administrator is a leader who promotes success for all students as he/she creates and sustains a culture of professional growth and high expectations to support the school system’s strategic plan.
Performance Criteria 1 . Promotestheprinciplethateverychildcanlearnandsucceed .
2 . Promoteshighexpectationsforthedeliveryofqualityproducts,programs,andservices .
3 . Designs,supports,andmonitorstheeffectiveimplementationoftheschoolsystem’sinitiatives .
4 . Engagesinacontinuousimprovementprocesstoattainperformanceexcellence .
5 . Fostersaprofessionallearningcommunity .
6 . Promotesaworkplaceenvironmentthatcultivatesintellectualcuriosity,stimulatesinnovation,andvaluesdiversity .
7 . Ensuresthattheprofessionalgrowthsystemsforallstaffaredevelopedandimplementedwithequity .
Examples of evidence of facilitation, articulation, implementation, and monitoringThe business and operations administrator—
MEETS STANDARD DOES NOT MEET STANDARD
Communicateskeybeliefsaboutstudentlearningtostudents,staff,andparents: • Learningisimportant • Allstudentscanlearn • Wemustnotgiveuponstudentsandtheirlearning • EffectiveeffortleadstostudentachievementCommunicatesbyusingequitablepracticesinwhichoffice/programgoalsandactivitiessupportthesebeliefs;createsopportunitiesforstafftoreflectandshareonhowtheycontributetostudentlearning
Doesnotsendmessagestostaff,students,families,and/orcommunitiesthatsupportstudentlearning;communi-cationsdonotconveythatthesemessagesareimportantforallgroups;doesnotcommunicatebyusingequitablepracticesinwhichoffice/programgoalsandactivitiessupportthesebeliefs;rarelyornevercreatesopportuni-tiesforstafftoreflectandshareonhowtheycontributetostudentlearning
58 —Leadership Standards, Criteria, and Descriptive Examples A&S PGS Handbook 2011–2012
MEETS STANDARD DOES NOT MEET STANDARD
Providesexamplesofhighexpectationsforthedeliveryofqualityproducts,programs,andservicesbasedonnational,state,andlocaleducationandindustrystan-dards;modelswaysofdevelopinganddeliveringqualityproducts,programs,andservices;providestimeduringoffice/programmeetingstoemphasizetheimportanceofhighexpectationsforthedeliveryofhigh-qualityprod-ucts,programs,andservices
Provideslimitedornoexamplesillustratinghighexpecta-tionsforthedeliveryofhigh-qualityproducts,programs,andservices;examplesprovidedarenotclear;rarelyornevermodelswaysofdevelopinganddeliveringhigh-qualityproducts,programs,andservices;rarelyorneverprovidestimeduringoffice/programmeetingstoempha-sizetheimportanceofhighexpectationsforthedeliveryofhigh-qualityproducts,programs,andservices
Workswithoffice/programstafftofacilitateclearunder-standingofappropriate,measurablegoalsforevaluatingprogresstowardtheoffice/programstrategicplan,andobjectives
Rarelyorneverworkswithoffice/programstafftofacili-tateunderstanding
Workscollaborativelytoensurethatimplementationplansaredevelopedthatincludecriticalprocesses,activi-ties,andbenchmarks;monitorsthattimelinesaremet;solicitsfeedbackfromstakeholdersregardingthequality,timeliness,andeffectivenessofimplementationplansandactivities
Doesnothelptoensurethatimplementationplansaredevelopedthatincludecriticalprocesses,activities,andbenchmarks;doesnotmonitorthattimelinesaremet;doesnotsolicitfeedbackfromstakeholdersregardingthequality,timeliness,andeffectivenessofimplementationplansandactivities
Usesrelevantdatasourcestomonitorqualityofproducts,programs,andservices
Rarelyorneverusesrelevantdatasourcestomonitorqualityofproducts,programs,andservices
Providestimeduringoffice/programmeetingsforstafftoanalyzeanddiscussrelevantprogressdata;facilitatesstaffanalysisofdata
Rarelyorneverprovidestimeduringoffice/programmeetingsforstafftoanalyzeanddiscussrelevantdata;doesnotfacilitatestaffanalysisofdata
Fostersacollaborativeatmosphere;encouragesstafftoprovideinput
Doesnotfosteracollaborativeatmosphere;rarelyorneverencouragesstafftoprovideinput
Workscollaborativelywithstafftodevelopandarticulateprofessionalgrowthobjectivesthatsupportdeliveryofqualityproducts,programs,andservicesandsustaincon-tinuousimprovement
Rarelyorneverworkswithstafftodevelopandarticulateprofessionalgrowthobjectives;doesnotworkcollabora-tivelywithstafftodevelopandarticulateobjectives
UsestheestablishedPGSEvaluationProcess,includingthepre-evaluationconference;sharesavailableevidencewithstaffregardingattainmentofprofessionalgrowthsystemobjectives;providesanenvironmentinwhichstaff’sstrengthsand/orweaknessescanbediscussedwithcandor
DoesnotusetheestablishedPGSEvaluationProcess,includingthepre-evaluationconference;rarelyorneversharesavailableevidencewithstaffregardingattainmentofprofessionalgrowthsystemobjectives;rarelyorneverprovidesanenvironmentinwhichstaff’sstrengthsandweaknessescanbediscussedwithcandor
Createsopportunitiesandencouragesstafftoresearch,learn,andpursuebestpractices;providesstaffwithinfor-mationaboutprofessionaldevelopmentopportunities;keepsstaffabreastofrelevantindustrytrends,policies,andprocedures
Rarelyornevercreatesopportunitiesorencouragesstafftoresearch,learn,andpursuebestpractices;doesnotprovidestaffwithinformationaboutprofessionaldevel-opmentopportunities;doesnotkeepstaffabreastofrel-evantindustrytrends,policies,andprocedures
Encouragesoffice/programstaffparticipationintrainingtopursueprofessionalgrowthand/orjobadvancement
Doesnotencourageoffice/programstaffparticipationintrainingtopursueprofessionalgrowthand/orjobadvancement
A&S PGS Handbook 2011–2012 Leadership Standards, Criteria, and Descriptive Examples —59
MEETS STANDARD DOES NOT MEET STANDARD
Usesavailablefundstosupportstaffattendanceatprofes-sionalconferencesandtrainingsessions
Doesnotuseavailablefundstosupportstaffattendanceatprofessionalconferencesandtrainingsessions
Facilitatesanenvironmentinwhichintellectualcuriosityandinnovationareencouraged;regularlysolicitsinputfromstaffregardingtheoffice/programenvironment;recognizesstaffworkandcontributionspersonallyandpublicly
Discouragesorignoresstaffintellectualcuriosityandinnovation;doesnotacceptintellectualcuriosityandinnovationfromstaffmembers;doesnotsolicitinputfromstaffregardingtheofficeclimate;rarelyorneverrec-ognizesstaffworkandcontributions
Selectscandidateswhobestexemplifythebeliefsandgoalsoftheschoolsystem
Doesnotconsiderschoolsystembeliefsandgoalswhenselectingcandidates .
Recognizes,understandsandappreciatesthevalueofdiversity;recruitsandretainsstaffthatreflect,know,andappreciatethediversityofthecommunity
Doesnotrecognize,understandorappreciatethevalueofdiversity;doesnotrecruitandretainstaffthatreflect,know,andappreciatethediversityofthecommunity
Standard III: The Montgomery County business and operations administrator is a leader who promotes success for all students as he/she ensures the effective and efficient management of his/her office or program.
Performance Criteria1 . Demonstratesknowledgeandskillsnecessaryforhis/herposition .
2 . Mobilizespeopleandcoordinatestheireffortstoachievetargetedresults .
3 . Developsandsuperviseseffectiveprocessesinordertomaximizeperformance .
4 . Managesresourcestocultivateandsupportasafeandhealthyworkenvironment .
5 . Ensuresthattheallocationofresourcesisalignedwiththestrategicplanoftheschoolsystem .
6 . Buildsthecapacityofhis/herofficeorprogramtorespondtotheneedsofstudents,staff,andthecommunity .
7 . Fostersaclimateofresourceconservation .
Examples of evidence of facilitation, articulation, implementation, and monitoringThe business and operations administrator—
MEETS STANDARD DOES NOT MEET STANDARD
Demonstratesknowledgeandskillsnecessaryforhis/herposition(e .g .,effectivemanagementskills,oralandwrit-tencommunicationskills,knowledgeoffederalandstatelaw,currentresearchandtrends,industrystandards,bud-getprocesses,andtechnologyapplications,etc .)
Demonstrateslimitedknowledgeandskillsnecessaryforhis/herposition
Usescurrentresearch-basedprocessestoassistinguidingcontinuousimprovementthatsupportssystemicchange
Doesnotusecurrentresearch-basedprocessestoassistinguidingcontinuousimprovement
Developsandimplementswell-defined,well-designed,andwell-deployedprocessestosuperviseanddevelopstaffeffectivenessonestablishedperformancecriteria
Doesnotdevelopand/orimplementwell-defined,well-designed,orwell-deployedprocesses .
UsesqualitytoolssuchasthePlan,Do,Study,Act(PDSA)cycleofcontinuousimprovementtodetermineprocesses’effectiveness
RarelyorneverusesqualitytoolssuchasthePlan,Do,Study,Act(PDSA)cycleofcontinuousimprovement
60 —Leadership Standards, Criteria, and Descriptive Examples A&S PGS Handbook 2011–2012
MEETS STANDARD DOES NOT MEET STANDARD
Equitablydelegatesresponsibilitiestostaff;empow-ersthemtoassumealeadershiproleandparticipateinthedecision-makingprocess;monitorsandprovidesfeedbacktostaffwithregardtoperformanceoftheseresponsibilities
Rarelyorneverequitablydelegatesresponsibilitiestostaff;neithermonitorsnorprovidesfeedbacktostaffwithregardtotheirperformance
Developsandimplementswell-defined,well-designed,andwell-deployedprocessestomonitoroffice/programdata(e .g .,attendance,safetyandsecuritylogs,industrycertification,and/orprogramperformancemeasures,etc .)tobestmeetstudents’andtheschoolsystem’sneeds
Rarelyornevermonitorsoffice/programdatatobestmeetstudents’andtheschoolsystem’sneeds
Incollaborationwithstaff,developsayearlyworkplanusingtheBaldrigeCategoriesandCoreValues;identifieskeyprocessesforoffice/programtodelineateprioritiesandresponsibilitiesofstaff;engagesstaffinmonitor-ingworkplanprogressandmakesrevisionsasneeded;solicitsinputfromstakeholdersregardingoffice/programeffectivenessbyusingavarietyofqualitytools(e .g .,sur-veys,pluses/deltas,PDSA)
Doesnotdevelopayearlyworkplantoorganizetheoffice/programanddelineateprioritiesandresponsibili-tiesofstaff;neithermonitorsnorrevisesworkplanasneeded;doesnotsolicitinputfromstakeholdersregard-ingoffice/programeffectiveness
Equitablyidentifiesanddevelopsteamleaderswithinthestaffthatdemonstratethecapacitytomotivateandworkcollaboratively,communicateseffectively,makesdeci-sions,andinitiateschangesasneeded
Neitherequitablyidentifiesnordevelopsteamleaderswhodemonstratethecapacitytomotivateandworkcol-laboratively,communicateeffectively,makedecisions,orinitiatechange;doesnotdevelopleadershipfromwithinthestaff .
Ensuresthatmentoringopportunitiesareavailabletoshareandenhancestaffknowledgeandexpertise;assessesproducts,processes,andprogramsfortheirrel-evancetotheschoolsystem’sstrategicplan;usesrelevantdataforcontinuousimprovement
Doesnotensurethatmentoringopportunitiesareavail-able;discouragesstaffmentoringactivities;rarelyorneverassessesproducts,processes,andprogramsfortheirrel-evancetotheschoolsystem’sstrategicplan;doesnotuserelevantdatatoevaluateandimproveprograms
Usescurrenttechnologytoolstomonitoroffice/program,andschooloperations;workswithoffice,program,andschoolstaff,asappropriate,toenhancetheirunderstand-ingoftechnologytools
Doesnotusecurrenttechnologytoolstomonitoropera-tions;doesnotworkwithoffice/programorschoolstaff,asappropriate,toenhancetheirunderstandingoftech-nologytools
Establishesclearexpectationsforoffice/programstaffinrespondingtosafetyandhealthregulations;ensuresthatstaffunderstandandcomplywithsafetyandhealthregulations
Doesnotestablishclearexpectationsforstaffinrespond-ingtosafetyandhealthregulations;doesnotensurethatstaffunderstandandcomplywithsafetyandhealthregulations
Conducts,monitors,supports,orparticipatesinemer-gencydrills(e .g .,fire,codeblue,codered,asappropri-ate)thatareinconformancewithregulationsprovidedbyMontgomeryCountygovernment;ensuresthatstaffunderstandandcomplywithemergencyregulations
Doesnotconduct,monitor,supportorparticipateinemergencydrills,asappropriate;doesnotensurethatstaffunderstandandcomplywithemergencyregulations
Allocateshumanandmaterialresourceseffectivelytoaligntheoffice/programwiththeschoolsystem’sstrategicplan;workstodevelopanannualbudgetfortheoffice/programthatsupportsthestrategicplan;workswithoffice/programandschoolleaderstofacilitateunder-standingofbudgetandresourcepriorities
Doesnotallocatehumanandmaterialresourceseffec-tivelytoaligntheoffice/programwiththeschoolsystem’sstrategicplan;doesnotallowdevelopmentofanannualbudgetthatallocatesresourcesforpurposesthatsup-portthestrategicplan;rarelyorneverworkswithoffice/programorschoolleaderstofacilitateunderstandingofbudgetandresourcepriorities
A&S PGS Handbook 2011–2012 Leadership Standards, Criteria, and Descriptive Examples —61
MEETS STANDARD DOES NOT MEET STANDARD
Recognizestheevolvingneedsoftheschoolsystem(e .g .,changesinthestudentpopulation,conditionofschoolsystemfacilities)andworkswithotherschoolsystemstafftoaddresstheseneeds
Rarelyorneverrecognizesevolvingneedsoftheschoolsystem;doesnotworkwithotherschoolsystemstafftoaddresstheseneeds
Providesstructuresandprocessesthatpromoteeffec-tivecommunicationandtimelyresolutionofconflicts;assistsinestablishingandmaintainingregularprocedureswherebystaffareabletocommunicateconcerns;solicitsinputfromstakeholdersregardingcommunications
Doesnotprovidestructuresandprocessesthatpro-moteeffectivecommunicationandtimelyresolutionofconflicts;neitherestablishesnormaintainsregularprocedureswherebystaffareabletocommunicatecon-cerns;doesnotsolicitinputfromstakeholdersregardingcommunications
Standard IV: The Montgomery County business and operations administrator is a leader who promotes success for all students as he/she collaborates with stakeholder groups, including students, staff, families, community members, business partners, and community agencies.
Performance Criteria 1 . Identifiesandengagesabroadanddiverserangeofstakeholdersforcontinuousimprovement .
2 . Formscollaborativepartnershipstostrengthenprograms,solicitinputandfeedback,andsupportofficegoals .
3 . Nurturesandpromotesanequitableworkplaceculturethatincludesstaff/stakeholdersfromdiversebackgroundsandethnicities .
4 . Considersindividualandgroupdifferencesandtreatsallstakeholderswithrespect .
5 . Demonstrateseffectivecommunicationandcollaborationwithallstakeholders .
Examples of evidence of facilitation, articulation, implementation, and monitoringThe business and operations administrator—
MEETS STANDARD DOES NOT MEET STANDARD
Identifiesandinvolvesabroad,diverserangeofstaff/stakeholdersinoffice/programplanninganddecisionmaking
Doesnotidentifyorinvolveabroad,diverserangeofstaff/stakeholdersinoffice/programplanninganddecisionmaking
Solicitsinputfromstakeholdergroupsthroughavarietyofmethods(e .g .,focusgroupdiscussions,studycircles,advi-sorygroups,meetingswithschoolandcommunitymem-bers)tocollaborativelyidentifyandsolveproblems
Doesnotsolicitinput;useslimitedmethodstosolicitinput;rarelyorneverworkscollaborativelytoidentifyandsolveproblems
Ensuresthatallrelevantstakeholdergroupsarerepre-sentedatmeetingsandactivelyinvolvedinplanninganddecisionmaking
Doesnotensurethatallrelevantstakeholdergroupsarerepresentedatmeetingsandactivelyinvolved
Ensures,whenpossible,thatmeetingsareheldattimesandinlocationsthatmakethemeasilyaccessibletorel-evantstakeholdergroups
Doesnotattempttoensurethatmeetingsareheldattimesandinlocationsthatmakethemeasilyaccessibletorelevantstakeholdergroups
Utilizesdatafromrelevantstakeholdergroupsurveyssuchasenvironment,Baldrige,andotherstorecognizesuccesses;usesdatatoengageincollaborativeproblemsolvingwithrelevantstakeholdergroups
Doesnotutilizedatatorecognizesuccesses;doesnotengageincollaborativeproblemsolvingwithrelevantstakeholdergroups
62 —Leadership Standards, Criteria, and Descriptive Examples A&S PGS Handbook 2011–2012
MEETS STANDARD DOES NOT MEET STANDARD
Workswithintheschoolsystem’sadministrativeprocessestomaximizeprofessionalgrowthofallstaffwhileensuringequalityandrecognizingtheimportanceofdiversitytothesuccessoftheorganization
Doesnotworkwithintheschoolsystem’sadministrativeprocessestomaximizeprofessionalgrowthforallstaff;doesnotensureequalityorrecognizetheimportanceofdiversitytothesuccessoftheorganization
Collaborateswithotherschoolsystemoffices/communityagenciestoidentifyhealth,social,andotherneedsandservices;informsrelevantstakeholdergroupsregardingtheseservicesandmakesreferralsasappropriate
Doesnotcollaboratewithotherschoolsystemoffices/communityagenciestoidentifyhealth,social,andotherneedsandservices;doesnotinformrelevantstakeholdergroupsregardingtheseservicesormakereferralsasappropriate
Servesasaliaisonbetweentheoffice/programandstakeholdergroups;effectivelycommunicateswithstakeholders
Doesnotserveasaliaisonbetweentheoffice/programandstakeholdergroups;doesnotcommunicatewithstakeholders
Assistsincommunicatingtheprocessesforusingoutsideresources;solicitingfundsandseekinggrantsfromavari-etyofsources(e .g .,community,civicgroups,localgovern-ment,businessfoundations)tosupportoffice/programs
Doesnotassistincommunicatingtheprocessesforusingoutsideresources;doesnotsolicitfundsorseekgrantsfromavarietyofsources(e .g .,community,civicgroups,localgovernment,businessfoundations)tosupportoffice/programs
Servesasaliaisonbetweentheschoolsystemandbusi-nessandcommunitygroupstoobtainfinancialsupport,materials,andmentorsforstudents,staff,andprograms;encouragesstafftoserveasliaisons
Doesnotserveasaliaisonbetweentheschoolsystemandbusinessandcommunitygroups;doesnotencouragestafftoserveasliaisons
Servesasaliaisonbetweentheoffice/programandhighereducationinstitutionstofosterstaffprofessionaldevelopment
Doesnotserveasaliaisonbetweentheoffice/programandhighereducationinstitutions
Supportsopportunitiestopilotprogramsthatsupporttheoffice/program’sstrategicplan;participatesinresearch(ifapplicable)
Doesnotsupportopportunitiestopilotprogramsthatsupporttheoffice/program’sstrategicplan;unwillingtoparticipateinresearch
Respectsandtreatsallstakeholdersequitably Doesnotrespectandtreatallstakeholdersequitably
Respondsinatimelymannertostakeholders’inquiriesandrequests
Doesnotrespondinatimelymannertostakeholders’inquiriesandrequests
Workscollaborativelywithrelevantstakeholdergroupstorecognizeandcelebratedifferencesincultures
Doesnotworkcollaborativelywithrelevantstakeholdergroupstorecognizeandcelebratedifferencesincultures
Communicateswithallstakeholdersinanopenmanner;ensuresthatoffice/programstaffcommunicateeffectivelywithstakeholders;modelscollaborativeleadership
Doesnotcommunicateinanopenmannerwithstake-holders;doesnotensurethatoffice/programstaffcom-municateeffectivelywithstakeholders;doesnotmodelcollaborativeleadership
A&S PGS Handbook 2011–2012 Leadership Standards, Criteria, and Descriptive Examples —63
Standard V:The Montgomery County business and operations administrator is a leader who promotes success for all students as he/she models professionalism and professional growth to create a positive work environment.
Performance Criteria 1 . Establishestrustanddemonstratesopennessandrespectinrelationshipsanddecision-makingprocesses .
2 . Seeksandusesfeedbackforreflectiononhis/herleadershipandtheimpactonothers .
3 . Establishescollaborativeprocesseswithdiversegroupstodevelopandaccomplishcommongoals .
4 . Demonstratesvalues,beliefs,attitudes,andethicalbehaviorsthatinspireothers .
5 . Demonstratescommitmenttocontinuousself-improvement .
6 . Engagesinacontinuousself-improvementprocesstopursueongoingprofessionalgrowth .
Examples of evidence of facilitation, articulation, implementation, and monitoringThe business and operations administrator—
MEETS STANDARD DOES NOT MEET STANDARD
Demonstratesapersonalandprofessionalcodeofethics(e .g .,corevaluesandbeliefssuchashonestyandinteg-rity)informalandinformalsettings;praisesstaffforethi-calactionsandpositivecharactertraits
Doesnotdemonstrateapersonalorprofessionalcodeofethics;allowspersonalfeelingstointerferewithpro-fessionalcodeofethicsandcorevalues;rarelyorneverpraisesstaffforethicalactionsandpositivecharactertraits
Modelslifelonglearningandencourageslifelonglearninginothers
Rarelyorneverseeksoutopportunitiestolearn;doesnotencouragelifelonglearninginothers
Modelsprofessionalisminbehaviorandappearance;dressesappropriatelyforoccasions/activities;demon-stratesdedicationtohis/herresponsibilities
Behaviorissometimesviewedasinappropriatebyothers;appearanceanddressaresometimesinappropriateforoccasions/activities;dedicationtoresponsibilitiesisfre-quentlynotevident
Communicateskeybeliefsaboutstudentlearningtostudents,staff,andparents: • Learningisimportant • Allstudentscanlearn • Wemustnotgiveuponstudentsandtheirlearning • EffectiveeffortleadstostudentachievementCommunicateswaysinwhichoffice/programgoalsandactivitiessupportthesebeliefs
Sendsmessagestostaff,students,families,andcommu-nitiesthatdonotsupportstudentlearning;communica-tionsconveythatthesemessagesareimportantforsomegroups,butnotothers;doesnotcommunicatewaysinwhichoffice/programgoalsandactivitiessupportthesebeliefs
Establishesprocesseswherebyinputfromadiversegroupofstakeholdersiscollectedinavarietyofways(e .g .,throughconferences,meetings,surveys,e-mails,telephonecalls,etc .),analyzed,andusedforcontinuousimprovementofoffice/programgoals,activities,andpri-orityareas;seeksparticipationbyallstakeholdergroupsintheprocessofdecisionmaking
Doesnotestablishprocesseswherebyinputfromadiversegroupofstakeholdersiscollectedinavarietyofways,analyzed,andusedforcontinuousimprovement;doesnotseekparticipationbyallstakeholdergroups;encouragessomegroupsbutnotothers
Utilizesmultiplestrategiesforencouragingtheparticipa-tionofallrelevantstakeholdersindevelopment,imple-mentation,evaluation,andrevisionoftheoffice/programgoalsandactivities
Utilizeslimitedstrategiestoencouragetheparticipationofallrelevantstakeholdersindevelopment,implementa-tion,evaluation,andrevisionoftheoffice/programgoalsandactivities;isnotproactiveininvitingstakeholderparticipation
64 —Leadership Standards, Criteria, and Descriptive Examples A&S PGS Handbook 2011–2012
MEETS STANDARD DOES NOT MEET STANDARD
Facilitatesaclimateinwhichinputandinnovationbyallstaffareencouragedandvalued
Discouragesorignoresstaffinputandinnovation;acceptsinputandinnovationfromonlyselectedstaff
Encouragesoffice/programstafftomeet,reflect,andhaveinputonsignificantdecisions;establishesopportunitiesforstafftoprovideinput
Rarelyorneverencouragesalloffice/programstafftomeet,reflect,andhaveinputonsignificantdecisions;fre-quentlyrestrictsopportunitiesforstaffinput
Createsopportunitiesforallstafftoassumeleadershiporexpandedrolesintheoffice/program;actsasamentorindevelopingstaffleadershipcapacity
Rarelyornevercreatesopportunitiesforallstafftoassumeleadershiporexpandedrolesintheoffice/pro-gram;limitsopportunitiesforsomestaff;doesnotactasamentor
Motivatesstafftowardhighlevelsofperformance;readsrelevanteducationalandmanagementliteratureandfacilitatesoffice/programdiscussionsaboutcurrentresearch
Rarelyornevermotivatesstafftowardhighlevelsofperformance;doesnotreadrelevanteducationalandmanagementliterature;rarelyorneverfacilitatesoffice/programdiscussionsaboutcurrentresearch
Modelsrespectfulbehaviorstoall;cultivatesandencour-agesthecultureofrespect;listenstoandactsconstruc-tivelyonstaffandstakeholderconcerns
Doesnotmodelrespectfulbehaviors;displaysdifferentbehaviorstowardindividualsordifferentgroups;doesnotcultivateandencouragethecultureofrespect;neitherlistenstonoractsconstructivelyonstaffandstakeholderconcerns
Protectstheconfidentialityofindividualstaff,students,andfamilies;workswithoffice/programstafftoprotectconfidentiality
Violatesoriscarelessaboutprotectingconfidential-ity;doesnotworkwithoffice/programstafftoprotectconfidentiality
Seeksoutandusesfeedbackfromstaff,colleagues,andstakeholderstoevaluatetheimpactofhis/heradministra-tivepractices;reflectsonhowtoimprovehis/herprac-tices;identifiespersonalgoalsinaprofessionaldevelop-mentplan(PDP)
Neitherseeksoutnoractsonfeedback;seeksbutdoesnotactonfeedback;setspersonalgoalsinaPDPregardlessoffeedback
Usesavarietyofdata(e .g .,performancereports,progresstowardBaldrigegoals,etc .)andcollaborateswithhis/hersupervisortomonitorcontinuousprogress,identifypri-orities,andimplementprogramsforhis/herprofessionalgrowth
Doesnotuseavarietyofdatatomonitorcontinuousprog-ress;rarelycollaborateswithhis/hersupervisor;rarelyorneveridentifiesprioritiesorimplementsprogramsforprofessionalgrowth
Usesoffice/programmeetingstosharedatafromavarietyofsourceswithstaff;solicitssuggestionsforcontinuousimprovement;implementsrelevantsuggestions
Doesnotsharedatawithstaff;doesnotsolicitsuggestionsforcontinuousimprovement;solicitssuggestionsbutdoesnotactonthem;rarelyorneverimplementsrelevantsuggestions
Meetsprofessionalobligationsinacompleteandtimelymanner(e .g .,paperwork,deadlines);demonstratesahighlevelofregardforothersaffectedbyhis/herworkhabits
Isoftenlateinmeetingprofessionalobligations;submitsincompleteand/orinaccurateproducts;frequentlydem-onstratesdisregardforothersaffectedbyhis/herworkhabits
Participatesinrequiredoffice,program,cluster,andsystem-widemeetings;sharesinformationobtainedatmeetingswithstaff
Arriveslateorisabsentfromrequiredoffice,program,cluster,andsystem-widemeetings;rarelyorneversharesinformationfrommeetingswithstaff
A&S PGS Handbook 2011–2012 Leadership Standards, Criteria, and Descriptive Examples —65
Standard VI: The Montgomery County business and operations administrator is a leader who promotes success for all students as he/she understands, responds to, and influences the political, social, economic, legal, and cultural contexts of the school system.
Performance Criteria 1 . Expandspersonalknowledgeanddevelopsabilitiestorespondtochangingconditionsthataffecttheworkplaceand
theschoolsystem .
2 . Acquiresandappliesknowledgeofpolicies,regulations,procedures,andlaws .
3 . Participatesinthedevelopmentofpolicies,programs,andbudgets .
4 . Usesequitablepracticestoadvocateforstudents,staff,families,communities,andtheschoolsystem .
5 . Developsandcommunicatesstrategiestoimplementnewinitiatives .
6 . Representstheinterestsoftheofficeandschoolsystemwhenengagingwithlocal,state,national,andgovernmentalgroups/agencies .
Examples of evidence of facilitation, articulation, implementation, and monitoringThe business and operations administrator—
MEETS STANDARD DOES NOT MEET STANDARD
Demonstratesknowledgeoflocal,state,andnationaleducationalandculturaltrends,industrystandards,cur-rentresearch,andbestpractices;createsopportunitiestosharethisknowledgewithoffice/programstaff
Demonstrateslittleornoknowledgeoflocal,state,andnationaleducationalandculturaltrends,industrystan-dards,currentresearch,andbestpractices;rarelyornevercreatesopportunitiestosharethisknowledgewithoffice/programstaff
ComplieswithMCPSpolicies,regulationsandproce-dures,aswellaslocal,state,andfederalmandates(e .g .,specialeducation,504,searchandseizure,No Child Left Behind)astheyapplytotheoffice/programmissionandresponsibilities;assistsindevelopingregulationsandpoliciesasneeded
InadequatelycomplieswithMCPSpolicies,regulationsandprocedures,aswellaslocal,state,andfederalman-dates;doesnotapplypolicies,regulations,orprocedurestotheoffice/programmissionandresponsibilities;doesnotassistindevelopingregulationsandpoliciesasneeded
Meetswithoffice/programstaff,staffinotheroffices/pro-grams,andcommunitymemberstofacilitatetheirunder-standingofMCPSpolicies,regulations,andprocedures,aswellaslocal,state,andfederalmandates;discusseshowtheoffice/programsupportsthepolicies,regulations,procedures,andmandates
Rarelyornevermeetswithoffice/programstaff,staffinotheroffices/programs,andcommunitymemberstofacilitateunderstandingofMCPSpolices,regulations,andproceduresaswellaslocal,state,andfederalmandates;provideslimitedornodiscussionofhowtheoffice/pro-gramsupportsthepolicies,regulations,procedures,andmandates
Engagesinbusiness,industry,civic,andcommunityactivitiestofurtherunderstandthepoliticalandsocialenvironmentofthecommunity;actsasaliaisonbetweentheschoolsystemandadvocacygroupsservedbytheoffice/programmissionandresponsibilities;monitorsthatstaffcommunicateandinteracteffectivelywithstake-holdersandadvocacygroups
Avoidsinvitationstomeetwithoraddressbusiness,industry,civic,andcommunityorganizations;doesnotknoworinteractwithkeystakeholderswhorepresentthebreadthofdemographicsinschoolsystemcommunitygroups;rarelyorneverinteractswithadvocacygroups;doesnotmonitorcommunications/interactionsbetweenstaffandstakeholdersandadvocacygroups
Participatesinlocal,state,ornationalprofessionalasso-ciationandorganizationactivitiestoenhancepersonalknowledgeandskillsrelevanttoeducationand/orman-agement(e .g .,coursework,workshops,conferences,studygroups,etc .)
Rarelyorneverparticipatesinprofessionalassociation/organizationactivitiestoenhancepersonalknowledgeandskillsrelevanttoeducationand/ormanagement
66 —Leadership Standards, Criteria, and Descriptive Examples A&S PGS Handbook 2011–2012
MEETS STANDARD DOES NOT MEET STANDARD
Balancesparticipationinlocal,state,ornationalprofes-sionalassociationandorganizationactivitieswithday-to-dayoffice/programoperationsandresponsibilities
Doesnotbalanceparticipationinprofessionalassociationandorganizationactivitieswithday-to-dayoffice/pro-gramoperationsandresponsibilities;allowsprofessionalorganizationactivitiestosupersededay-to-dayoffice/pro-gramoperationsandresponsibilities
Participatesinordelegatesstafftoparticipateinlocalandstatetaskforcesorworkgroups;worksondevelopmentofprograms,policies,budgets,andcompliancereports
Doesnotseekoracceptopportunitiestoparticipateinordelegatestafftoparticipateinlocalandstatetaskforcesorworkgroups;rarelyorneverworksondevelopingpro-grams,policies,budgets,orcompliancereports
Communicatesknowledgeofthebudgetprocessanditsimpactonoffice/programinitiativesandactivitiestostakeholders;workswithstakeholderstofostertheirunderstandingandknowledge
Rarelyornevercommunicatesknowledgeofthebudgetprocess;provideslimitedorinadequatecommunicationaboutitsimpactonoffice/programinitiativesandactivi-ties;doesnotworkwithstakeholderstofosterunder-standingandknowledge
Advocatesonbehalfofstudents,staff,families,com-munities,andtheschoolsystemfornecessaryresourcesandprogramstosupportthegoalsandobjectivesoftheschoolsystem(e .g .,atmeetingsoftheBoardofEducation,professionalassociations,countycouncil,statemeetings,businessandindustrypartnerships,etc .)
Doesnotadvocateonbehalfofstudents,staff,fami-lies,communities,andtheschoolsystemfornecessaryresourcesandprograms
Explainstostaffandotherstakeholdershowtheoffice/programmission,responsibilities,goals,andactivitiesfitintothelargercontextoftheschoolsystem
Providesinadequateexplanationsregardinghowtheoffice/programmission,responsibilities,goals,andactivi-tiesfitintothelargercontextoftheschoolsystem
Workswithrelevantstakeholderstodevelopappropriatestrategiesforimplementingnewinitiatives(e .g .,printedorelectronicsupportmaterials,training/workshops,informationmeetings,listsofresources,websites/discussiongroups,etc .)
Doesnotworkwithrelevantstakeholderstodevelopappropriateimplementationstrategiesfornewinitiatives
A&S PGS Handbook 2011–2012 Evaluation Process for Principals —67
Evaluation Process for Principals
PurposeThepurposeoftheevaluationcomponentoftheAdministrativeandSupervisoryProfessionalGrowthSystem(A&SPGS)istoensureanddocumenthigh-qualityperformanceofprincipalsforMCPSandtoprovidefeed-backtoprincipalsfortheirownprofessionalcontinuousimprovement .Theprocessclearlyoutlinesexpectationsandmeasuresthatarebasedonthesixstandardsofper-formance .“TheevaluationsystemalsoprovidesMCPSwithinformationfromwhichprofessionaldevelopmentprogramscanbedeveloped,personnelselectionproce-durescanbeappraised,andtheadequacyofhumanandmaterialresourcescanbeassessed .”(MCPS/MCAASPnegotiatedagreement)
Thestructureoftheevaluationprocessrecognizesthecomplexitiesoftheprincipalshipandprovidesopportuni-tiesforcontinuousimprovement .Theprincipal’sstrengthsarerecognizedandnurtured .Strengthsandareasofneedaredocumentedthroughmultiplesourcesofdata .Principalsaregiventhenecessarysupportandresourcestoaddressidentifiedneedsandimproveperformance .Supportmayincludetraining,amentor/coach,aCP,thecommunitysuperintendent,theassociatesuperintendent,thedirectorofschoolperformance,andtheEvaluationSupportCycle,asoutlinedbelow .
Betweenformalevaluationyears,principalsparticipateinprofessionalgrowthactivitiesaspartoftheprofes-sionalgrowthcycle,whichisdescribedintheProfessionalDevelopmentcomponentoftheA&SPGSHandbook .Thesegrowthactivitiesarebasedonindividualizedpro-fessionaldevelopmentplans(PDPs)foreachprincipal .
Elements of the Evaluation ProcessEvaluatorsThecommunitysuperintendentorassociatesuperinten-denttowhomtheprincipalisassignedisresponsibleforcompletingtheformalevaluation .
Frequency SchedulesFormalevaluationsarerequiredasfollows:
• FirstandsecondyearasanMCPSprincipal
• Firstyearafterachangeoflevelandthenreturntocycle
• Fifthyear
• Ninthyear
• Everyfifthaftertheninthyear
Note:ASpecialEvaluationmaybeusedinanyyearusingtheprocessinAnnualReviewProcessinNon-evaluationYearsbelow .
Annual Review Process in Non-evaluation YearsDuringprofessionalgrowthyears,theprincipalgathersdataforthetwoannualmeetingswiththecommunitysuperintendent(orassociatesuperintendent)anddirec-torofschoolperformance .Thesemeetingswilloccurnearthebeginningandtheendofthefiscalyeartoreviewdatasourcesinordertosetgoals,reviewgoals,andreviewper-formanceinrelationtothesixstandardsandtheschoolimprovementprocess .
Performance with no concerns:Iftheseannualreviewsindicatethatprogressiscontinu-ingandtherearenoconcerns,theprincipalwillcontinueintheprofessionalgrowthcyclethatwillincludeaper-sonalProfessionalDevelopmentPlan,asdescribedintheProfessionalDevelopmentcomponentoftheA&SPGSHandbook,andtheschoolimprovementprocessplan .Noviceprincipals,principalsnewtoMCPS,andprincipalsnewtoanassignmentdonotwriteprofessionaldevelop-mentplansintheirfirstyear .
Performance with concerns:During the first semester,ifthecommunitysuperinten-dent(orassociatesuperintendent)identifiesanddocu-mentsconcernsregardingtheprincipal’sperformanceinrelationtothesixstandardsthroughtwoformalobserva-tions,theprincipalwillbeprovidedtrainingand/orsup-portbythecommunitysuperintendentandthedirectorofschoolperformance .Thecommunitysuperintendentwillorganizeameetingwiththeprincipalanddirectorofschoolperformance,andwillfacilitatethedevelopmentofanimprovementplan .Thisplanwillbethebasisforiden-tifyingneeds,providingsupport,establishingatimeline,anddeterminingthemeasuresbywhichtheprincipalisexpectedtomeetstandard .
• Thecommunitysuperintendent(orassociatesuperin-tendent)willreviewthedatapointsoftheimprovementplanbyApril1 .
• Ifthecommunitysuperintendent(orassociatesuper-intendent)findsthattheprincipalhasmetthegoalsoftheimprovementplan,theprincipalwillcontinueintheprofessionalgrowthcycle .
• Ifthecommunitysuperintendent(orassociatesuper-intendent)documentsthattheprincipaldidnotmeet
68 —Evaluation Process for Principals A&S PGS Handbook 2011–2012
thegoalsoftheimprovementplan,aqualifiedsecondobserverwillcompleteanobservationbeforetheprin-cipalreceivesaSpecialEvaluation .Thecommunitysuperintendent(orassociatesuperintendent)willcom-pletetheSpecialEvaluationbyMay1 .
• Iftheprincipal’sperformanceisratedas“doesnotmeetstandard,”he/sheisplacedintheEvaluationSupportCycleforthenextschoolyear .
During the second semester,ifthecommunitysuperin-tendent(orassociatesuperintendent)identifiesanddocu-mentsconcernsregardingtheprincipal’sperformanceinrelationtothesixstandardsthroughtwoformalobserva-tions,theprincipalwillbeprovidedtrainingand/orsup-portbythecommunitysuperintendentandthedirectorofschoolperformance,asoutlinedabove .
• Thecommunitysuperintendent(orassociatesuperin-tendent)willreviewthedatapointsoftheimprovementplanbyDecember1 .
• Ifthecommunitysuperintendent(orassociatesuper-intendent)findsthattheprincipalhasmetthegoalsoftheimprovementplan,theprincipalwillcontinueintheprofessionalgrowthcycle .
• Ifthecommunitysuperintendent(orassociatesuper-intendent)documentsthattheprincipaldidnotmeetthegoalsoftheimprovementplan,aqualifiedsecondobserverwillcompleteanobservationbeforetheprin-cipalreceivesaSpecialEvaluation .Thecommunitysuperintendent(orassociatesuperintendent)willcom-pletetheSpecialEvaluationbyJanuary1 .
• Iftheprincipal’sperformanceisratedas“doesnotmeetstandard,”he/sheisplacedintheEvaluationSupportCyclefortheremainderoftheschoolyearandthefirstsemesterofthenextschoolyear .
Collection of Evaluation Data Thecommunitysuperintendent(orassociatesuperin-tendent),directorofschoolperformance,CP,and/orthesuperintendent’sdesigneewillcollectandanalyzedatafromobservations,conferences,meetings,andotherrelateddatasources .Thisshouldbeanongoingandcumulativeprocessdocumentingprogressovertime .Wheresignificantperformanceissuesareidentified,qual-ifiedsecondobserver(s)willbeassigned .Intheeventthatthequalifiedsecondobserverdoesnothaveexperienceasaprincipal,theprincipalbeingobservedmayrequestathirdobserverwhohashadexperienceasaprincipal .
Data sources will include two meetings—ameetingatthebeginningandoneattheendofeachschoolyear—betweentheprincipalandthecommunitysuperinten-dent(orassociatesuperintendent)andthedirectorofschoolperformancetoreviewgoalsandprogressinthe
principal’sprofessionaldevelopmentplanandtheschoolimprovementprocess .
In addition to the two meetings,therewillbeformalobservationsandothervisitsandinteractionsasneededtodocumentperformanceinrelationtothesixstandards .Duringanevaluationyearatleasttwoformalobserva-tionsarerequired,oneofwhichmustbescheduledinadvance .Formalobservationsrequirethatthepersonbeingobservedhasfullknowledgeoftheobservation,thatawrittenreportissharedwiththeperson,andthepersonhastherighttorespondtotheobservationreport .Itisrecommendedthatobservationsshouldbeaminimumof30minutes .Examplesofformalobservationsandvisitsincludethefollowing:
• Staffmeetings
• Studentmeetings
• Specialeducationmeetings
• Parent/communitymeetings
• SchoolImprovementTeammeetings
• InstructionalLeadershipCouncilmeetings
• Staffevaluationconferences
• Parentconferences
• Supervisoryschoolvisits
• Staff,student,andparentinteractions
The community superintendent(orassociatesuperin-tendent)willcollectandanalyze,inconjunctionwiththeprincipal,avarietyofrequireddatasourcesasapartoftheevaluation .Datasourcesincludethefollowing:
Required Data Sources
• Formalobservations
• SchoolImprovementProcessPlan
• QuarterlySchoolImprovementProcesssummaries
• ProfessionalDevelopmentPlan
• Stateandlocalstudentassessmentdata
• SystemofSharedAccountabilityData
• Staffprofile,including,butnotlimitedto,turnover,diversity,attendance,andexperience
Optional Performance Data Sources based on the six standards
• Localschoolparent,student,andstaffsurveys
• Principal’sportfolio
• Principal’suseofMCPSparent,student,andstaffsurveys
A&S PGS Handbook 2011–2012 Evaluation Process for Principals —69
Evaluation YearPrincipalsentertheevaluationyearinaccordancewiththefrequencyscheduleoftheevaluationprocess .Duringformalevaluationyears,thecommunitysuperintendent(orassociatesuperintendent)willcompleteobservations,gatherinformation,andreviewdatasourceswiththeprin-cipal .Duringformalevaluationyears,aminimumoftwoformalobservationsarerequiredwithatleastoneeachsemester .Oneformalobservationmustbedonebythecommunitysuperintendent .Iftheprincipalisbelowstan-dard,oneformalobservationmustbedonebyaqualifiedsecondobserverselectedbythecommunitysuperin-tendent(orassociatesuperintendent) .Theevaluationisbasedonthedatarelatedtothesixstandards,perfor-mancecriteria,anddescriptiveexamples .Thecommunitysuperintendent(orassociatesuperintendent)completestheevaluationbyMay1iftheprincipal“doesnotmeetstandard”andbyJune15iftheprincipal“meetsstandard .”
• Iftheprincipalmeetsstandard,theprincipalcontinuesintheprofessionalgrowthcycle .
• Ifthecommunitysuperintendent(orassociatesuperin-tendent)identifiesconcernsduringtheformalevalua-tionyear,aCPisassignedforsupportandanimprove-mentplanisdeveloped .Thecommunitysuperintendent(orassociatesuperintendent)completestheevaluationbyMay1 .Iftheprincipalmeetsstandard,theprincipalwillcontinueintheprofessionalgrowthcycle .Iftheprincipal“doesnotmeetstandard,”he/shewillentertheEvaluationSupportCycle .
Special Evaluation/Evaluation Support Cycle DuringtheSpecialEvaluation/EvaluationSupportCycle,theprincipalwillreceiveclearexpectationsandsupportfromthecommunitysuperintendent(orassociatesuper-intendent),thedirectorofschoolperformance,aCP,andthePeerAssistanceReview(PAR)panel .TheCP,thecom-munitysuperintendent(orassociatesuperintendent),andtheprincipalwillcollaborateonthedevelopmentofanimprovementplanthatwillincludetheidentificationofthespecificareasofneed,theexpectedimprovements,thesupportthatwillbeprovidedbytheCPandcommu-nitysuperintendent(orassociatesuperintendent),andthespecificdatathatwillbeusedtodetermineeffective-ness .Thegoalofthisintenseinterventionistoprovideassistanceandopportunitiestotheprincipalinordertomeetallstandards .Theprincipaltakesresponsibilityforinvolvementindevelopingtheimprovementplanandinmeetingstandards .
TheprincipalenterstheEvaluationSupportCyclethrougha“doesnotmeetstandard”evaluation .TheEvaluationSupportCycleincludesthefollowing:
• TheCPprovidesdirectionandsupporttotheprincipal .He/shewillobserveandconferwiththeprincipalandsubmitquarterlyreportstothecommunitysuperinten-dent(orassociatesuperintendent)andthePARPanelonthesupportsprovidedtotheprincipalandtheprin-cipal’sprogressontheimprovementplan .ByApril1oftheEvaluationSupportCycleyear,theCPwillcompleteasummaryreportontheprincipal’sprogressintheimprovementplan .
• Thecommunitysuperintendent(orassociatesuperin-tendent)willalsomonitorprogressontheimprovementplanthroughquarterlyobservationsandmeetingswiththeprincipal .Asoutlinedin“CollectionofEvaluationData”(above),thecommunitysuperintendent(orassociatesuperintendent)willcompletetheevaluationusingmultiplesourcesofrequireddatatodocumenteachstandard .Thecommunitysuperintendent(orasso-ciatesuperintendent)willcompletetheevaluationbytheduedate .
• ThePARPanelcomprisesthecoordinatingcommunitysuperintendent,twocommunitysuperintendentsnotassignedtothatprincipal,andthreeprincipalsrecom-mendedbyMCAAP .Thesuperintendentordesigneewillapprovethemembershipforthepanel .Thispanelwillreceive,atminimum,quarterlyupdatesfromthecommunitysuperintendent(orassociatesuperinten-dent)andtheCPontheprogressoftheprincipalontheimprovementplan .Panelmembersmayprovidesuggestionsforsupportinhelpingtheprincipalmeetthegoalsoftheimprovementplanto“meetstan-dard”attheendoftheyearoftheEvaluationSupportCycle .Thepanelmakesfinalrecommendationstothesuperintendent .
Decisions Regarding the Evaluation Support CycleIfthecommunitysuperintendent(orassociatesuperin-tendent)andCPagreethattheprincipalhasmetstan-dard,theprincipalwillreturntotheprofessionalgrowthcycle .Ifthecommunitysuperintendent(orassociatesuperintendent)andtheCPagreethattheprincipalhasnotmetstandardortheycouldnotagreeiftheprincipalmetstandard,theywillpresenttheirfindingstothePARPanel .Theprincipalwillalsohaveanopportunitytopres-entinformationtothePARPanel .Afterconsideringalloftheinformation,thePARPanelwillmakeoneofthefollowingrecommendationstothesuperintendentbyMay 15:
• Theprincipalreturnstotheprofessionalgrowthcycle .
• Theprincipalisreassignedtoanotheradministrativeposition .
70 —Evaluation Process for Principals A&S PGS Handbook 2011–2012
• Theprincipalisreassignedtoanon-administrativeposi-tion .PrincipalswhoaretenuredasteachersinMCPSarestilltenuredforteachingpositionswhendismissedfromA&Spositions .
• TheprincipalisdismissedfromMCPS .
Appeal ProcessesThroughtheseprocedurestheA&SPGSestablishesthattheprincipalisanactiveparticipantthroughouttheevalu-ationprocess .Themeetingsheldatthebeginningandendofeachyear,thepost-observationconferences,andthedevelopmentofanyimprovementplansareexamplesoftheopportunitiesforcollaborationamongthecom-munitysuperintendent(orassociatesuperintendent),theprincipal,andothersinvolved .Theschoolsystemshallberesponsibleformaintainingtheconfidentialityofanindi-vidual’sevaluationprocessandallrelateddocuments .Thefollowingprocesseswillbeavailable:
• The Process for Responding to an Observation ReportTheprincipalmayrespondinwritingtoanyobservationreportwithin10workingdaysofreceivingthereport .
• The Process for Providing Additional Information to a “Meets Standard” EvaluationTheprincipalmayprovideadditionalinformationtoa“meetsstandard”evaluation .
• The Review Process and Appeal Process of a “Does Not Meet Standard” Evaluation WhenaprincipalwhoisnotcurrentlyinthePARpro-gramisgivena“doesnotmeetstandard”ratingontheformalevaluationreport,OHRDnotifiesthePARPanelcochairs .ACP(CP)isassignedtocompleteareviewofthatprincipal’sskillsontheLeadershipStandards .Thereviewconsistsofthefollowing:
The CP—• meetsseparatelywiththecommunitysuperintendent
andtheprincipal;
• completesaminimumoftwoformalobservations(oneannouncedandoneunannounced);and
• reportstheinformationandmakesarecommendationtothePARPanel .
The PAR Panel— • hearsthereportfromtheCP;
• decidesoninclusionornoninclusionintheprogram;and
• notifiestheprincipalandcommunitysuperintendentofthedecision .
IftheCPconcursthattheneedsoftheprincipalwarrantthesupportoftheprogram,theprincipalmayasktomakeapresentationtothePARPanelinordertoprovideaddi-tionalinformation .Thispresentationprovidesforamean-ingfulappealoftheprincipal’s“doesnotmeetstandard”evaluation .ThePARPanelconsiderstheCPreviewtobeinformationthatcanbeusedintheappealprocess .Iftheprincipalrequeststomakeapresentation,thePARPanelalsowillprovideanopportunityforthecommunitysuper-intendenttopresentinformationanddocumentation .Inaddition,theCPwillbequestionedtoclarifyinformationinhis/herreportsandinregardtohis/herrecommenda-tion .Informationfromallthreesourceswillbeconsideredbeforeadecisionisrendered .Afterthepresentation,thePARPanelwillaffirmornegatethe“doesnotmeetstan-dard”evaluation,andwillrecommendinclusionornon-inclusioninPAR .IfthePARPanelrecommendsinclusioninthePARprogram,aCPisassignedtoprovideayearofsupport .InclusioninthePARprogramisnotvoluntaryandcannotbeappealedbytheprincipal .IfthePARPanelrecommendsnoninclusion,andtheprincipalthereforeisdeterminedto“meetstandard,”thePARPanelwillnotifythecommunitysuperintendent,whowillworkwithstafffromtheCenterforSkillfulTeaching,andthecochairsofthePARPanel,toensurethattheformalevaluationisrevisedtoconformwitha“meetsstandard”rating .
IftheCPdoesnotconcurthattheneedsoftheprincipalareseriousenoughtowarrantthesupportoftheprogram,thecommunitysuperintendentmayasktomakeapresen-tationtothePARPanelinordertoprovideadditionaldata .Whenconsideringapresentationbyacommunitysuper-intendent,thePARPanelwillexamineallrelevantwrittendocumentation,includingthemostcurrentformalevalua-tionreportandpost-observationconferencereports .Ifthecommunitysuperintendentrequeststomakeapresenta-tion,thePARPanelalsowillprovideanopportunityfortheprincipaltopresentinformationanddocumentation .Inaddition,theCPwillbequestionedtoclarifyinformationinhis/herreportsandinregardtohis/herrecommenda-tion .Informationfromallthreesourceswillbeconsideredbeforeadecisionisrendered .Afterreviewingalloftheinformation,thePARPanelwillrecommendeitherinclu-sionintothePARprogramorreturntotheProfessionalGrowthCyclewithsupportbythecommunitysuperinten-dent .IfthePARPanelrecommendsnoninclusion,andtheprincipal,therefore,isdeterminedto“meetstandard,”thePARPanelwillnotifythecommunitysuperintendent,whowillworkwithstafffromtheCenterforSkillfulTeaching,andthecochairsofthePARPanel,toensurethatthefor-malevaluationisrevisedtoconformwitha“meetsstan-dard”rating .
A&S PGS Handbook 2011–2012 Evaluation Process for Principals —71
The Appeal Process of a PAR Panel RecommendationInanyinstanceinwhichtheprincipalorcommunitysuperintendentwishestoappealthetentativerecommen-dationofthePARPanel,boththeprincipalandcommu-nitysuperintendentinvolvedwilleachbeinvitedtomakeapresentationbeforethePanel .
Community Superintendent Appeal PresentationsThecommunitysuperintendentmayappealthetentativerecommendationataPARPanelmeeting .Thepresenta-tionwillbescheduledfor40minutes .Thefirsthalfoftheallottedtimeisusedforapresentationofevidencetosupportthecommunitysuperintendent’sevaluation .Thesecondhalfoftheallottedtimeisusedforaddressingquestionsfromthepanel .Thecommunitysuperintendentmaybringwrittendocumentationbasedonthestandardstosupporthis/herpointofviewandwillgivecopiestoeachPARPanelmember .AlldocumentationpresentedtothePARPanelmusthavebeensharedwiththeprincipalinadvanceofthismeeting .Thecommunitysuperinten-dentisexpectedtopresentinthesecases .Thecommunitysuperintendentmaybeaccompaniedbyanotherqualifiedobserverofthecommunitysuperintendent’schoosingtoassistinthepresentation .
Principal Appeal PresentationsTheprincipalmayappealatentativerecommendationofreassignmentordismissalataPARPanelmeeting .Thepresentationisscheduledfor40minutes .Thefirsthalfoftheallottedtimeisusedforapresentationofevidencetosupporttheprincipal’sviewofhis/herperformance .ThesecondhalfoftheallottedtimeisusedforquestionsfromthePanel .Theprincipalmaybringwrittendocumenta-tionbasedonthestandardstosupporthis/herpointofviewandwillgivecopiestoeachPARPanelmember .TheprincipalmaycontactanMCAAPrepresentativeforassis-tance .TheprincipalmaybeaccompaniedbyaguestwhomaybeaMCAAPrepresentative,anattorney,orotherguest,butwhomaynotspeakduringtheproceedings .
Final recommendationsThepaneldiscussesthecasefollowingappealpresenta-tionsandreconsidersitstentativerecommendationwith-outthepresenceofeithertheprincipalorthecommunitysuperintendent .Thecochairsnotifytheprincipal,thecommunitysuperintendent,andtheCP,inwriting,ofthePanel’sfinalrecommendationtothesuperintendent .
IfneithertheprincipalnorthecommunitysuperintendentappealthePARPanel’stentativerecommendation,thatrecommendationbecomesthefinalrecommendation .
Theprincipalmayappealthepanel’sfinalrecommenda-tiontothesuperintendentthroughtheprocessoutlinedinMCPSandMSDEemploymentprocedures .
Follow-up to Successful Return to the Professional Growth Cycle from the PAR ProgramIntheyearfollowingsuccessfulreturntotheprofessionalgrowthcyclefromPAR,theprincipalwillhaveaSpecialEvaluationtoensuremaintenanceofskills .Iftheprinci-pal’sskillsareratedas“doesnotmeetstandard”inthenextschoolyear,thePARPanelwillreconsiderthecase .ThecommunitysuperintendentandprincipalwillbeaskedtobringdocumentationandevidencetothePARPanelmeetinginMay .Atthattime,basedontheevidenceprovided,thePARPanelcouldrecommendareturntotheprofessionalgrowthcycle,reassignmenttoanotheradministrativeposition,reassignmenttoanon-adminis-trativeposition(PrincipalswhoaretenuredteachersinMCPSarestilltenuredforteachingpositionswhendis-missedfromA&Spositions),ordismissalfromMCPS .
Ifaprincipalwhohassuccessfullyreturnedtotheprofes-sionalgrowthcyclefromPARreceivesa“doesnotmeetstandard”evaluationforaschoolyearaftertheyearimmediatelyfollowingthesuccessfulreturntotheprofes-sionalgrowthcycle,aCPwillbeassignedtoconductareviewinwhichtheCP:
• meetswiththecommunitysuperintendentandtheprincipal,and
• completesaminimaloftwoformalobservations(oneannouncedandoneunannounced) .
TheCPwillreporttheinformationandmakearecom-mendationtothePARPanelastoreinclusionoftheprin-cipalinthePARprogram .IfthePARPanelrecommendsinclusioninthePARprogram,aCPwillbeassignedtoprovideayearofsupport .InclusioninthePARProgramisnotvoluntaryandcannotbeappealedbytheprinci-pal .ThePARPanelnotifiestheprincipalandcommunitysuperintendentofthedecision .
IftheCPrecommendsreinclusion,thecommunitysuperintendentwillbegiventheoptionofagreeingwiththatrecommendation .Ifthecommunitysuperintendentagrees,reinclusioninthePARprogramisnotvoluntaryandcannotbeappealedbytheprincipal .Ifthecom-munitysuperintendentdoesnotagreeandrequestsconsiderationofdismissalfromMCPSemployment,theCP,communitysuperintendent,andprincipalwilleachbeinvitedtomakeapresentationattheJunemeetingofthePARPanel .Whenconsideringapresentation,thePARPanelalwayswillexamineallrelevantwrittendocumenta-tion,includingthemostcurrentformalevaluationreportandpost-observationconferencereports .Thepanelcouldrecommendareturntotheprofessionalgrowthcycle,reassignmenttoanotheradministrativeposition,reas-signmenttoanon-administrativeposition(Principals
72 —Evaluation Process for Principals A&S PGS Handbook 2011–2012
whoaretenuredteachersinMCPSarestilltenuredforteachingpositionswhendismissedfromA&Spositions .),ordismissalfromMCPS .
IftheCPdoesnotrecommendreinclusion,thecommu-nitysuperintendentwillbegiventheoptionofagreeingwiththatrecommendation .Ifthecommunitysuperinten-dentagreeswiththerecommendation,theprincipalwillreturntotheprofessionalgrowthcycle .Inthiscircum-stance,thecommunitysuperintendentwillrewritetheevaluationtodemonstratethattheprincipalismeetingstandard .Ifthecommunitysuperintendentdisagrees,theCP,communitysuperintendent,andprincipalwilleachbeinvitedtomakeapresentationattheJunemeetingofthePARPanel .Whenconsideringapresentation,thePARPanelalwayswillexamineallrelevantwrittendocumenta-tion,includingthemostcurrentformalevaluationreportandpost-observationconferencereports .Thepanelcouldrecommendareturntotheprofessionalgrowthcycle,reassignmenttoanotheradministrativeposition,reas-signmenttoanon-administrativeposition(principalswhoaretenuredteachersinMCPSarestilltenuredforteachingpositionswhendismissedfromA&Spositions),ordismissalfromMCPS .
GlossaryConsulting Principal (CP)isanemployeeofMCPSassignedtotheOfficeofHumanResourcesandDevelopmentwhoworkstomentor,support,andcoachprincipalsandwhomakesrecommendationstothePARPanel .
Evaluation Ratingisadecisionmadebythecommunitysuperintendent(orassociatesuperintendent)baseduponaholisticviewoftheevidenceregardinganindividual’sperformanceonallthestandards .Theratingwillstatethattheindividualeither“meetsstandard”or“doesnotmeetstandard .”Evaluationsalsorequireaqualifiedsecondobserveriftheevaluationwillbebelowstandard .
Formal Observationsrequirethatthepersonbeingobservedknowsthathe/sheisbeingobserved,thatawrit-tenreportissharedwiththeperson,andthatthepersonhastherighttoprovideawrittenresponsetothereport .
New to Assignmentreferstoadministratorsandsupervi-sorswhoarenewtotheircurrentpositionalthoughtheyhaveheldasameorcorrespondingpositionatadifferentlocationorlevel .
Novice administratorsareadministratorsnewtotheirposition .
Performance with Concernsindicatesthattheimmedi-atesupervisorhasidentifiedanddocumentedconcernsregardingtheadministrator’sperformanceinrelationtoanyofthesixstandards .
Performance with No Concernsindicatesthattheimme-diatesupervisorhasidentifiedanddocumentedthattheadministratorismeetingandmakingcontinuedprogressinrelationtoallsixstandards .
Principal’s Portfolioprovidestheprincipalwiththeopportunitytocollectandpresentavarietyofdatasourcesdescribinghis/herperformance .Theportfoliocouldincludeinformationfromparents,staff,orstudents;resultsofschoolmeetingsorsurveys;coursework;atten-danceorpresentationsatprofessionalconferences;andexamplesofprofessionalactivitieswithinMCPSorothereducationalgroups .Itisanoptionaltoolmaintainedbytheprincipaltoaddressthesixstandards .
Qualified Observeristhesuperintendent,thecommunitysuperintendent(orassociatesuperintendent),oroneoftheirprofessionalassistants .
Peer Assistance Review (PAR) Panelconsistsofthecoordinatingcommunitysuperintendent,twocommunitysuperintendentsnotassignedtotheprincipal,andthreecurrentlysittingprincipals .Thepanelreviewsthereportsandrecommendationsofthecommunitysuperintendent(orassociatesuperintendent)andtheCP,andthenpres-entsrecommendationstothesuperintendentonperson-nelactionsforprincipalsintheEvaluationSupportCycle .
Second Observerisaqualifiedobserverprovidinganobjectiveindependentassessment .
Special Evaluationisanevaluationscheduledoutoftheregularsequence,AnnualReviewProcessinNon-EvaluationYears .ThepurposeoftheSpecialEvaluationistoaddressseriousdeficienciesintheprincipal’sper-formanceonthesixstandards .Observationsbyboththecommunitysuperintendent(orassociatesuperintendent)andanotherqualifiedobserverarerequired .ASpecialEvaluationcanresultinreferraltotheEvaluationSupportCycle,ortoreturntotheprofessionalgrowthcycle .
Supervisory School Visit isavisitbythecommunitysuperintendent(orassociatesuperintendent)andthedirectorofschoolperformance .Thesupervisoryschoolvisitisrelatedtotheevaluationoftheprincipal .Thecom-munitysuperintendent(orassociatesuperintendent)determineswhatisobservedrelatedtotheidentifiedneedsoftheprincipaland/ortheneedsoftheschool .Thesupervisoryschoolvisitwillbeoneofthedatapointsfortheprincipal’sevaluation .
Walk-Throughisanactivityusedtoincreasethequal-ityandfrequencyofintellectualdiscourseaboutteach-ingandlearning .Thewalk-throughisnotapartoftheprincipal’sevaluation .Thisprofessionaldevelopmentwalk-throughcanbeaccomplishedincollaborationwiththecommunitysuperintendent(orassociatesuperinten-dent),directorofschoolperformance,andschoolstaff .It
A&S PGS Handbook 2011–2012 Evaluation Process for Principals —73
ishopedthatthesewalk-throughswillbecomecommonpracticeintheschoolwhereschoolstaffdecidetoanalyzevariouspractices .Inaddition,iftheprincipalisinterestedinobtainingfeedbackaboutaparticularprogramorini-tiative,thelocalschoolcanrequestthatstafffromthecen-tralofficevisitaschooltolookataparticularprogramorinitiativeinordertoprovidefeedbacktotheschoolabouthowacertaininitiativeisbeingimplemented .Thistypeofwalk-throughcouldalsoprovideinsightforcentralofficestaffregardingsupportneededbythelocalschool .
Role of CPThepurposeoftheCProleistoprovidesupportfortheprincipal(client) .Inordertoaccomplishthis,theCPmeetsinitiallywiththecommunitysuperintendentand,attherequestofthecommunitysuperintendent,thedirec-torofschoolperformancetoobtaininformationabouttheneedsoftheclient .Assoonaspossiblethereafter,theCPmeetswiththeclient .Thepriorityofthepositionistoprovidesufficienttimeforeffectiveinteractionswiththeclient .TheCPisresponsibleforcoachingandmentoringtheclient .Thepriorityofthepositionistoprovidesuf-ficienttimeforeffectiveinteractionswiththeclient .TheCPprovidesdirectionwithregardtothesupportsthatareavailablefromwithinMCPSandfromoutsidesources .
Forclientsinspecialevaluation,theCPorganizesameetingwiththeclient,thecommunitysuperintendent,andthedirectorofschoolperformanceatwhichtheCPfacilitatesthedevelopmentofanimprovementplan .Thisplanisthebasisforidentifyingneeds,providingsupport,establishingatimeline,anddeterminingthemeasuresbywhichtheclientisexpectedto“meetstandard” .TheCPprovidesassistancetotheclientwithregardtotheareas
ofneed,asidentifiedontheimprovementplan .TheCPhelpstheclientsetprioritiesandmaintainafocusonimprovement .
TheCPshallberesponsibleforthefollowing:
• Makingfrequentvisitswithinformalsupport
• Analyzingproblemsandsuggestingoptions
• Identifyingresourcesfortheclientprincipal
• Conductingaminimumoftwoformalobservationswithpost-conferences(onepersemesterrecommended)
• Providingwrittenreportsontheformalobservationstotheclientandthecommunitysuperintendent
• Communicatingwiththecommunitysuperintendentanddirectorofschoolperformanceregardingthecli-ent’sprogress
• PreparingquarterlyreportstothePARPanel,includingafinalsummativereport
• Makingarecommendationregardingtheclient’sstatustothePARPanelattheendoftheformaltimeframe
Toaccomplishthisrole,trainingisprovidedtotheCPbasedontheknowledge,skills,andabilitiesoutlinedinthejobdescription .ACPshallbeanexperiencedprinci-palinMCPSandhiredforthepositionofCPforathree-yearterm .Attheendofthethree-yearperiod,theCPreturnstoaprincipalpositionoranotheradministrativepositionforwhichhe/sheisqualified .
See Appendix A for Administrator Frequency Schedule for Evaluation.
74 —Evaluation Process for Principals A&S PGS Handbook 2011–2012
Frequently Asked Questions About Revisions in the A&S PGS Handbook Adopted 6/27/11
QUESTION CURRENT HANDBOOK LANGUAGE NEW HANDBOOK LANGUAGE
May a principal respond in writing to observation reports?
Aprincipalmayrespondinwritingtoanobservationreportwithin10work-ingdaysofreceivingthereport .
Nochange
May a principal provide additional information to a “meets standard” evaluation?
Aprincipalmayprovideadditionalinformationtoa“meetsstandard”evaluation .
Nochange
What process applies when a princi-pal receives a “does not meet stan-dard” evaluation?
Aconsultingprincipalprovidessup-portandtheEvaluationSupportCyclebegins .
AconsultingprincipalconductsareviewandmakesrecommendationtothePARPanelregardinginclusion .ThePARPanelrecommendsinclusionornon-inclusion .
Can a principal appeal a “does not meet standard” evaluation?
Aprincipalmayappealhis/herevaluationtohis/hersupervisor’ssupervisor .
Aprincipalmayappealhis/herevalu-ationtothePARPanel .
Can a principal appeal the PAR Panel’s tentative recommendation?
AprincipalmayappealtotheSuperintendent .
AprincipalmayappealthePARPanel’stentativerecommendationtothePARPanelandthenmayappealtotheSuperintendent .
Can a community superintendent appeal a PAR Panel’s tentative recommendation?
Notaddressed . AcommunitysuperintendentmayappealthePARPanel’stentativerec-ommendationtothePARPanel .
Is a principal evaluated the year following successful return to the Professional Growth Cycle from PAR?
TheprincipalreturnstotheProfessionalGrowthCycleasdeter-minedbythefrequencyschedule .
TheprincipalwillhaveaSpecialEvaluationtoinsuremaintenanceofskills .
What process applies if a principal receives a “does not meet standard” rating on the Special Evaluation a year following successful return to the Professional Growth Cycle from PAR?
TheEvaluationSupportCyclebegins . ThePARPanelmakesarecom-mendationregardingreturntotheProfessionalGrowthCycle,re-inclu-sion,reassignmenttoanotheradmin-istrativeonnon-administrativeposi-tion,ordismissalfromMCPS .
What process applies if a principal receives a “does not meet standard” evaluation for a school year after the year following the successful return to the professional growth cycle from PAR?
TheEvaluationSupportCyclebegins . Aconsultingprincipalconductsareviewandmakesarecommenda-tiontothePARPanelregardingre-inclusion .ThePARPanelmakesarecommendationregardingreturntotheProfessionalGrowthCycle,re-inclusion,reassignmenttoanotheradministrativeornon-administrativeposition,ordismissalformMCPS .
What process applies if concerns are identified regarding the principal’s performance in relation to the six standards during non-evaluation years?
Thecommunitysuperintendentcon-ductstwoformalobservationsandtrainingandsupportareprovidedbyaconsultingprincipalandthedirectorofschoolperformance .Theconsultingprincipalfacilitatesthedevelopmentofanimprovementplan .
Thecommunitysuperintendentcon-ductstwoformalobservationsandtrainingandsupportareprovidedbythecommunitysuperintendentanddirectorofschoolperformance .Thecommunitysuperintendentfacilitatesthedevelopmentofanimprovementplan .
A&S PGS Handbook 2011–2012 Evaluation Process for Principals —75
QUESTION CURRENT HANDBOOK LANGUAGE NEW HANDBOOK LANGUAGE
When is a consulting principal assigned to provide training and support if concerns are identified regarding the principal’s perfor-mance in relation to the six stan-dards during non-evaluation years?
Theconsultingprincipalisassignedfollowingtheconductingoftwofor-malobservationsbythecommunitysuperintendent .
Aconsultingprincipalisassignedtoconductareviewafteraprincipalreceivesa“doesnotmeetstandard”evaluation .
76 —Evaluation Process for Principals A&S PGS Handbook 2011–2012
A&S PGS EVALUATION PROCESS FOR PRINCIPALS: A DIAGRAM
Evaluation Process for Asst. Principals, Asst. School Administrators,—77 A&S PGS Handbook 2011–2012 and Coordinators of School-Based Programs—77
Evaluation Process for Assistant Principals, Assistant School Administrators,
and Coordinators of School-based Programs
PurposeThepurposeoftheevaluationcomponentoftheAdministrativeandSupervisoryProfessionalGrowthSystem(A&SPGS)istoensureanddocumentqualityper-formanceofassistantprincipals(APs),assistantschooladministrators(ASAs),andcoordinatorsofschool-basedprogramsandtoprovidefeedbacktoAPs/ASAs/coordi-natorsofschool-basedprogramsfortheirownprofes-sionalcontinuousimprovement .Theprocessclearlyoutlinesexpectationsandmeasuresthatarebasedonthesixstandardsofperformance .“Theevaluationsys-temalsoprovidesMCPSwithinformationfromwhichprofessionaldevelopmentprogramscanbedeveloped,personnelselectionprocedurescanbeappraised,andtheadequacyofhumanandmaterialresourcescanbeassessed”(MCPS-MontgomeryCountyAssociationofAdministratorsandPrincipalsnegotiatedagreement) .
Thestructureoftheevaluationprocessrecognizesthecomplexitiesofschool-basedadministrativepositionsandprovidesopportunitiesforcontinuousimprovement .School-basedadministrativepositionsincludeavarietyofroles:assistantprincipals,assistantprincipalsintrain-ing,assistantschooladministrators,andcoordinatorsofprogramssuchasInternationalBaccalaureate,specializedmagnets,andlanguageimmersion .Becausethisvarietyinrolesleadstodifferencesinresponsibilities,eachAP/ASA/coordinatorofschool-basedprograms’strengthsarerecognizedandnurtured .Strengthsandareasofneedaredocumentedthroughmultiplesourcesofdata .
Support and ResourcesAPs/ASAs/coordinatorsaregiventhenecessarysupportandresourcestoaddressidentifiedneedsandimproveperformance .SupportandresourcesforAPs/ASAs/coor-dinatorsvarybyposition .
Assistant Principals in the Leadership Development ProgramAssistantprincipalsintheLeadershipDevelopmentProgramreceivetheirsupportfromthedirectorsofthedevelopmentprograminseminarsandworkshopsaswellasfromtheirdevelopmentteams .Theyareevaluatedviathetrainingprogramsandunderthetrainingprocess .
Assistant School AdministratorsTheassistantschooladministratorpositionisuniqueinthatthemaximumdurationofthepositionisfouryears .
Thepurposeofthispositionistogiveindividualstheopportunitytotryanadministrativepositionandtodeter-mineiftheywishtopursueadministrationfurther .Thesupportforassistantschooladministratorscomesprimar-ilyfromtheprincipal,withadditionalsupportoccurringindevelopmentseminars .
Permanent Assistant Principals/Coordinators of School-based ProgramsSupportforpermanentAPs/coordinatorsmayincludetrainingandsupportfromtheprincipal,theassociatesuperintendent,thedirectorofschoolperformance,aCP,andtheEvaluationSupportCycle,asoutlinedbelow .
Between Formal Evaluation Years Eventhoughsupportsandresourcesmayvary,theA&SProfessionalGrowthSystemencompassesalladministra-tiveandsupervisorypersonnel .Betweenformalevalu-ationyears,APs/ASAs/coordinatorsofschool-basedprogramsparticipateinprofessionalgrowthactivitiesaspartoftheprofessionalgrowthcycle,whichisdescribedintheProfessionalDevelopmentcomponentoftheA&SPGS .Thesegrowthactivitiesarebasedonindividualizedprofessionaldevelopmentplans(PDPs)foreachAP/ASA/coordinatorofschool-basedprograms .Duringformalevaluationyears,APs/ASAs/coordinatorsofschool-basedprogramsarenotrequiredtocreateaPDP .
Elements of the Evaluation ProcessEvaluatorsTheprincipaltowhomtheAP/ASA/coordinatorofschool-basedprogramsisassignedisresponsibleforcompletingtheformalevaluation .
Frequency SchedulesFormalevaluationsarerequiredasfollows:
• FirstandsecondyearasanAP/ASA/coordinatorof school-basedprograms
• Firstyearafterachangeinassignment
• FifthyearasanMCPSadministrator
• Ninthyear
• Everyfifthaftertheninthyear
Note:ASpecialEvaluationmaybeusedinanyyearusingtheprocessinAnnualReviewProcessinNon-EvaluationYearsattheendofthissection .
Evaluation Process for Asst. Principals, Asst. School Administrators, 78 —and Coordinators of School-Based Programs A&S PGS Handbook 2011–2012
Annual Review Process in Non-evaluation YearsDuringprofessionalgrowthyears,theassistantprincipal(AP)/assistantschooladministrator(ASA)/coordinatorofschool-basedprogramsgathersdataforthetwoannualmeetingswiththeprincipal .Thesemeetingswilloccurnearthebeginningandtheendofthefiscalyeartoreviewdatasourcesinordertosetgoals,reviewgoals,andreviewperformanceinrelationtothesixstandardsandtheschoolimprovementprocess .
Performance with no concernsIftheseannualreviewsindicatethatprogressiscontinu-ingandtherearenoconcerns,theAP/ASA/coordinatorofschool-basedprogramswillcontinueintheprofessionalgrowthcyclethatwillincludeapersonalProfessionalDevelopmentPlan,asdescribedintheProfessionalDevelopmentcomponentoftheA&SPGSHandbook,andtheschoolimprovementprocessplan .NoviceAP/ASA/coordinatorsofschool-basedprograms,AP/ASA/coordi-natorsofschool-basedprogramsnewtoMCPS,andAP/ASA/coordinatorsofschool-basedprogramsnewtoanassignmentdonotwriteprofessionaldevelopmentplansintheirfirstyear .
Performance with concernsDuring the first semester,iftheprincipalidentifiesanddocumentsconcernsregardingtheAP/ASA/coordina-torofschool-basedprograms’performanceinrelationtothesixstandardsthroughtwoformalobservations,theAP/ASA/coordinatorofschool-basedprogramswillbeprovidedwithtrainingand/orsupportbytheprincipal .TheprincipalwillorganizeameetingwiththeAP/ASA/coordinatorofschool-basedprogramsanddirectorofschoolperformance,andwillfacilitatethedevelopmentofanimprovementplan .Thisplanwillbethebasisforidentifyingneeds,providingsupport,establishingatime-line,anddeterminingthemeasuresbywhichtheAP/ASA/coordinatorofschool-basedprogramsisexpectedtomeetstandard .
• Theprincipalwillreviewthedatapointsoftheimprove-mentplanbyApril1 .
• IftheprincipalfindsthattheAP/ASA/coordinatorofschool-basedprogramshasmetthegoalsoftheimprovementplan,theAP/ASA/coordinatorofschool-basedprogramswillcontinueintheprofessionalgrowthcycle .
• IftheprincipaldocumentsthattheAP/ASA/coordina-torofschool-basedprogramsdidnotmeetthegoalsoftheimprovementplan,aqualifiedsecondobserverwillcompleteanobservationbeforetheAP/ASA/coor-dinatorofschool-basedprogramsreceivesaSpecial
Evaluation .TheprincipalwillcompletetheSpecialEvaluationbyMay1 .
• IftheAP/ASA/coordinatorofschool-basedprograms’performanceisratedas“doesnotmeetstandard,”he/shewillbeplacedintheEvaluationSupportCycleforthenextschoolyear .
• IftheASAperformanceisratedas“doesnotmeetstan-dard,”see“forassistantschooladministrators,”below .
During the second semester,iftheprincipalidentifiesanddocumentsconcernsregardingtheAP/ASA/coordi-natorofschool-basedprograms’performanceinrelationtothesixstandardsthroughtwoformalobservations,theAP/ASA/coordinatorofschool-basedprogramswillbeprovidedwithtrainingand/orsupportbythecommunitysuperintendent,asoutlinedabove .
• Theprincipalwillreviewthedatapointsoftheimprove-mentplanbyDecember1 .
• IftheprincipalfindsthattheAP/ASA/coordinatorofschool-basedprogramshasmetthegoalsoftheimprovementplan,theAP/ASA/coordinatorofschool-basedprogramswillcontinueintheprofessionalgrowthcycle .
• IftheprincipaldocumentsthattheAP/ASA/coordina-torofschool-basedprogramsdidnotmeetthegoalsoftheimprovementplan,aqualifiedsecondobserverwillcompleteanobservationbeforetheAP/ASA/coor-dinatorofschool-basedprogramsreceivesaSpecialEvaluation .TheprincipalwillcompletetheSpecialEvaluationbyJanuary1 .
• IftheAP/ASA/coordinatorofschool-basedprograms’performanceisratedas“doesnotmeetstandard,”he/shewillbeplacedintheEvaluationSupportCyclefortheremainderoftheschoolyearandthefirstsemesterofthenextschoolyear .
• IftheASAperformanceisratedas“doesnotmeetstan-dard,”see“forassistantschooladministrators,”whichfollows .
For assistant school administrators,iftheprincipalidentifiesconcernsregardingtheASA’sperformanceinrelationtothesixstandardsatanytimeduringtheyear,theprincipalwillprovidecounselingregardingtheASA’scontinuationintheposition .Theprincipalmayprovidewhateversupporthe/shedeemsappropriateandwillevaluatetheASAbyMay1 .IftheevaluationidentifiesthattheASAisnotmeetingstandard,theASAwillberemovedfromtheposition .
Collection of Evaluation Data Dataarecollectedthroughouttheprofessionalgrowthyears .Fortheevaluationprocess,theprincipalwillcollect
Evaluation Process for Asst. Principals, Asst. School Administrators,—79 A&S PGS Handbook 2011–2012 and Coordinators of School-Based Programs—79
andanalyzedatafromobservations,conferences,meet-ings,andotherrelateddatasources .Thisshouldbeanongoingandcumulativeprocessdocumentingprogressovertime .
Data sources will include the three meetings,oneatthebeginning,oneinthemiddle,andoneattheendofeachschoolyearbetweentheAP/ASA/coordinatorofschool-basedprogramswiththeprincipaltoreviewgoalsandprogressintheAP/ASA/coordinatorofschool-basedprograms’professionaldevelopmentplanandtheschoolimprovementprocess .
In addition to the three meetings,therewillbeformalobservationsandothervisitsandinteractionsasneededtodocumentperformanceinrelationtothesixstandards .Duringanevaluationyearatleasttwoformalobservationsarerequired,oneofwhichmustbescheduledinadvance .Formalobservationsrequirethatthepersonbeingobservedhasfullknowledgeoftheobservation,whichisfollowedbyaconference .Thepersonreceivesawrittenreportinatimelymanner,andthepersonhastherighttorespondtotheobservationreport .Itisrecommendedthatobservationsshouldbeaminimumof30minutesorlon-ger,asappropriate .Examplesofformalobservationsandvisitsincludethefollowing:
• Staffmeetings
• Studentmeetings
• Specialeducationmeetings
• Parent/communitymeetings
• SchoolImprovementTeammeetings
• InstructionalLeadershipCouncilmeetings
• Staffevaluationconferences
• Parentconferences
• Staff,student,andparentinteractions
The principal will collect and analyze,inconjunctionwiththeAP/ASA/coordinatorofschool-basedprograms,avarietyofrequireddatasourcesasapartoftheevaluation .Datasourcesincludethefollowing:
Required data sources
• Formalobservations
• ProfessionalDevelopmentPlan
• ImprovementPlan,ifapplicable
Optional performance data sources based on the six standards
• Localschoolparent,student,andstaffsurveys
• AP/ASA/coordinatorofschool-basedprograms’portfolio
Evaluation Year APs/ASAs/coordinatorsofschool-basedprogramsentertheevaluationyearinaccordancewiththefrequencyscheduleoftheevaluationprocess .Duringformalevalu-ationyears,aminimumoftwoformalobservationsarerequired,withatleastoneeachsemester .Oneformalobservationmustbedonebytheprincipal .IftheAP/ASA/coordinatorofschool-basedprogramsisbelowstandard,oneformalobservationmustbedonebyaqualifiedsec-ondobserverselectedbytheprincipal .Theevaluationisbasedonthedataoutlinedinrelationtothesixstandards,performancecriteria,anddescriptiveexamples .Theprin-cipalcompletestheevaluationbyMay1iftheAP/ASA/coordinatorofschool-basedprograms“doesnotmeetstandard”andbyJune15iftheAP/ASA/coordinatorofschool-basedprograms“meetsstandard .”
• IftheAP/ASA/coordinatorofschool-basedprogramsmeetsstandard,theAP/ASA/coordinatorofschool-basedprogramswillcontinueintheprofessionalgrowthcycle .
• Wheresignificantperformanceissuesareidentified,qualifiedsecondobserver(s)willbeassigned .IntheeventthatthequalifiedsecondobserverdoesnothaveexperienceasanAP,theAPbeingobservedmayrequestathirdobserverwhohashadexperienceasanAP .
• Iftheprincipalidentifiesconcernsduringtheformalevaluationyear,aCPwillbeassignedforsupportandanimprovementplandeveloped .TheprincipalcompletestheevaluationbyMay1 .IftheAP/coordinatorofschool-basedprogramsmeetsstandard,he/shewillcontinueintheprofessionalgrowthcycle .IftheAP/coordinatorofschool-basedprograms“doesnotmeetstandard,”he/shewillentertheEvaluationSupportCycle .
• Forassistantschooladministrators,iftheprincipalidentifiesconcernsregardingtheASA’sperformanceinrelationtothesixstandardsatanytimeduringtheyear,theprincipalwillprovidecounselingregardingtheASA’scontinuationintheposition .Theprincipalmayprovidewhateversupporthe/shedeemsappropriateandwillevaluatetheASAbyMay1 .IftheevaluationidentifiesthattheASAisnotmeetingstandard,theASAisremovedfromtheposition .
Special Evaluation/Evaluation Support CycleDuringtheSpecialEvaluation/EvaluationSupportCycle,theAP/coordinatorofschool-basedprogramswillreceiveclearexpectationsandsupportfromtheprincipal,aCP,andthePeerAssistanceReview(PAR)Panel .
Duetotheirpositions,ASAsarenoteligibleforthissupport .TheCP,theprincipal,andtheAP/coordina-torofschool-basedprogramswillcollaborateonthe
Evaluation Process for Asst. Principals, Asst. School Administrators, 80 —and Coordinators of School-Based Programs A&S PGS Handbook 2011–2012
developmentofanimprovementplanthatwillincludetheidentificationofthespecificareasofneed,theexpectedimprovements,thesupportthatwillbeprovidedbytheCPandprincipal,andthespecificdatathatwillbeusedtodetermineeffectiveness .Thegoalofthisintenseinterven-tionistoprovideassistanceandopportunitiestotheAP/coordinatorofschool-basedprogramsinordertomeetallstandards .TheAP/coordinatorofschool-basedprogramstakesresponsibilityforinvolvementindevelopingtheimprovementplanandinmeetingstandards .
TheAP/coordinatorofschool-basedprogramsenterstheEvaluationSupportCyclethrougha“doesnotmeetstan-dard”evaluation .TheEvaluationSupportCycleincludesthefollowing:
• TheCPprovidesdirectionandsupporttotheAP/coor-dinatorofschool-basedprograms .He/shewillobserveandconferwiththeAP/coordinatorofschool-basedprogramsandsubmitupdatestotheprincipalandtheAP/coordinatorofschool-basedprogramsPeerAssistanceReview(PAR)Panelonthesupportspro-videdtotheAP/coordinatorofschool-basedprogramsandtheAP/coordinatorofschool-basedprograms’progressontheimprovementplan .ByApril1oftheEvaluationSupportCycleyear,theCPwillcompleteasummaryreportontheAP/coordinatorofschool-basedprograms’progressontheimprovementplan .
• Theprincipalwillalsomonitorprogressontheimprove-mentplanthroughquarterlyobservationsandmeetingswiththeAP/coordinatorofschool-basedprograms .Asoutlinedin“CollectionofEvaluationData”above,theprincipalwillcompletetheevaluationusingmultiplesourcesofrequireddatatodocumenteachstandard .Theprincipalwillcompletetheevaluationbytheduedate .
• ThePARPanelcomprisesthreeprincipalsnotassignedtothatAP/coordinatorofschool-basedprograms,andthreeassistantprincipalsrecommendedbyMCAASP .Thesuperintendentordesigneewillapprovethemem-bershipforthepanel .ThispanelwillreceivequarterlyupdatesfromtheprincipalandtheCPontheprogressoftheAP/coordinatorofschool-basedprogramsontheimprovementplan .Panelmembersmayprovidesug-gestionsforsupportinhelpingtheAP/coordinatorofschool-basedprogramsmeetthegoalsoftheimprove-mentplanto“meetstandard”attheendoftheyearoftheEvaluationSupportCycle .Thepanelwillmakefinalrecommendationstothesuperintendent .
Decisions Regarding the Evaluation Support CycleIftheprincipalandtheCPagreethattheAP/coordina-torofschool-basedprogramshasmetstandard,theAP/coordinatorofschool-basedprogramswillreturntotheprofessionalgrowthcycle .IftheprincipalandtheCPagreethattheAP/coordinatorofschool-basedprograms“didnotmeetstandard”ortheycouldnotagreeiftheAP/coordinatorofschool-basedprogramsmetstandard,theywillpresenttheirfindingstothePARPanel .TheAP/coordinatorofschool-basedprogramswillalsohaveanopportunitytopresentinformationtothePARPanel .Afterconsideringalloftheinformation,thePARPanelwillmakeoneofthefollowingrecommendationstothesuper-intendentbyMay15:
• TheAP/coordinatorofschool-basedprogramsreturnstotheprofessionalgrowthcycle .
• TheAP/coordinatorofschool-basedprogramsisreas-signedtoanotheradministrativeposition .
• TheAP/coordinatorofschool-basedprogramsisreas-signedtoanon-administrativeposition .APs/coordi-natorsofschool-basedprogramswhoaretenuredasteachersinMCPSarestilltenuredforteachingpositionswhendismissedfromA&Spositions .
• TheAP/coordinatorofschool-basedprogramsisdis-missedfromMCPS .
Appeal ProcessThroughtheseprocedurestheA&SPGSestablishesthattheassistantprincipal(AP)/assistantschooladministra-tor(ASA)/coordinatorofschool-basedprogramsisanactiveparticipantthroughouttheevaluationprocess .Themeetingsheldatthebeginningandendofeachyear,thepost-observationconferences,andthedevelopmentofanyimprovementplansareexamplesoftheopportunitiesforcollaborationamongtheprincipal,theAP/ASA/coor-dinatorofschool-basedprograms,andothersinvolved .Theschoolsystemshallberesponsibleformaintainingtheconfidentialityofanindividual’sevaluationprocessandallrelateddocuments .Thefollowingprocesseswillbeavailable:
• The Process for Responding to an Observation ReportTheAP/ASA/coordinatorofschool-basedprogramsmayrespondinwritingtoanyobservationreportwithin10workingdaysofreceivingthereport .
• The Process for Providing Additional Information to a “Meets Standard” Evaluation TheAP/ASA/coordinatorofschool-basedprogramsmayprovideadditionalinformationtoa“meetsstan-dard”evaluation .
Evaluation Process for Asst. Principals, Asst. School Administrators,—81 A&S PGS Handbook 2011–2012 and Coordinators of School-Based Programs—81
• The Review Process and Appeal Process of a “Does Not Meet Standard” Evaluation WhenanAP/ASA/coordinatorofschool-basedpro-gramswhoisnotcurrentlyinthePARprogramisgivena“doesnotmeetstandard”ratingontheformalevalu-ationreport,OHRDwillnotifythePARPanelcochairs .ACPwillbeassignedtocompleteareviewofthatAP/ASA/coordinatorofschool-basedprograms’skillsontheLeadershipStandards .Thereviewconsistsofthefollowing:
The Consulting Principal—• meetsseparatelywiththeprincipalandtheAP/ASA/
coordinatorofschool-basedprograms;
• completesaminimumoftwoformalobservations(oneannouncedandoneunannounced);and
• reportstheinformationandmakesarecommendationtothePARPanel .
The PAR Panel— • hearsthereportfromtheCP;
• decidesoninclusionornoninclusionintheprogram;and
• notifiestheprincipalandcommunitysuperintendentofthedecision .
IftheCPconcursthattheneedsoftheAP/ASA/coordina-torofschool-basedprogramswarrantthesupportoftheprogram,theAP/ASA/coordinatorofschool-basedpro-gramsmayasktomakeapresentationtothePARPanelinordertoprovideadditionalinformation .ThispresentationshouldprovideforameaningfulappealoftheAP/ASA/coordinatorofschool-basedprograms“doesnotmeetstandard”evaluation .ThePARPanelwillconsidertheCPreviewtobeinformationthatcanbeusedintheappealprocess .IftheAP/ASA/coordinatorofschool-basedpro-gramsrequeststomakeapresentation,thePARPanelalsowillprovideanopportunityfortheprincipaltopresentinformationanddocumentation .Inaddition,theCPwillbequestionedtoclarifyinformationinhis/herreportsandinregardtohis/herrecommendation .Informationfromallthreesourceswillbeconsideredbeforeadeci-sionisrendered .Afterthepresentation,thePARPanelwillaffirmornegatethe“doesnotmeetstandard”evaluation,andwillrecommendinclusionornoninclusioninPAR .IfthePARPanelrecommendsinclusioninthePARpro-gram,aCPwillbeassignedtoprovideayearofsupport .InclusioninthePARprogramisnotvoluntaryandcannotbeappealedbytheAP/ASA/coordinatorofschool-basedprograms .IfthePARPanelrecommendsnoninclusion,andtheAP/ASA/coordinatorofschool-basedprogramsthereforeisdeterminedto“meetstandard,”thePARPanelwillnotifytheprincipal,whowillworkwithstafffromtheCenterforSkillfulTeaching,andthecochairsofthePAR
Panel,toensurethattheformalevaluationisrevisedtoconformwitha“meetsstandard”rating .
IftheCPdoesnotconcurthattheneedsoftheAP/ASA/coordinatorofschool-basedprogramsareseriousenoughtowarrantthesupportoftheprogram,theprincipalmayasktomakeapresentationtothePARPanelinordertoprovideadditionaldata .Whenconsideringapresentationbyaprincipal,thePARPanelalwayswillexamineallrel-evantwrittendocumentation,includingthemostcurrentformalevaluationreportandpost-observationconferencereports .Iftheprincipalrequeststomakeapresentation,thePARPanelalsowillprovideanopportunityfortheAP/ASA/coordinatorofschool-basedprogramstopresentinformationanddocumentation .Inaddition,theCPwillbequestionedtoclarifyinformationinhis/herreportsandinregardtohis/herrecommendation .Informationfromallthreesourceswillbeconsideredbeforeadecisionisrendered .Afterreviewingalloftheinformation,thePARPanelwillrecommendeitherinclusioninthePARprogramorreturntotheProfessionalGrowthCyclewithsupportbytheprincipal .IfthePARPanelrecommendsnoninclusionandtheAP/ASA/coordinatorofschool-basedprograms,therefore,isdeterminedto“meetstandard,”thePARPanelwillnotifytheprincipal,whowillworkwithstafffromtheCenterforSkillfulTeaching,andthecochairsofthePARPanel,toensurethattheformalevaluationisrevisedtoconformwitha“meetsstandard”rating .
The Appeal Process of a PAR Panel RecommendationInanyinstanceinwhichtheAP/ASA/coordinatorofschool-basedprogramsorprincipalwishestoappealthetentativerecommendationofthePARPanel,boththeAP/ASA/coordinatorofschool-basedprogramsandprincipalinvolvedwilleachbeinvitedtomakeapresentationbeforethePARPanel .
Principal Appeal PresentationsTheprincipalmayappealthetentativerecommendationataPARPanelmeeting .Thepresentationwillbescheduledfor40minutes .Thefirsthalfoftheallottedtimeisusedforapresentationofevidencetosupporttheprincipal’sevalu-ation .Thesecondhalfoftheallottedtimeisusedforques-tionsfromthePARPanel .Theprincipalmaybringwrittendocumentationbasedonthestandardstosupporthis/herpointofviewandwillgivecopiestoeachPARPanelmem-ber .AlldocumentationpresentedtothePARPanelmusthavebeensharedwiththeAP/ASA/coordinatorofschool-basedprogramsinadvanceofthismeeting .Theprincipalisexpectedtopresentinthesecases .Theprincipalmaybeaccompaniedbyanotherqualifiedobserveroftheprinci-pal’schoosingtoassistinthepresentation .
Evaluation Process for Asst. Principals, Asst. School Administrators, 82 —and Coordinators of School-Based Programs A&S PGS Handbook 2011–2012
AP/Coordinator of School-based Programs Appeal PresentationsTheAP/ASA/coordinatorofschool-basedprogramsmayappealatentativerecommendationofreassignmentordismissalataPARPanelmeeting .Thepresentationisscheduledfor40minutes .ThefirsthalfoftheallottedtimeisusedforapresentationofevidencetosupporttheAP/ASA/coordinatorofschool-basedprograms’viewofhis/herperformance .ThesecondhalfoftheallottedtimeisusedforquestionsfromthePanel .TheAP/ASA/coordinatorofschool-basedprogramsmaybringwrittendocumentationbasedonthestandardstosupporthis/herpointofviewandwillgivecopiestoeachPARPanelmem-ber .TheAP/ASA/coordinatorofschool-basedprogramsmaycontactaMCAAPrepresentativeforassistance .TheAP/ASA/coordinatorofschool-basedprogramsmaybeaccompaniedbyaguest,whomaybeaMCAAPrepresen-tative,anattorney,orotherguest,butwhomaynotspeakduringtheproceedings .
Final recommendationsThePARPaneldiscussesthecasefollowingappealpre-sentationsandreconsidersitstentativerecommendationwithoutthepresenceofeithertheAP/ASA/coordinatorofschool-basedprogramsortheprincipal .ThecochairsnotifytheAP/ASA/coordinatorofschool-basedprograms,theprincipal,andtheCP,inwriting,ofthePanel’sfinalrecommendationtothesuperintendent .
IfneithertheAP/ASA/coordinatorofschool-basedpro-gramsnortheprincipalappealthePARPanel’stentativerecommendation,thatrecommendationwillbecomethefinalrecommendation .
TheAP/ASA/coordinatorofschool-basedprogramsmayappealthePanel’sfinalrecommendationtothesuperin-tendentthroughtheprocessoutlinedinMCPSandMSDEemploymentprocedures .
Follow-up to Successful Return to the Professional Growth Cycle from the PAR ProgramIntheyearfollowingsuccessfulreturntotheprofes-sionalgrowthcyclefromthePARprogram,theAP/ASA/coordinatorofschool-basedprogramswillhaveaSpecialEvaluationtoensuremaintenanceofskills .IftheAP/ASA/coordinatorofschool-basedprograms’skillsareratedas“doesnotmeetstandard”inthenextschoolyear,thePARPanelwillreconsiderthecase .Theprinci-palandAP/ASA/coordinatorofschool-basedprogramswillbeaskedtobringdocumentationandevidencetothePARPanelmeetinginMay .Atthattime,basedontheevidenceprovided,thePARPanelcouldrecommendareturntotheprofessionalgrowthcycle,reassignmenttoanotheradministrativeposition,reassignmenttoa
non-administrativeposition(AP/ASA/coordinatorsofschool-basedprogramswhoaretenuredteachersinMCPSarestilltenuredforteachingpositionswhendis-missedfromA&Spositions),ordismissalfromMCPS .
IfanAP/ASA/coordinatorofschool-basedprogramswhohassuccessfullyreturnedtotheprofessionalgrowthcyclefromthePARprogramreceivesa“doesnotmeetstan-dard”evaluationforaschoolyearaftertheyearimmedi-atelyfollowingthesuccessfulreturntotheprofessionalgrowthcycle,aCPwillbeassignedtoconductareviewinwhichtheCP—
• meetswiththeprincipalandtheAP/ASA/coordinatorofschool-basedprograms,and
• completesaminimaloftwoformalobservations(oneannouncedandoneunannounced) .
TheCPwillreporttheinformationandmakearecommen-dationtothePARPanelastoreinclusionoftheAP/ASA/coordinatorofschool-basedprogramsinthePARprogram .IfthePARPanelrecommendsinclusioninthePARpro-gram,aCPwillbeassignedtoprovideayearofsupport .InclusioninthePARprogramisnotvoluntaryandcannotbeappealedbytheAP/ASA/coordinatorofschool-basedprogram .ThePARPanelwillnotifytheAP/ASA/coordina-torofschool-basedprogramsandprincipalofthedecision .
IftheCPrecommendsreinclusion,theprincipalwillbegiventheoptionofagreeingwiththatrecommendation .Iftheprincipalagrees,reinclusioninthePARprogramwillnotbevoluntaryandcannotbeappealedbytheAP/ASA/coordinatorofschool-basedprograms .IftheprincipaldoesnotagreeandrequestsconsiderationofdismissalfromMCPSemployment,theCP,principal,andAP/ASA/coordinatorofschool-basedprogramswilleachbeinvitedtomakeapresentationattheJunemeetingofthePARPanel .Whenconsideringapresentation,thePARPanelalwayswillexamineallrelevantwrittendocumentation,includingthemostcurrentformalevaluationreportandpost-observationconferencereports .ThePanelcouldrecommendareturntotheprofessionalgrowthcycle,reas-signmenttoanotheradministrativeposition,reassignmenttoanon-administrativeposition(AP/ASA/coordinatorsofschool-basedprogramswhoaretenuredteachersinMCPSarestilltenuredforteachingpositionswhendismissedfromA&Spositions),ordismissalfromMCPS .
IftheCPdoesnotrecommendreinclusion,theprincipalwillbegiventheoptionofagreeingwiththatrecommen-dation .Iftheprincipalagreeswiththerecommendation,theAP/ASA/coordinatorofschool-basedprogramswillreturntotheprofessionalgrowthcycle .Inthiscircum-stance,theprincipalwillrewritetheevaluationtodemon-stratethattheAP/ASA/coordinatorofschool-basedpro-gramsismeetingstandard .Iftheprincipaldisagrees,theCP,principal,andAP/ASA/coordinatorofschool-based
Evaluation Process for Asst. Principals, Asst. School Administrators,—83 A&S PGS Handbook 2011–2012 and Coordinators of School-Based Programs—83
programseachwillbeinvitedtomakeapresentationattheJunemeetingofthePARPanel .Whenconsideringapresentation,thePARPanelalwayswillexamineallrel-evantwrittendocumentation,includingthemostcurrentformalevaluationreportandpost-observationconfer-encereports .ThePARPanelcouldrecommendareturntotheprofessionalgrowthcycle,reassignmenttoanotheradministrativeposition,reassignmenttoanon-admin-istrativeposition(AP/ASA/coordinatorsofschool-basedprogramswhoaretenuredteachersinMCPSarestilltenuredforteachingpositionswhendismissedfromA&Spositions),ordismissalfromMCPS .
GLOSSARYConsulting Principal (CP)isassignedbytheOfficeofHumanResourcesandDevelopmenttosupportandcoachAPs/coordinatorsofschool-basedprogramswhohavebeenplacedinSpecialEvaluationortheEvaluationSupportCycle .
Evaluation Ratingisadecisionmadebytheprincipalbasedonaholisticviewoftheevidenceregardinganindi-vidual’sperformanceonallthestandards .Theratingwillstatethattheindividualeither“meetsstandard”or“doesnotmeetstandard .”Evaluationsalsorequireaqualifiedsecondobserveriftheevaluationwillbebelowstandard .
Formal Observationsrequirethatthepersonbeingobservedknowsthathe/sheisbeingobserved,thatawrit-tenreportissharedwiththeperson,andthatthepersonhastherighttoprovideawrittenresponsetothereport .
New to Assignmentreferstoadministratorsandsupervi-sorswhoarenewtotheircurrentposition,althoughtheyhaveheldasameorcorrespondingpositionatadifferentlocationorlevel .
Novice administratorsareadministratorsnewtotheirposition .
Performance with Concernsindicatesthattheimmedi-atesupervisorhasidentifiedanddocumentedconcernsregardingtheadministrator’sperformanceinrelationtoanyofthesixstandards .
Performance with No Concernsindicatesthattheimme-diatesupervisorhasidentifiedanddocumentedthattheadministratorismeetingandmakingcontinuedprogressinrelationtoallsixstandards .
PortfolioprovidestheAP/ASA/coordinatorofschool-basedprogramswiththeopportunitytocollectandpresentavarietyofdatasourcesdescribinghis/herper-formance .Theportfoliocouldincludeinformationfromparents,staff,orstudents;resultsofschoolmeetingsorsurveys;coursework;attendanceorpresentationsatpro-fessionalconferences;andexamplesofprofessionalactiv-itieswithinMCPSorothereducationalgroups .Itisatool
maintainedbytheAP/ASA/coordinatorofschool-basedprogramstoaddressthesixstandards .
Qualified Observersarethesuperintendent,thecom-munitysuperintendent,theassociatesuperintendent,andtheirprofessionalassistants,includingtheprincipal .
Peer Assistance Review (PAR) PanelconsistsofthreeprincipalsnotassignedtosupervisetheAP/coordina-torofschool-basedprograms,andthreecurrentlysittingassistantprincipals .ThePARPanelreviewsthereportsandrecommendationsoftheprincipalandtheCP,andthenpresentsrecommendationstothesuperintendentonpersonnelactionsforAPs/coordinatorsofschool-basedprogramsintheEvaluationSupportCycle .
Second Observerisaqualifiedobserverprovidinganobjectiveindependentassessment .
Special Evaluationisanevaluationscheduledoutoftheregularsequence .ThepurposeoftheSpecialEvaluationistoaddressseriousdeficienciesintheAP/coordinatorofschool-basedprograms’performanceonthesixstan-dards .Observationsbyboththeprincipalandanotherqualifiedobserverarerequirediftheevaluationwillbebelowstandard .ASpecialEvaluationcanresultinreferraltotheEvaluationSupportCycle,orinareturntothepro-fessionalgrowthcycle .The Special Evaluation process does not apply for assistant school administrators.
Role of Consulting Principal ThepurposeoftheCProleistoprovidesupportfortheAP/coordinatorofschool-basedprograms(client) .Inordertoaccomplishthis,theCPwillmeetinitiallywiththeprincipaland,attherequestoftheprincipal,thedirectorofschoolperformancetoobtaininformationabouttheneedsoftheclient .Assoonthereafteraspossible,theCPwillmeetwiththeclient .TheCPisresponsibleforcoach-ingandmentoringtheclient .Thepriorityofthepositionistoprovidesufficienttimeforeffectiveinteractionswiththeclient .TheCPprovidesdirectionwithregardtothesupportsthatareavailablefromwithinMCPSandfromoutsidesources .
Forclientsinspecialevaluation,theCPorganizesameetingwiththeclient,thecommunitysuperintendent,andthedirectorofschoolperformanceatwhichtheCPfacilitatesthedevelopmentofanimprovementplan .Thisplanisthebasisforidentifyingneeds,providingsupport,establishingatimeline,anddeterminingthemeasuresbywhichtheclientisexpectedto“meetstandard .”TheCPprovidesassistancetotheclientwithregardtotheareasofneedasidentifiedontheimprovementplan .TheCPhelpstheclientsetprioritiesandmaintainafocusonimprovement .
Evaluation Process for Asst. Principals, Asst. School Administrators, 84 —and Coordinators of School-Based Programs A&S PGS Handbook 2011–2012
TheCPwillberesponsibleforthefollowing:
• Makingfrequentvisitswithinformalsupport
• Analyzingproblemsandsuggestingoptions
• Identifyingresourcesfortheclientprincipal
• Conductingaminimumoftwoformalobservationswithpost-conferences(onepersemesterrecommended)
• Providingwrittenreportsontheformalobservationstotheclientandthecommunitysuperintendent
• Communicatingwiththecommunitysuperintendentanddirectorofschoolperformanceregardingthecli-ent’sprogress
• PreparingquarterlyreportstothePARPanel,includingafinalsummativereport
• Makingarecommendationregardingtheclient’sstatustothePARPanelattheendoftheformaltimeframe
Toaccomplishthisrole,trainingisprovidedtotheCPbasedontheknowledge,skills,andabilitiesoutlinedinthejobdescription .ACPshallbeanexperiencedprinci-palinMCPSandhiredforthepositionofCPforathree-yearterm .Attheendofthethree-yearperiod,theCPreturnstoaprincipalpositionoranotheradministrativepositionforwhichhe/sheisqualified .
See Appendix A for Administrator Frequency Schedule for Evaluation.
Frequently Asked Questions About Revisions in the A&S PGS Handbook Adopted 6/27/11
QUESTION CURRENT HANDBOOK LANGUAGE NEW HANDBOOK LANGUAGE
May an AP/ASA/coordinator of school-based programs respond in writing to observation reports?
AnAP/ASA/coordinatorofschool-basedprogramsmayrespondinwrit-ingtoanobservationreportwithin10workingdaysofreceivingthereport .
Nochange
May an AP/ASA/coordinator of school-based programs provide additional information to a “meets standard” evaluation?
AnAP/ASA/coordinatorofschool-basedprogramsmayprovideaddi-tionalinformationtoa“meetsstan-dard”evaluation .
Nochange
What process applies when an AP/ASA/coordinator of school-based programs receives a “does not meet standard” evaluation?
Aconsultingprincipalprovidessup-portandtheEvaluationSupportCyclebegins .
AconsultingprincipalconductsareviewandmakesrecommendationtothePARPanelregardinginclusion .ThePARPanelrecommendsinclusionornoninclusion .
Can an AP/ASA/coordinator of school-based programs appeal a “does not meet standard” evaluation?
AnAP/ASA/coordinatorofschool-basedprogramsmayappealhis/herevaluationtohis/hersupervisor’ssupervisor .
AnAP/ASA/coordinatorofschool-basedprogramsmayappealhis/herevaluationtothePARPanel .
Can an AP/ASA/coordinator of school-based programs appeal the PAR Panel’s tentative recommendation?
AnAP/ASA/coordinatorofschool-basedprogramsmayappealtothesuperintendent .
AnAP/ASA/coordinatorofschool-basedprogramsmayappealthePARPanel’stentativerecommendationtothePARPanelandthenmayappealtothesuperintendent .
Can a principal appeal a PAR Panel’s tentative recommendation?
Notaddressed . AprincipalmayappealthePARPanel’stentativerecommendationtothePARPanel .
Is an AP/ASA/coordinator of school-based programs evaluated the year following successful return to the Professional Growth Cycle from PAR?
TheAP/ASA/coordinatorofschool-basedprogramsreturnstotheProfessionalGrowthCycleasdeter-minedbytheFrequencySchedule .
TheAP/ASA/coordinatorofschool-basedprogramswillhaveaSpecialEvaluationtoensuremaintenanceofskills .
Evaluation Process for Asst. Principals, Asst. School Administrators,—85 A&S PGS Handbook 2011–2012 and Coordinators of School-Based Programs—85
QUESTION CURRENT HANDBOOK LANGUAGE NEW HANDBOOK LANGUAGE
What process applies if an AP/ASA/coordinator of school-based pro-grams receives a “does not meet standard” rating on the Special Evaluation a year following suc-cessful return to the Professional Growth Cycle from PAR?
TheEvaluationSupportCyclebegins . ThePARPanelmakesarecom-mendationregardingreturntotheProfessionalGrowthCycle,re-inclu-sion,reassignmenttoanon-admin-istrativeposition,ordismissalfromMCPS .
What process applies if an AP/ASA/coordinator of school-based pro-grams receives a “does not meet standard” evaluation for a school year after the year following the suc-cessful return to the professional growth cycle from PAR?
TheEvaluationSupportCyclebegins . Aconsultingprincipalconductsareviewandmakesarecommenda-tiontothePARPanelregardingre-inclusion .ThePARPanelmakesarecommendationregardingreturntotheProfessionalGrowthCycle,re-inclusion,reassignmenttoanon-administrativeposition,ordismissalformMCPS .
What process applies if concerns are identified regarding the AP/ASA/coordinator of school-based programs’ performance in relation to the six standards during non-evaluation years?
Theprincipalconductstwoformalobservationsandtrainingandsupportareprovidedbyaconsultingprinci-palandtheprincipal .Theconsultingprincipalfacilitatesthedevelopmentofanimprovementplan .
Theprincipalconductstwoformalobservationsandtrainingandsup-portareprovidedbytheprincipal .Theprincipalfacilitatesthedevelopmentofanimprovementplan .
When is a consulting principal assigned to provide training and support if concerns are identified regarding the AP/ASA/coordinator of school-based programs’ perfor-mance in relation to the six stan-dards during non-evaluation years?
Theconsultingprincipalisassignedfollowingtheconductingoftwofor-malobservationsbytheprincipal .
AconsultingprincipalisassignedtoconductareviewafteranAP/ASA/coordinatorofschool-basedprogramsreceivesa“doesnotmeetstandard”evaluation .
Evaluation Process for Asst. Principals, Asst. School Administrators, 86 —and Coordinators of School-Based Programs A&S PGS Handbook 2011–2012
A&S PGS EVALUATION PROCESS FOR ASSISTANT PRINCIPALS, ASSISTANT SCHOOL ADMINISTRATORS, AND COORDINATORS OF SCHOOL-BASED PROGRAMS: A DIAGRAM
A&S PGS Handbook 2011–2012 Evaluation Process for Central Services Administrators —87
Evaluation Process for Central Services Administrators
PurposeThepurposeoftheevaluationcomponentoftheAdministrativeandSupervisoryProfessionalGrowthSystem(A&SPGS)istoensureanddocumentqualityper-formanceofcentralservicesadministratorsforMCPSandtoprovidefeedbacktocentralservicesadministratorsfortheirownprofessionalcontinuousimprovement .Thepro-cessclearlyoutlinesexpectationsandmeasuresthatarebasedonthesixstandardsofperformance .“Theevalu-ationsystemalsoprovidesMCPSwithinformationfromwhichprofessionaldevelopmentprogramscanbedevel-oped,personnelselectionprocedurescanbeappraised,andtheadequacyofhumanandmaterialresourcescanbeassessed”(MCPS-MontgomeryCountyAssociationofAdministratorsandPrincipals(MCAAP)negotiatedagreement) .
Thestructureoftheevaluationprocessrecognizesthecomplexitiesofthecentralservicesadministrators’posi-tionsandprovidesopportunitiesforcontinuousimprove-ment .Thecentralservicesadministrators’strengthsarerecognizedandnurtured .Strengthsandareasofneedaredocumentedthroughmultiplesourcesofdata .Centralservicesadministratorsaregiventhenecessarysupportandresourcestoaddressidentifiedneedsandimproveperformance .Supportmayincludeprofessionaldevel-opmentorsupportprovidedbyaconsultant,amentor/coach,theimmediatesupervisor,theassociatesuperin-tendent,thedirector,andtheEvaluationSupportCycleasoutlinedbelow .
Betweenformalevaluationyears,centralservicesadmin-istratorsparticipateinprofessionalgrowthactivitiesaspartoftheprofessionalgrowthcycle,whichisdescribedintheProfessionalDevelopmentcomponentoftheA&SPGSHandbook .Thesegrowthactivitiesarebasedonindi-vidualizedProfessionalDevelopmentPlans(PDPs)foreachcentralserviceadministrator .
Elements of the Evaluation ProcessEvaluatorsTheimmediatesupervisortowhomthecentralservicesadministratorisassignedisresponsibleforcompletingtheformalevaluation .
Frequency SchedulesFormalevaluationsarerequiredasfollows:
• FirstandsecondyearasanMCPSadministrator
• Firstyearafterachangeinadministrativeposition(changeinpositionclassification)
• FifthyearasanMCPSadministrator
• Ninthyear
• Everyfifthaftertheninthyear
Note: ASpecialEvaluationmaybeusedinanyyearusingtheprocessinAnnualReviewProcessinNon-evaluationYearsattheendofthissection .
Probationary Period for Central Services Administrators Who Are New to a PositionMontgomeryCountyPublicSchools(MCPS)andMCAAPhaveaninterestinensuringthatacentralservicesadmin-istratorwhoisnewtoapositioniscompetentintheposi-tionforwhichhe/sheishired .Theyalsohaveaninterestinprovidingsupportandprofessionaldevelopmentthatwillenhanceanadministrator’scompetenceandsuccessinanewposition .Therefore,aprobationaryperiodofoneyearisestablishedtodeterminetheindividual’scompe-tenceinthenewposition .ForindividualsemployedinthepositionbeforeJanuary1followingthebeginningoftheschoolyear,thatindividualwillbeevaluatedattheendofthatschoolyear .ForindividualsemployedafterJanuary1,theindividualwillbeevaluatedbyDecember31ofthefollowingschoolyear .Allemployeeswillbeevaluatedusingthesixleadershipstandardsforcentralservicesadministrators .
Atthebeginningoftheprobationaryperiod,theimmedi-atesupervisorwillmeetwiththecentralservicesadmin-istratorstodiscussjobexpectationsandreviewtheA&SPGS .Thesupervisorandthecentralservicesadminis-tratorswillhavetwosupervisorymeetingstosetgoals,reviewgoals,andreviewperformanceinrelationtothesixstandards .Thefirstmeetingwilloccurduringthefirstsixmonthsofemployment .Thesecondmeetingwilloccurduringthesecondsixmonthsofemployment .Therewillbeadequatespacebetweenthemeetingsforthecentralservicesadministratorstorespondtothefeedback .
Duringtheprobationaryperiod,thesupervisorwillcon-sultwiththeemployeetoidentifyappropriateprofessionaldevelopmentopportunitiesnecessarytobesuccessfulinthenewpositionandtoprovideothersupportsasneeded .
Administrator New to MCPSIftheindividual’sperformance“meetsstandard,”theindividualwillbecomeentitledtotheparametersoftheevaluationprocessforcentralservicesadministratorsspe-cificallyidentifiedwithintheA&SPGS .
Ifthesupervisorhasdocumentedconcernsaboutthecen-tralservicesadministrator’sperformanceinrelationtothesixstandardsduringtheprobationaryperiod,thefollow-ingwillapply .
88 —Evaluation Process for Central Services Administrators A&S PGS Handbook 2011–2012
Duringthefirstsixmonths,ifthesupervisoridentifiesanddocumentsconcernsregardingtheadministrator’sperformanceinrelationtothesixstandardsthroughtwoformalobservations(oneformalobservationbythesuper-visorandoneformalobservationbyaqualifiedsecondobserver),theadministratorwillbeprovidedwithtrainingand/orsupportbyaconsultant .Theadministrator,theconsultant,andtheimmediatesupervisorwilldevelopanimprovementplanthatoutlinestheconcerns,thegoalsforimprovement,thetrainingandothersupportstobepro-vided,andthespecificdatapointsthatwillmeasuretheimprovement .Theconsultantwillcompleteasummaryreportontheadministrator’sprogressintheimprove-mentplanandthesupervisorwillcompleteanadditionalformalobservationbythebeginningoftheninthmonthfollowingthedateofhireforthatposition .
Theimmediatesupervisorwillreviewthedatapointsoftheimprovementplanandtheinputfromtheconsultantandwillconductanevaluationbythebeginningofthe10thmonthfollowingthedateofhireforthatposition .Theformalobservationsareaminimumrequirement .Itisexpectedthatthesupervisorwillhaveconductedinformalobservationsandreviewedotherdatasourcesuponwhichtheemployeeisevaluated .
• Iftheimmediatesupervisorandconsultantagreethattheadministratorhasmetstandard,theadministratorwillcontinueintheprofessionalgrowthcycle .
• Iftheimmediatesupervisorandtheconsultantagreethattheadministratorhasnotmetstandard,ortheycouldnotagreeiftheadministratormetstandard,theywillpresenttheirfindingstothePARPanel .TheadministratoralsowillhaveanopportunitytopresentinformationtothePARPanel .Afterconsideringalloftheinformation,thePARPanelmakesoneofthefollow-ingrecommendationstothesuperintendentbythefirstdayofthe11thmonthfollowingthedateofhireforthisposition:
• Theadministratorreturnstotheevaluationcycle .
• Theadministratorisreassignedtoanotheradminis-trativepositionforwhichhe/sheisqualified .
• Theadministratorisreassignedtoanon-administra-tivepositionforwhichhe/sheisqualified .
• TheadministratorisdismissedfromMCPS .
• Ifthepanelcannotreachagreement,thesuperinten-dentorhisdesigneemakesthedecision .
Administrator is already an employee of MCPS prior to this positionIftheadministratorisalreadyanemployeeofMCPS,thesupervisorwillworkwiththeindividualthroughtheevaluationprocessforcentralservicesadministrators,asoutlinedintheA&SPGSHandbook .
Annual Review Process in Non-Evaluation YearsDuringprofessionalgrowthyears,thecentralservicesadministratorgathersdataforthetwoannualmeetingswiththeimmediatesupervisor .Thesemeetingswilloccurnearthebeginningandtheendofthefiscalyeartoreviewdatasourcesinordertosetgoals,reviewgoals,andreviewperformanceinrelationtothesixstandardsandthestra-tegicplanningprocess .
Performance with no concernsIftheseannualreviewsindicatethatprogressiscontinu-ingandtherearenoconcerns,thecentralservicesadmin-istratorswillcontinueintheprofessionalgrowthcyclethatwillincludeapersonalProfessionalDevelopmentPlan,asdescribedintheProfessionalDevelopmentcomponentoftheA&SPGS,andtheMCPSstrategicplan .Novicecentralservicesadministrators,centralservicesadministratorsnewtoMCPS,andcentralservicesadministratorsnewtoanassignmentarenotrequiredtowriteaProfessionalDevelopmentPlanintheirfirstyear .
Performance with concernsBetween July 1 and December 31,iftheimmediatesupervisoridentifiesanddocumentsconcernsregard-ingthecentralservicesadministrator’sperformanceinrelationtothesixstandardsthroughtwoformalobserva-tions,theimmediatesupervisorwillrequestaSpecialEvaluation .Thecentralservicesadministratorswillbeprovidedtrainingand/orsupportbyaconsultant .Theconsultantwillorganizeameetingwiththeclientandtheimmediatesupervisorduringwhichtheconsultantwillfacilitatethedevelopmentofanimprovementplan .Thisplanwillbethebasisforidentifyingneeds,providingsup-port,establishingatimeline,anddeterminingthemea-suresbywhichtheclientisexpectedtomeetstandard .
• Theimmediatesupervisorwillreviewthedatapointsoftheimprovementplanandtheinputfromtheconsul-tantbyApril1 .
• Iftheimmediatesupervisorfindsthatthecentralser-vicesadministratorhasmetthegoalsoftheimprove-mentplan,thecentralservicesadministratorwillcon-tinueintheprofessionalgrowthcycle .
• Iftheimmediatesupervisordocumentsthatthecen-tralservicesadministratordidnotmeetthegoalsoftheimprovementplan,aqualifiedsecondobserverwillcom-pleteanobservationbeforethecentralservicesadmin-istratorreceivesaSpecialEvaluation .TheimmediatesupervisorwillcompletetheSpecialEvaluationbyMay1 .
• Ifthecentralservicesadministrator’sperformanceisratedas“doesnotmeetstandard,”he/shewillbeplacedintheEvaluationSupportCycleuntiltheendofthenextfiscalyear .
A&S PGS Handbook 2011–2012 Evaluation Process for Central Services Administrators —89
Between January 1 and June 15,iftheimmediatesuper-visoridentifiesanddocumentsconcernsregardingthecentralservicesadministrator’sperformanceinrelationtothesixstandardsthroughtwoformalobservations,theimmediatesupervisorwillrequestaSpecialEvaluation .Thecentralservicesadministratorwillbeprovidedtrain-ingand/orsupportbyaconsultant,asoutlinedabove .
• Theimmediatesupervisorwillreviewthedatapointsoftheimprovementplanandtheinputfromtheconsul-tantbyDecember1 .
• Iftheimmediatesupervisorfindsthatthecentralser-vicesadministratorhasmetthegoalsoftheimprove-mentplan,thecentralservicesadministratorwillcon-tinueintheprofessionalgrowthcycle .
• Iftheimmediatesupervisordocumentsthatthecen-tralservicesadministratorhasnotmetthegoalsoftheimprovementplan,aqualifiedsecondobserverwillcompleteanobservationbeforethecentralservicesadministratorreceivesaSpecialEvaluation .Theimme-diatesupervisorwillcompletetheSpecialEvaluationbyJanuary1ofthefollowingyear .
• Ifthecentralservicesadministrator’sperformanceisratedas“doesnotmeetstandard,”thecentralservicesadministratorwillbeplacedintheEvaluationSupportCyclefortheremainderofthefiscalyearandthefirstsemesterofthenextfiscalyear .
Collection of Evaluation DataTheimmediatesupervisor,consultant,and/orthesuper-intendent’sdesigneewillcollectandanalyzedatafromformalandinformalobservations,conferences,meetings,andotherrelateddatasources .Thisshouldbeanongoingandcumulativeprocessdocumentingprogressovertime .Wheresignificantperformanceissuesareidentified,aqualifiedsecondobserverwillbeassigned .
Meetings:Datasourceswillincludetwomeetings(pro-bationary—threemeetings),oneatthebeginningofthefiscalyearandasecondonemonthbeforetheevaluationbetweenthecentralservicesadministratorandtheimme-diatesupervisortosetgoalsandreviewgoalsandprogressintheprofessionaldevelopmentplanandthestrategicplan .
Observations and Interactions:Inadditiontothetwomeetings,therewillbeformalobservationsandotherinteractions,asneeded,todocumentperformanceinrela-tiontothesixstandards .Duringanevaluationyearatleasttwoformalobservationsarerequired,oneofwhichmustbescheduledinadvance .Theformalobservationsareaminimumrequirement .Itisexpectedthatthesupervisorwillhaveconductedinformalobservationsandreviewedotherdatasourcesuponwhichtheemployeeisevaluated .
Formal Observations:Formalobservationsrequirethatthepersonbeingobservedhasfullknowledgeoftheobservation,thatawrittenreportissharedwiththeper-son,andthatthepersonhastherighttorespondtotheobservationreport .Dataforformalobservationreportsmayresultfrominformationgatheringthatmayoccurovertime,butshouldnotexceeda30-dayormutuallyagreed-uponperiod .Itisrecommendedthatformalobservationsofactivities,meetingsorpresentations,etc .,shouldbeforaminimumof30minutes .Thepersonbeingevaluatedmustbeinformedofthestartandenddatesoftheobservation/data-gatheringperiod .
Examplesofformalobservationsandotherinteractionsmayincludethefollowing:
• Relevantstakeholdermeetings(e .g .,students,parent/community,staff)
• Project/programleadership
• Workproductreports/updates
• Strategicplanningmeetings
• Leadershipmeetings
• Staffevaluationconferences
• Interactionswithcustomers
• Professionaldevelopmenttrainings/presentations
Data Sources:Theimmediatesupervisorwillcollectandanalyzeavarietyofdatasourcesasapartoftheevalua-tion .Theimmediatesupervisor,inconjunctionwiththecentralservicesadministrator,willcollaborateonthemethodsandsourcesofplanneddatacollectionandwillreviewalldatainatimelymanner .
Data Sources mayincludethefollowing:
• Formalobservations
• Informalobservationsandotherinteractions
• Strategicplan
• Summariesandreports
• ProfessionalDevelopmentPlan
• Officeorprogramperformancemeasures
• Staffprofile,including,butnotlimitedto,turnover,diversity,attendance,andexperience
• Stateandlocalcompliancerequirements
• Surveys
• Centralservicesadministrator’sportfolio
• Centralservicesadministrator’suseofsystem-widedatapertinenttotheofficeorprogram
• Datasubmittedbythecentralservicesadministrator
90 —Evaluation Process for Central Services Administrators A&S PGS Handbook 2011–2012
Evaluation YearCentralservicesadministratorsentertheevaluationyearinaccordancewiththefrequencyscheduleoftheevalua-tionprocess .Duringformalevaluationyears,theimmedi-atesupervisorwillcompleteobservations,gatherinfor-mation,andreviewdatasourceswiththecentralservicesadministrator .Aminimumoftwoformalobservationsarerequired,withatleastoneeachsemester .Oneformalobservationmustbedonebytheimmediatesupervisor .Ifthecentralservicesadministratorisbelowstandard,oneformalobservationmustbedonebyaqualifiedsec-ondobserverselectedbythesupervisor .TheevaluationisbasedonthedataoutlinedinCollectionofEvaluationData,inrelationtothesixstandards,performancecrite-ria,anddescriptiveexamples .TheimmediatesupervisorcompletestheevaluationbyMay1iftheadministrator“doesnotmeetstandard”andbyJune15iftheadministra-tor“meetsstandard .”
• Ifthecentralservicesadministratormeetsstandard,thecentralservicesadministratorcontinuesintheprofes-sionalgrowthcycle .
• Iftheimmediatesupervisoridentifiesconcernsdur-ingtheformalevaluationyear,aconsultantisassignedforsupportandanimprovementplanisdeveloped .TheimmediatesupervisorcompletestheevaluationbyMay1 .ThecentralservicesadministratorenterstheEvaluationSupportCyclethrougha“doesnotmeetstandard”evaluation .
Special Evaluation/Evaluation Support CycleDuringtheSpecialEvaluation/EvaluationSupportCycle,thecentralservicesadministratorwillreceiveclearexpec-tationsandsupportfromtheimmediatesupervisor,acon-sultant,andthePeerAssistanceReview(PAR)Panel .Theconsultant,theimmediatesupervisor,andthecentralser-vicesadministratorwillcollaborateonthedevelopmentofanimprovementplanthatwillincludetheidentificationofthespecificareasofneed,theexpectedimprovements,thesupportthatwillbeprovidedbytheconsultantandimme-diatesupervisor,andthespecificdatathatwillbeusedtodetermineeffectiveness .Thegoalofthisintenseinterven-tionistoprovideassistanceandopportunitiestothecen-tralservicesadministratorinordertomeetallstandards .Thecentralservicesadministratortakesresponsibilityforinvolvementindevelopingtheimprovementplanandmeetingstandards .
TheEvaluationSupportCycleincludesthefollowing:
• Consultant:Theconsultantprovidesdirectionandsup-porttothecentralservicesadministrator .He/shewillobserveandconferwiththecentralservicesadminis-tratorandsubmitquarterlyreportstotheimmediatesupervisorandthePARPanelonthesupportprovidedtothecentralservicesadministratorandthecentralservicesadministrator’sprogressontheimprovementplan .ByApril1oftheEvaluationSupportCycleyear,theconsultantwillcompleteasummaryreportonthecentralservicesadministrator’sprogressintheimprove-mentplan .
• Immediate Supervisor:Theimmediatesupervisorwillalsomonitorprogressontheimprovementplanthroughobservationsandmeetingswiththecentralservicesadministrator .Asoutlinedin“CollectionofEvaluationData”above,theimmediatesupervisorwillcompletetheevaluationusingmultiplesourcesofdatatodocumenteachstandard .Theimmediatesupervisorwillcompletetheevaluationbytheduedate .
• Peer Assistance Review (PAR) Panel: PARPanelcomprisesthreeexecutivestafforotherexcludedadministrators,butnotassignedtothatcentralservicesadministrator,andthreecentralservicesadministratorsrecommendedbyMCAAP .Thesuperintendentordes-igneewillapprovethemembershipforthepanel .Thispanelwillreceivequarterlyupdatesfromtheimmedi-atesupervisorandtheconsultantontheprogressofthecentralservicesadministratorontheimprovementplan .Panelmembersmayprovidesuggestionsforsupportinhelpingthecentralservicesadministratormeetthegoalsoftheimprovementplantomeetstan-dardattheendoftheyearoftheEvaluationSupportCycle .Thepanelmakesfinalrecommendationstothesuperintendent .
Decisions Regarding the Evaluation Support CycleIftheimmediatesupervisorandconsultantagreethatthecentralservicesadministratorhasmetstandard,thecen-tralservicesadministratorwillreturntotheprofessionalgrowthcycle .
Iftheimmediatesupervisorandtheconsultantagreethatthecentralservicesadministratordidnotmeetstandardortheycouldnotagreeifthecentralservicesadministra-tormetstandard,theywillpresenttheirfindingstothePARPanel .ThecentralservicesadministratorwillalsohaveanopportunitytopresentinformationtothePARPanel .Afterconsideringalloftheinformation,thePARPanelwillmakeoneofthefollowingrecommendationstothesuperintendentbyMay15:
A&S PGS Handbook 2011–2012 Evaluation Process for Central Services Administrators —91
• Thecentralservicesadministratorreturnstotheprofes-sionalgrowthcycle .
• Thecentralservicesadministratorisreassignedtoanotheradministrativeposition .
• Thecentralservicesadministratorisreassignedtoanon-administrativeposition .
• ThecentralservicesadministratorisdismissedfromMCPS .
• Ifthepanelcannotreachagreement,thesuperinten-dentorhisdesigneemakesthedecision .
Appeal Process Throughtheseprocedures,theA&SPGSestablishesthatthecentralservicesadministratorisanactiveparticipantthroughouttheevaluationprocess .Themeetingsheldatthebeginningandendofeachyear(andmidyearforadministratorsintheprobationaryyear),thepost-obser-vationconferences,andthedevelopmentofimprovementplansareexamplesoftheopportunitiesforcollaborationamongtheimmediatesupervisor,thecentralservicesadministrator,andothersinvolved .Theschoolsystemshallberesponsibleformaintainingtheconfidentialityofanindividual’sevaluationprocessandallrelateddocu-ments .Thefollowingappealprocesswillbeavailable:
• Thecentralservicesadministratormayrespondinwrit-ingtoanyobservationreportwithin10workingdaysofreceivingthereport .
• Thecentralservicesadministratormayappealinwrit-inga“doesnotmeetstandard”evaluationwithin10workingdaysofreceivingtheevaluation .Inthecaseofa“meetsstandard”evaluation,theemployeemayprovideadditionalinformation .
• Thecentralservicesadministratormayappeala“doesnotmeetstandard”evaluationtothesupervisor’ssuper-visor .Inthecaseofa“meetsstandard”evaluation,theemployeemayprovideadditionalinformation .
• Thecentralservicesadministratormaysubmitinforma-tionandrequestameetingwiththesuperintendentordesigneetoappealtherecommendationofthePARPanel .
GlossaryEvaluation Ratingisadecisionmadebytheimmedi-atesupervisor,basedonaholisticviewoftheevidenceregardinganindividual’sperformanceonallthestan-dards .Theratingwillstatethattheindividualeither“meetsstandard”or“doesnotmeetstandard .”A“doesnotmeetstandard”evaluationmustincludedatafromaqualifiedsecondobserver .
Formal Observationsrequirethatthepersonbeingobservedknowsthathe/sheisbeingobserved,thatawrit-tenreportissharedwiththeperson,andthatthepersonhastherighttoprovideawrittenresponsetothereport .
New to Assignmentreferstoadministratorsandsupervi-sorswhoarenewtotheircurrentposition,althoughtheyhaveheldasameorcorrespondingpositionatadifferentlocationorlevel .
Novice administratorsareadministratorsnewtotheirposition .
Peer Assistance Review (PAR) Panelconsistsofthreeexecutivestafforotherexcludedadministrators,butnotassignedtothatcentralservicesadministrator,andthreecentralservicesadministratorsrecommendedbyMCAAP .Thepanelreviewsthereportsandrecommendationsoftheimmediatesupervisorandtheconsultantandappealsfromclientsandsupervisors,thenpresentsrecommen-dationstothesuperintendentonpersonnelactionsforcentralservicesadministratorsintheEvaluationSupportCycle .
Performance with Concernsindicatesthattheimmedi-atesupervisorhasidentifiedanddocumentedconcernsregardingtheadministrator’sperformanceinrelationtoanyofthesixstandards .
Performance with No Concernsindicatesthattheimme-diatesupervisorhasidentifiedanddocumentedthattheadministratorismeetingandmakingcontinuedprogressinrelationtoallsixstandards .
Portfolioprovidescentralservicesadministratorwiththeopportunitytocollectandpresentavarietyofdatasourcesdescribinghis/herperformance .Theportfoliocouldincludeinformationfromparents,staff,orstudents;resultsofmeetingsorsurveys;coursework;attendanceorpresentationsatprofessionalconferences;andexamplesofprofessionalactivitieswithinMCPSorothereduca-tionalgroups .Itisanoptionaltoolmaintainedbythebusinessandoperationsadministratortoaddressthesixstandards .
Qualified Observermaybethesuperintendent,theexec-utivestaff,oroneoftheirprofessionalassistants,includ-ingtheimmediatesupervisororindividualwithrelevantexpertisetotheadministrator’sposition .
Second Observerisaqualifiedobserverprovidinganobjectiveindependentassessment .
Special Evaluationisanevaluationscheduledoutoftheregularsequence,asdescribedinAnnualReviewProcessinNon-evaluationYears .ThepurposeoftheSpecialEvaluationistoaddressseriousdeficienciesinthecentralservicesadministrator’sperformanceonthesix
92 —Evaluation Process for Central Services Administrators A&S PGS Handbook 2011–2012
standards .Observationsbyboththeimmediatesupervi-sorandanotherqualifiedobserverarerequired .ASpecialEvaluationcanresultinreferraltotheEvaluationSupportCycle,orareturntotheprofessionalgrowthcycle .
Role of ConsultantTheconsultant’sroleistoprovidesupportforthecentralservicesadministrator(client) .Inordertoaccomplishthis,theconsultantwillmeetinitiallywiththeimmediatesupervisortoobtaininformationabouttheneedsoftheclient .Assoonthereafteraspossible,theconsultantwillmeetwiththeclient .Thepriorityoftheroleistoprovidesufficienttimeforeffectiveinteractionswiththeclient .Theconsultantwillorganizeameetingwiththeclientandtheimmediatesupervisor,duringwhichtheconsultantwillfacilitatethedevelopmentofanimprovementplan .Thisplanwillbethebasisforidentifyingneeds,providingsupport,establishingatimeline,anddeterminingthemeasuresbywhichtheclientisexpectedtomeetstandard .
Theconsultantwillberesponsibleforcoachingandmen-toringtheclient .TheconsultantwillprovidedirectionandcoachingwithregardtothesupportsthatareavailablefromwithinMCPSandfromoutsidesources .Thecon-sultantwillprovideassistancetotheclientwithregardto
areasofneed,asidentifiedontheimprovementplan .Theconsultantwillhelptheclientsetprioritiesandmaintainafocusonimprovement .
Theconsultantwillberesponsibleforthefollowing:
• Facilitatingthedevelopmentofanimprovementplan
• Makingfrequentvisitswithinformalsupport
• Analyzingproblemsandsuggestingoptions
• Identifyingresourcesfortheclient
• Conductingaminimumoftwoformalobservationswithpost-conferences(onepersemesterrecommended)
• Providingwrittenreportsontheformalobservationstotheclientandtheimmediatesupervisor
• Communicatingwiththeimmediatesupervisorregard-ingtheclient’sprogress
• PreparingreportstothePeerAssistanceReview(PAR)Panel
• Makingarecommendationregardingtheclient’sstatustothePeerAssistanceReview(PAR)Panelattheendoftheformalplan’stimeframe
See Appendix A for Administrator Frequency Schedule for Evaluation.
A&S PGS Handbook 2011–2012 Evaluation Process for Central Services Administrators —93
Frequently Asked Questions About Revisions in the A&S PGS Handbook Adopted 6/27/11
QUESTION CURRENT HANDBOOK LANGUAGE NEW HANDBOOK LANGUAGE
May a CSA respond in writing to observation reports?
ACSAmayrespondinwritingtoanobservationreportwithin10workingdaysofreceivingthereport .
Nochange
May a CSA provide additional information to a “meets standard” evaluation?
ACSAmayprovideadditionalinformationtoa“meetsstandard”evaluation .
Nochange
What process applies when a CSA receives a “does not meet standard” evaluation?
Aconsultingprincipalprovidessup-portandtheEvaluationSupportCyclebegins .
AconsultingprincipalconductsareviewandmakesrecommendationtothePARPanelregardinginclusion .ThePARPanelrecommendsinclusionornon-inclusion .
Can a CSA appeal a “does not meet standard” evaluation?
ACSAmayappealhis/herevaluationtohis/hersupervisor’ssupervisor .
ACSAmayappealhis/herevaluationtothePARPanel .
Can a CSA appeal the PAR Panel’s tentative recommendation?
ACSAmayappealtothesuperintendent .
ACSAmayappealthePARPanel’stentativerecommendationtothePARPanelandthenmayappealtothesuperintendent .
Can a supervisor of a CSA appeal a PAR Panel’s tentative recommendation?
Notaddressed . AsupervisorofaCSAmayappealthePARPanel’stentativerecommenda-tiontothePARPanel .
Is a CSA evaluated the year following successful return to the Professional Growth Cycle from PAR?
TheCSAreturnstotheProfessionalGrowthCycleasdeterminedbytheFrequencySchedule .
TheCSAwillhaveaSpecialEvaluationtoensuremaintenanceofskills .
What process applies if a CSA receives a “does not meet standard” rating on the Special Evaluation a year following successful return to the Professional Growth Cycle from PAR?
TheEvaluationSupportCyclebegins . ThePARPanelmakesarecom-mendationregardingreturntotheProfessionalGrowthCycle,re-inclu-sion,reassignmenttoanotheradmin-istrativeonnon-administrativeposi-tion,ordismissalfromMCPS .
What process applies if a CSA receives a “does not meet standard” evaluation for a school year after the year following the successful return to the professional growth cycle from PAR?
TheEvaluationSupportCyclebegins . Aconsultingprincipalconductsareviewandmakesarecommenda-tiontothePARPanelregardingre-inclusion .ThePARPanelmakesarecommendationregardingreturntotheProfessionalGrowthCycle,re-inclusion,reassignmenttoanotheradministrativeornon-administrativeposition,ordismissalfromMCPS .
What process applies if concerns are identified regarding the CSA’s per-formance in relation to the six stan-dards during non-evaluation years?
Thesupervisorconductstwoformalobservationsandtrainingandsupportareprovidedbyaconsultingprincipalandthesupervisor .Theconsultingprincipalfacilitatesthedevelopmentofanimprovementplan .
Thesupervisorconductstwoformalobservationsandtrainingandsup-portareprovidedbythesupervisor .Thesupervisorfacilitatesthedevelop-mentofanimprovementplan .
When is a consulting principal assigned to provide training and support if concerns are identified regarding the CSA’s performance in relation to the six standards during non-evaluation years?
Theconsultingprincipalisassignedfollowingtheconductingoftwofor-malobservationsbythesupervisor .
AconsultingprincipalisassignedtoconductareviewafteraCSAreceivesa“doesnotmeetstandard”evaluation .
94 —Evaluation Process for Central Services Administrators A&S PGS Handbook 2011–2012
A&S PGS EVALUATION PROCESS FOR CENTRAL SERVICES ADMINISTRATORS: A DIAGRAM
A&S PGS Handbook 2011–2012 Evaluation Process for MCBOA —95
Evaluation Process for Montgomery County Business and Operations Administrators
PurposeThepurposeoftheevaluationcomponentoftheAdministrativeandSupervisoryProfessionalGrowthSystem(A&SPGS)istoensureanddocumentqualityperformanceofbusinessandoperationsadministrators(BOAs)forMCPSandtoprovidefeedbacktobusinessandoperationsadministratorsfortheirownprofessionalcon-tinuousimprovement .Theprocessclearlyoutlinesexpec-tationsandmeasuresthatarebasedonthesixstandardsofperformance .“TheevaluationsystemalsoprovidesMCPSwithinformationfromwhichprofessionaldevelopmentprogramscanbedeveloped,personnelselectionproce-durescanbeappraised,andtheadequacyofhumanandmaterialresourcescanbeassessed”(MCPS-MontgomeryCountyAssociationofAdministratorsandPrincipalsnegotiatedagreement) .
Thestructureoftheevaluationprocessrecognizesthecomplexitiesofthebusinessandoperationsadministra-tors’positionsandprovidesopportunitiesforcontinuousimprovement .Thebusinessandoperationsadministra-tors’strengthsarerecognizedandnurtured .Strengthsandareasofneedaredocumentedthroughmultiplesourcesofdata .Businessandoperationsadministratorsaregiventhenecessarysupportandresourcestoaddressidentifiedneedsandimproveperformance .Supportmayincludeprofessionaldevelopmentorsupportprovidedbyacon-sultant,amentor/coach,theimmediatesupervisor,theassociatesuperintendent,thedirector,andtheEvaluationSupportCycle,asoutlinedbelow .
Betweenformalevaluationyears,businessandopera-tionsadministratorsparticipateinprofessionalgrowthactivitiesaspartoftheprofessionalgrowthcycle,whichisdescribedintheProfessionalDevelopmentcomponentoftheA&SPGS .Thesegrowthactivitiesarebasedonindivid-ualizedProfessionalDevelopmentPlans(PDPs)foreachbusinessandoperationsadministrator .
Elements of the Evaluation ProcessEvaluatorsTheimmediatesupervisortowhomthebusinessandoperationsadministratorisassignedisresponsibleforcompletingtheformalevaluation .
Frequency SchedulesFormalevaluationsarerequiredasfollows:
• FirstandsecondyearasanMCPSadministrator
• Firstyearafterachangeinadministrativeposition(changeinpositionclassification)
• FifthyearasanMCPSadministrator
• Ninthyear
• Everyfifthaftertheninthyear
Note:ASpecialEvaluationmaybeusedinanyyearusingtheprocessinAnnualReviewProcessinNon-EvaluationYearsbelow .
Probationary Period for Business and Operations Administrators Who Are New to a PositionMontgomeryCountyPublicSchools(MCPS)andMCAAPhaveaninterestinensuringthatabusinessandoperationsadministratorwhoisnewtoapositioniscompetentinthepositionforwhichhe/sheishired .Theyalsohaveaninter-estinprovidingsupportandprofessionaldevelopmentthatwillenhanceanadministrator’scompetenceandsuc-cessinanewposition .Therefore,aprobationaryperiodofoneyearisestablishedtodeterminetheindividual’scompetenceinthenewposition .ForindividualsemployedinthepositionbeforeJanuary1followingthebeginningoftheschoolyear,thatindividualwillbeevaluatedattheendofthatschoolyear .ForindividualsemployedafterJanuary1,theindividualwillbeevaluatedbyDecember31ofthefollowingschoolyear .Allemployeeswillbeevaluatedusingthesixleadershipstandardsforbusinessandopera-tionsadministrators .
Atthebeginningoftheprobationaryperiod,theimmedi-atesupervisorwillmeetwiththebusinessandoperationsadministratortodiscussjobexpectationsandreviewthePGS .Thesupervisorandthebusinessandoperationsadministratorwillhavetwosupervisorymeetingstosetgoals,reviewgoals,andreviewperformanceinrelationtothesixstandards .Thefirstmeetingwilloccurduringthefirstsixmonthsofemployment .Thesecondmeetingwilloccurduringthesecondsixmonthsofemployment .Therewillbeadequatespacebetweenthemeetingsforthebusinessandoperationsadministratortorespondtothefeedback .
Duringtheprobationaryperiod,thesupervisorwillcon-sultwiththeemployeetoidentifyappropriateprofessionaldevelopmentopportunitiesnecessarytobesuccessfulinthenewpositionandtoprovideothersupportsasneeded .
Administrator New to MCPSIftheindividual’sperformance“meetsstandard,”theindi-vidualbecomesentitledtotheparametersoftheevalua-tionprocessforbusinessandoperationsadministratorsspecificallyidentifiedwithintheA&SPGS .
96 —Evaluation Process for MCBOA A&S PGS Handbook 2011–2012
Ifthesupervisorhasdocumentedconcernsaboutthebusinessandoperationsadministrator’sperformanceinrelationtothesixstandardsduringtheprobationaryperiod,thefollowingapplies .
Duringthefirstsixmonths,ifthesupervisoridentifiesanddocumentsconcernsregardingtheadministrator’sperformanceinrelationtothesixstandardsthroughtwoformalobservations(oneformalobservationbythesuper-visorandoneformalobservationbyaqualifiedsecondobserver),theadministratorwillbeprovidedwithtrainingandsupportbyaconsultantandthecasewillbereferredtothePARPanel .
Theconsultantwillorganizeameetingwiththeclientandtheimmediatesupervisor,duringwhichtheconsultantwillfacilitatethedevelopmentofanimprovementplan .Thisplanwillbethebasisforidentifyingneeds,providingsupport,establishingatimeline,anddeterminingthemea-suresbywhichtheclientisexpectedtomeetstandard .
Theconsultantwillcompleteanindependentsummaryreportontheadministrator’sprogressintheimprove-mentplanandthesupervisorwillcompleteanadditionalformalobservationbythebeginningoftheninthmonthfollowingthedateofhireforthatposition .
Theimmediatesupervisorwillreviewthedatapointsoftheimprovementplanandthesummaryreportfromtheconsultantandconductanindependentevaluationbythebeginningofthe10thmonthfollowingthedateofhireforthatposition .Theformalobservationsareaminimumrequirement .Itisexpectedthatthesupervisorwillhaveconductedinformalobservationsandreviewedotherdatasourcesonwhichtheemployeeisevaluated .
• Iftheimmediatesupervisorandconsultantagreethattheadministratorhasmetstandard,theadministratorwillbeevaluatedinhis/hersecondyearandcontinueintheprofessionalgrowthcycle .
• Iftheimmediatesupervisorandtheconsultantagreethattheadministratorhasnotmetstandard,ortheycouldnotagreeiftheadministratormetstandard,theywillpresenttheirfindingstothePARPanel .TheadministratorwillalsohaveanopportunitytopresentinformationtothePARPanel .Afterconsideringalloftheinformation,thePARPanelmakesoneofthefollow-ingrecommendationstothesuperintendentbythefirstdayofthe11thmonthfollowingthedateofhireforthisposition:
o Theadministratorreturnstotheevaluationcycle .
o Theadministratorisreassignedtoanotheradminis-trativepositionforwhichhe/sheisqualified .
o Theadministratorisreassignedtoanon-administra-tivepositionforwhichhe/sheisqualified .
o TheadministratorisdismissedfromMCPS .
Administrator is already an employee of MCPS prior to this positionIftheadministratorisalreadyanemployeeofMCPS,thesupervisorwillworkwiththeindividualthroughtheevaluationprocessforbusinessandoperationsadminis-trators,asoutlinedintheA&SPGSHandbook .
Annual Review Process in Non-Evaluation YearsDuringprofessionalgrowthyears,thebusinessandopera-tionsadministratorgathersdataforthetwoannualmeet-ingswiththesupervisor .Thesemeetingswilloccurnearthebeginningandtheendofthefiscalyeartoreviewdatasourcesinordertosetgoals,reviewgoals,andreviewper-formanceinrelationtothesixstandardsandtheschoolimprovementprocess .
Performance with no concerns:Iftheseannualreviewsindicatethatprogressiscontinuingandtherearenoconcerns,theBOAwillcontinueintheprofessionalgrowthcyclethatwillincludeapersonalProfessionalDevelopmentPlan,asdescribedintheProfessionalDevelopmentcomponentoftheA&SPGSHandbook,andtheschoolimprovementprocessplan .NoviceBOAs,BOAsnewtoMCPS,andBOAsnewtoanassignmentdonotwriteprofessionaldevelopmentplansintheirfirstyear .
Performance with concerns:During the first semester,ifthesupervisoridentifiesanddocumentsconcernsregard-ingtheBOA’sperformanceinrelationtothesixstandardsthroughtwoformalobservations,thebusinessandopera-tionsadministratorwillbeprovidedwithtrainingand/orsupportfromthesupervisor .Thesupervisorwillorganizeameetingwiththebusinessandoperationsadministratorandfacilitatethedevelopmentofanimprovementplan .Thisplanwillbethebasisforidentifyingneeds,provid-ingsupport,establishingatimeline,anddeterminingthemeasuresbywhichthebusinessandoperationsadminis-tratorisexpectedtomeetstandard .
• ThesupervisorwillreviewthedatapointsoftheimprovementplanbyApril1 .
• Ifthesupervisorfindsthatthebusinessandoperationsadministratorhasmetthegoalsoftheimprovementplan,thebusinessandoperationsadministratorwillcontinueintheprofessionalgrowthcycle .
• Ifthesupervisordocumentsthatthebusinessandoperationsadministratordidnotmeetthegoalsoftheimprovementplan,aqualifiedsecondobserverwillcom-pleteanobservationbeforethebusinessandoperationsadministratorreceivesaSpecialEvaluation .Thesupervi-sorwillcompletetheSpecialEvaluationbyMay1 .
• Ifthebusinessandoperationsadministrator’sperfor-manceisratedas“doesnotmeetstandard,”he/shewillbeplacedintheEvaluationSupportCycleforthenextschoolyear .
A&S PGS Handbook 2011–2012 Evaluation Process for MCBOA —97
During the second semester,ifthesupervisoridentifiesanddocumentsconcernsregardingthebusinessandopera-tionsadministrator’sperformanceinrelationtothesixstandardsthroughtwoformalobservations,thebusinessandoperationsadministratorwillbeprovidedwithtrain-ingand/orsupportbythecommunitysuperintendent,asoutlinedabove .
• ThesupervisorwillreviewthedatapointsoftheimprovementplanbyDecember1 .
• Ifthesupervisorfindsthatthebusinessandoperationsadministratorhasmetthegoalsoftheimprovementplan,thebusinessandoperationsadministratorwillcontinueintheprofessionalgrowthcycle .
• Ifthesupervisordocumentsthatthebusinessandoperationsadministratordidnotmeetthegoalsoftheimprovementplan,aqualifiedsecondobserverwillcompleteanobservationbeforethebusinessandoperationsadministratorreceivesaSpecialEvaluation .ThesupervisorwillcompletetheSpecialEvaluationbyJanuary1 .
• Ifthebusinessandoperationsadministrator’sperfor-manceisratedas“doesnotmeetstandard,”he/shewillbeplacedintheEvaluationSupportCyclefortheremainderoftheschoolyearandthefirstsemesterofthenextschoolyear .
Collection of Evaluation DataTheimmediatesupervisor,consultant,and/orthesuper-intendent’sdesigneewillcollectandanalyzedatafromformalandinformalobservations,conferences,meetings,andotherrelateddatasources .Thisshouldbeanongoingandcumulativeprocessdocumentingprogressovertime .Wheresignificantperformanceissuesareidentified,aqualifiedsecondobserverwillbeassigned .
Meetings:Datasourceswillincludetwomeetings(probationary—threemeetings),oneatthebeginningofthefiscalyearandasecondonemonthbeforetheevalu-ationbetweenthebusinessandoperationsadministratorandtheimmediatesupervisortosetgoalsandreviewgoalsandprogressintheprofessionaldevelopmentplanandthestrategicplan .
Observations and Interactions:Inadditiontothetwomeetings,therewillbeformalobservationsandotherinteractionsasneededtodocumentperformanceinrela-tiontothesixstandards .Duringanevaluationyearatleasttwoformalobservationsarerequired,oneofwhichmustbescheduledinadvance .Theformalobservationsareaminimumrequirement .Itisexpectedthatthesupervisorwillhaveconductedinformalobservationsandreviewedotherdatasourcesuponwhichtheemployeeisevaluated .
Formal Observations:Formalobservationsrequirethatthepersonbeingobservedhasfullknowledgeoftheobser-vation,thatawrittenreportissharedwiththeperson,andthepersonhastherighttorespondtotheobservationreport .Dataforformalobservationreportsmayresultfrominformationgatheringthatmayoccurovertimebutshouldnotexceeda30-dayormutuallyagreed-uponperiod .Itisrecommendedthatformalobservationsofactivities,meet-ingsorpresentations,etc .,shouldbeaminimumof30minutes .Thepersonbeingevaluatedmustbeinformedofthestartandenddatesoftheobservation/data-gatheringperiod .
Examplesofformalobservationsandotherinteractionsmayincludethefollowing:
• Relevantstakeholdermeetings(e .g .students,parent/community,staff)
• Project/programleadership
• Workproductreports/updates
• Strategicplanningmeetings
• Leadershipmeetings
• Staffevaluationconferences
• Interactionswithcustomers
• Professionaldevelopmenttrainings/presentations
Data Sources:Theimmediatesupervisorwillcollectandanalyzeavarietyofdatasourcesasapartoftheevaluation .Theimmediatesupervisor,inconjunctionwiththebusi-nessandoperationsadministrator,willcollaborateonthemethodsandsourcesofplanneddatacollectionandwillreviewalldatainatimelymanner .
Datasourcesmayincludethefollowing:
• Formalobservations
• Informalobservationsandotherinteractions
• Strategicplan
• Summariesandreports
• ProfessionalDevelopmentPlan
• Officeorprogramperformancemeasures
• Staffprofile,including,butnotlimitedto,turnover,diversity,attendance,andexperience
• Stateandlocalcompliancerequirements
• Surveys
• Businessandoperationsadministrator’sportfolio
• Thebusinessandoperationsadministrator’suseofsystem-widedatapertinenttotheofficeorprogram
• Datasubmittedbythebusinessandoperationsadministrator
98 —Evaluation Process for MCBOA A&S PGS Handbook 2011–2012
Evaluation YearBusinessandoperationsadministratorsentertheevalu-ationyearinaccordancewiththefrequencyscheduleoftheevaluationprocess .Duringformalevaluationyears,theimmediatesupervisorwillcompleteobservations,gatherinformation,andreviewdatasourceswiththecentralservicesadministrator .Aminimumoftwoformalobservationsarerequired,withatleastoneeachsemester .Oneformalobservationmustbedonebytheimmediatesupervisor .Ifthebusinessandoperationsadministratorisbelowstandard,oneformalobservationmustbedonebyaqualifiedsecondobserverselectedbythesupervisor .TheevaluationisbasedonthedataoutlinedinCollectionofEvaluationData,inrelationtothesixstandards,perfor-mancecriteria,anddescriptiveexamples .Theimmedi-atesupervisorcompletestheevaluationbyMay1iftheadministrator“doesnotmeetstandard”andbyJune15iftheadministrator“meetsstandard .”
• Ifthebusinessandoperationsadministratormeetsstandard,thebusinessandoperationsadministratorwillcontinueintheprofessionalgrowthcycle .
• Iftheimmediatesupervisoridentifiesconcernsduringtheformalevaluationyear,aconsultantwillbeassignedforsupportandanimprovementplanwillbedevel-oped .Theimmediatesupervisorcompletestheevalua-tionbyMay1 .Thebusinessandoperationsadministra-torwillentertheEvaluationSupportCyclethrougha“doesnotmeetstandard”evaluation .
Special Evaluation/Evaluation Support CycleDuringtheSpecialEvaluation/EvaluationSupportCycle,thebusinessandoperationsadministratorwillreceiveclearexpectationsandsupportfromtheimmediatesuper-visor,aconsultant,andthePARPanel .Theconsultantwillorganizeameetingwiththeclientandtheimmedi-atesupervisor,duringwhichtheconsultantwillfacilitatethedevelopmentofanimprovementplan .Thisplanwillbethebasisforidentifyingneeds,providingsupport,establishingatimeline,anddeterminingthemeasuresbywhichtheclientisexpectedtomeetstandard .Thegoalofthisintenseinterventionistoprovideassistanceandopportunitiestothebusinessandoperationsadministra-torinordertomeetallstandards .Thebusinessandopera-tionsadministratortakesresponsibilityforinvolvementindevelopingtheimprovementplanandmeetingstandards .
The Evaluation Support Cycle includes the following:
• Consultant:Theconsultantprovidesdirectionandsupporttothebusinessandoperationsadministrator .He/shewillobserveandconferwiththebusinessandoperationsadministratorandfacilitatethedevelopmentofaprofessionalgrowthplan .He/shereportstothe
immediatesupervisorandthePARPanelonthesupportprovidedtothebusinessandoperationsadministra-torandthebusinessandoperationsadministrator’sprogressontheimprovementplan .ByApril1oftheEvaluationSupportCycleyear,theconsultantwillcom-pleteasummaryreportonthebusinessandoperationsadministrator’sprogressintheimprovementplan .
• Immediate Supervisor:Theimmediatesupervisorwillalsomonitorprogressontheimprovementplanthroughobservationsandmeetingswiththebusinessandoperationsadministrator .Asoutlinedin“CollectionofEvaluationData”above,theimmediatesupervisorwillcompletetheevaluationusingmultiplesourcesofdatatodocumenteachstandard .Theimmediatesuper-visorwillcompletetheevaluationbytheduedate .
• Peer Assistance Review (PAR) Panel:ThePARPanelcomprisesfourexecutivestafforotherexcludedadmin-istrators,butnotassignedtothatbusinessandopera-tionsadministrator,andfourbusinessandoperationsservicesadministratorsrecommendedbyMCAAP .Thesuperintendentordesigneewillapprovethemember-shipforthepanel .Thispanelwillreceivequarterlyupdatesfromtheimmediatesupervisorandthecon-sultantontheprogressofthebusinessandoperationsadministratorontheimprovementplan .Panelmem-bersmayprovidesuggestionsforsupportinhelpingthebusinessandoperationsadministratormeetthegoalsoftheimprovementplantomeetstandardattheendoftheyearoftheEvaluationSupportCycle .Thepanelmakesfinalrecommendationstothesuperintendent .
Decisions Regarding the Evaluation Support CycleIftheimmediatesupervisorandconsultantagreethatthebusinessandoperationsadministratorhasmetstandard,thebusinessandoperationsadministratorwillreturntotheprofessionalgrowthcycle .
Iftheimmediatesupervisorandtheconsultantagreethatthebusinessandoperationsadministratordidnotmeetstandardortheycouldnotagreeifthebusinessandoper-ationsadministratormetstandard,theywillpresenttheirfindingstothePARPanel .ThebusinessandoperationsadministratorwillalsohaveanopportunitytopresentinformationtothePARPanel .Afterconsideringalloftheinformation,thePARPanelandmakeoneofthefollowingrecommendationstothesuperintendentbyMay15:
• Thebusinessandoperationsadministratorreturnstotheprofessionalgrowthcycle .
• Thebusinessandoperationsadministratorisreassignedtoanotheradministrativeposition .
A&S PGS Handbook 2011–2012 Evaluation Process for MCBOA —99
• Thebusinessandoperationsadministratorisreassignedtoanon-administrativeposition .
• ThebusinessandoperationsadministratorisdismissedfromMCPS .
Appeal ProcessesThroughtheseprocedures,theA&SPGSestablishesthatthebusinessandoperationsadministratorbusinessandoperationsadministratorisanactiveparticipantthrough-outtheevaluationprocess .Themeetingsheldatthebegin-ningandendofeachyear,thepost-observationconfer-ences,andthedevelopmentofanyimprovementplansareexamplesoftheopportunitiesforcollaborationamongtheprincipal/director,thebusinessandoperationsadmin-istrator,andothersinvolved .Theschoolsystemshallberesponsibleformaintainingtheconfidentialityofanindi-vidual’sevaluationprocessandallrelateddocuments .Thefollowingprocesseswillbeavailable:
• The Process for Responding to an Observation ReportThebusinessandoperationsadministrator(BOA)mayrespondinwritingtoanyobservationreportwithin10workingdaysofreceivingthereport .
• The Process for Providing Additional Information to a “Meets Standard” Evaluation Thebusinessandoperationsadministratormayprovideadditionalinformationtoa“meetsstandard”evaluation .
• The Review Process and Appeal Process of a “Does Not Meet Standard” EvaluationWhenabusinessandoperationsadministratorwhoisnotcurrentlyinthePARprogramisgivena“doesnotmeetstandard”ratingontheformalevaluationreport,OHRDwillnotifythePARPanelcochairs .ACPisassignedtocompleteareviewofthatBOA’sskillsontheLeadershipStandards .Thereviewconsistsofthefollowing:
The Consulting Principal (CP)—• meetsseparatelywiththesupervisorandthebusiness
andoperationsadministrator,
• completesaminimumoftwoformalobservations(oneannouncedandoneunannounced),and
• reportstheinformationandmakesarecommendationtothePARPanel .
The PAR Panel— • hearsthereportfromtheCP,
• decidesoninclusionornoninclusionintheprogram,and
• notifiestheprincipalandcommunitysuperintendentofthedecision .
IftheCPconcursthattheneedsofthebusinessandopera-tionsadministratorwarrantthesupportoftheprogram,thebusinessandoperationsadministratormayasktomakeapresentationtothePARPanelinordertopro-videadditionalinformation .Thispresentationprovidesforameaningfulappealofthebusinessandoperationsadministrator’s“doesnotmeetstandard”evaluation .ThePARPanelconsiderstheCPreviewtobeinformationthatcanbeusedintheappealprocess .Ifthebusinessandoperationsadministratorrequeststomakeapresenta-tion,thePARPanelalsowillprovideanopportunityfortheprincipal/supervisortopresentinformationanddocumentation .Inaddition,theCPwillbequestionedtoclarifyinformationinhis/herreportsandinregardtohis/herrecommendation .Informationfromallthreesourceswillbeconsideredbeforeadecisionisrendered .Afterthepresentation,thePARPanelwillaffirmornegatethe“doesnotmeetstandard”evaluation,andwillrecommendinclu-sionornoninclusioninPAR .IfthePARPanelrecommendsinclusioninthePARprogram,aCPisassignedtoprovideayearofsupport .InclusioninthePARprogramisnotvoluntaryandcannotbeappealedbytheBOA .IfthePARPanelrecommendsnoninclusion,andtheBOA,therefore,isdeterminedtomeetstandard,thePARPanelwillnotifythesupervisor,whowillworkwithstafffromtheCenterforSkillfulTeaching,andthecochairsofthePARPanel,toensurethattheformalevaluationisrevisedtoconformwitha“meetsstandard”rating .
IftheCPdoesnotconcurthattheneedsoftheBOAareseriousenoughtowarrantthesupportoftheprogram,thesupervisormayasktomakeapresentationtothePARPanelinordertoprovideadditionaldata .Whenconsider-ingapresentationbyasupervisor,thePARPanelalwayswillexamineallrelevantwrittendocumentation,includ-ingthemostcurrentformalevaluationreportandpost-observationconferencereports .Ifthesupervisorrequeststomakeapresentation,thePARPanelalsowillprovideanopportunityfortheBOAtopresentinformationanddocumentation .Inaddition,theCPwillbequestionedtoclarifyinformationinhis/herreportsandinregardtohis/herrecommendation .Informationfromallthreesourceswillbeconsideredbeforeadecisionisrendered .Afterreviewingalloftheinformation,thePARPanelwillrecom-mendeitherinclusioninthePARprogramorreturntotheProfessionalGrowthCycle,withsupportbytheprincipal/supervisor .IfthePARPanelrecommendsnoninclusionandtheBOA,therefore,isdeterminedtomeetstandard,thePARPanelwillnotifythesupervisor,whowillworkwithstafffromtheCenterforSkillfulTeachingandthecochairsofthePARPaneltoensurethattheformalevaluationisrevisedtoconformwitha“meetsstandard”rating .
100 —Evaluation Process for MCBOA A&S PGS Handbook 2011–2012
The Appeal Process of a PAR Panel RecommendationInanyinstanceinwhichthebusinessandoperationsadministrator(BOA)orsupervisorwishestoappealthetentativerecommendationofthePARPanel,theBOAandsupervisorinvolvedwilleachbeinvitedtomakeapresen-tationbeforethePanel .
Supervisor Appeal PresentationsThesupervisormayappealthetentativerecommendationataPARPanelmeeting .Thepresentationwillbescheduledfor40minutes .Thefirsthalfoftheallottedtimeisusedforapresentationofevidencetosupportthesupervisor’sevaluation .Thesecondhalfoftheallottedtimeisusedforquestionsfromthepanel .Thesupervisormaybringwrit-tendocumentationbasedonthestandardstosupporthisorherpointofviewandwillgivecopiestoeachPARPanelmember .AlldocumentationpresentedtothePARPanelmusthavebeensharedwiththeBOAinadvanceofthismeeting .Thesupervisorisexpectedtopresentinthesecases .Thesupervisormaybeaccompaniedbyanotherqualifiedobserverofthesupervisor’schoosingtoassistinthepresentation .
Business and Operations Appeal PresentationsTheBOAmayappealatentativerecommendationofreassignmentordismissalataPARPanelmeeting .Thepresentationisscheduledfor40minutes .ThefirsthalfoftheallottedtimeisapresentationofevidencetosupporttheBOA’sviewofhis/herperformance .ThesecondhalfoftheallottedtimeisusedforquestionsfromthePanel .TheBOAmaybringwrittendocumentationbasedonthestandardstosupporthis/herpointofviewandwillgivecopiestoeachPARPanelmember .TheBOAmaycontactanMCAAPrepresentativeforassistance .TheBOAmaybeaccompaniedbyaguestwhomaybeaMCAAPrepresen-tative,anattorney,orotherguest,butwhomaynotspeakduringtheproceedings .
Final recommendationsThePaneldiscussesthecasefollowingappealpresen-tationsandreconsidersitstentativerecommendationwithoutthepresenceofeitherthebusinessandopera-tionsadministrator(BOA)orthesupervisor .ThecochairsnotifytheBOA,theprincipal,andtheconsultingprinci-pal,inwriting,ofthePanel’sfinalrecommendationtothesuperintendent .
IfneithertheBOAnorthesupervisorappealthePARPanel’stentativerecommendation,thatrecommendationwillbecomethefinalrecommendation .
TheBOAmayappealthePARPanel’sfinalrecommenda-tiontothesuperintendentthroughtheprocessoutlinedinMCPSandMSDEemploymentprocedures .
Follow-up to Successful Return to the Professional Growth Cycle from the PAR ProgramIntheyearfollowingsuccessfulreturntotheprofessionalgrowthcyclefromPAR,thebusinessandoperationsadministrator(BOA)willhaveaSpecialEvaluationtoensuremaintenanceofskills .IftheBOA’sskillsareratedas“doesnotmeetstandard”inthenextschoolyear,thePARPanelwillreconsiderthecase .ThesupervisorandBOAwillbeaskedtobringdocumentationandevidencetothePARPanelmeetinginMay .Atthattime,basedontheevidenceprovided,thePARPanelcouldrecommendareturntotheprofessionalgrowthcycle,reassignmenttoanotheradministrativeposition,reassignmenttoanon-administrativeposition(BOAswhoaretenuredteachersinMCPSarestilltenuredforteachingpositionswhendis-missedfromA&Spositions),ordismissalfromMCPS .
IfaBOAwhohassuccessfullyreturnedtotheprofes-sionalgrowthcyclefromPARreceivesa“doesnotmeetstandard”evaluationforaschoolyearaftertheyearimmediatelyfollowingthesuccessfulreturntotheprofes-sionalgrowthcycle,aconsultingprincipal(CP)willbeassignedtoconductareviewinwhichtheCPmeetswiththesupervisorandtheBOAandcompletesaminimaloftwoformalobservations(oneannouncedandoneunan-nounced) .TheCPwillreporttheinformationandmakearecommendationtothePARPanelastoreinclusionoftheBOAinthePARprogram .IfthePARPanelrecommendsinclusioninthePARprogram,aCPwillbeassignedtoprovideayearofsupport .InclusioninthePARprogramisnotvoluntaryandcannotbeappealedbytheBOA .ThePARPanelwillnotifytheBOAandprincipal/supervisorofthedecision .
IftheCPrecommendsreinclusion,thesupervisorwillbegiventheoptionofagreeingwiththatrecommendation .Ifthesupervisoragrees,reinclusioninthePARprogramisnotvoluntaryandcannotbeappealedbytheBOA .IfthesupervisordoesnotagreeandrequestsconsiderationofdismissalfromMCPSemployment,theCP,supervisor,andBOAwilleachbeinvitedtomakeapresentationattheJunemeetingofthePARPanel .Whenconsideringapresentation,thePARPanelalwayswillexamineallrel-evantwrittendocumentation,includingthemostcurrentformalevaluationreportandpost-observationconferencereports .ThePanelcouldrecommendareturntothepro-fessionalgrowthcycle,reassignmenttoanotheradmin-istrativeposition,reassignmenttoanon-administrativeposition(BOAswhoaretenuredteachersinMCPSarestilltenuredforteachingpositionswhendismissedfromA&Spositions),ordismissalfromMCPS .
IftheCPdoesnotrecommendreinclusion,thesuper-visorwillbegiventheoptionofagreeingwiththat
A&S PGS Handbook 2011–2012 Evaluation Process for MCBOA —101
recommendation .Ifthesupervisoragreeswiththerecom-mendation,theBOAwillreturntotheprofessionalgrowthcycle .Inthiscircumstance,thesupervisorwillrewritetheevaluationtodemonstratethattheBOAismeetingstandard .Ifthesupervisordisagrees,theCP,supervisor,andBOAeachwillbeinvitedtomakeapresentationattheJunemeetingofthePARPanel .Whenconsideringapresentation,thePARPanelalwayswillexamineallrel-evantwrittendocumentation,includingthemostcurrentformalevaluationreportandpost-observationconferencereports .ThePanelcouldrecommendareturntothepro-fessionalgrowthcycle,reassignmenttoanotheradmin-istrativeposition,reassignmenttoanon-administrativeposition(BOAswhoaretenuredteachersinMCPSarestilltenuredforteachingpositionswhendismissedfromA&Spositions),ordismissalfromMCPS .
GlossaryEvaluation Ratingisadecisionmadebytheimmedi-atesupervisor,basedonaholisticviewoftheevidenceregardinganindividual’sperformanceonallthestan-dards .Theratingwillstatethattheindividualeither“meetsstandard”or“doesnotmeetstandard .”A“doesnotmeetstandard”evaluationmustincludedatafromaqualifiedsecondobserver .
Formal Observationsrequirethatthepersonbeingobservedknowsthathe/sheisbeingobserved,thatawrit-tenreportissharedwiththeperson,andthatthepersonhastherighttoprovideawrittenresponsetothereport .
New to Assignmentreferstoadministratorsandsupervi-sorswhoarenewtotheircurrentposition,althoughtheyhaveheldasameorcorrespondingpositionatadifferentlocationorlevel .
Novice administratorsareadministratorsnewtotheirposition .
Peer Assistance Review (PAR) Panelconsistsofthreeexecutivestafforotherexcludedadministrators,butnotassignedtothatbusinessandoperationsadministrator(BOA),andthreebusinessandoperationsadministratorsrecommendedbyMCAAP .Thepanelreviewsthereportsandrecommendationsoftheimmediatesupervisorandtheconsultant,andappealsfromclientsandsupervisors,thenpresentsrecommendationstothesuperintendentonpersonnelactionsforbusinessandoperationsadministra-torsintheEvaluationSupportCycle .
Performance with Concernsindicatesthattheimmedi-atesupervisorhasidentifiedanddocumentedconcernsregardingtheadministrator’sperformanceinrelationtoanyofthesixstandards .
Performance with No Concernsindicatesthattheimme-diatesupervisorhasidentifiedanddocumentedthatthe
administratorismeetingandmakingcontinuedprogressinrelationtoallsixstandards .
Portfolioprovidesthebusinessandoperationsadminis-tratorwiththeopportunitytocollectandpresentavari-etyofdatasourcesdescribinghis/herperformance .Theportfoliocouldincludeinformationfromparents,staff,orstudents;resultsofmeetingsorsurveys;coursework;attendanceorpresentationsatprofessionalconferences;andexamplesofprofessionalactivitieswithinMCPSorothereducationalgroups .Itisanoptionaltoolmaintainedbythebusinessandoperationsadministratortoaddressthesixstandards .
Qualified Observermaybethesuperintendent,theexec-utivestaff,oroneoftheirprofessionalassistants,includ-ingtheimmediatesupervisororindividualwithrelevantexpertisetotheadministrator’sposition .
Second Observerisaqualifiedobserverprovidinganobjectiveindependentassessment .
Special Evaluationisanevaluationscheduledoutoftheregularsequence,asdescribedinAnnualReviewProcessinNon-evaluationYears .ThepurposeoftheSpecialEvaluationistoaddressseriousdeficienciesinthebusi-nessandoperationsadministrator’sperformanceonthesixstandards .Observationsbyboththeimmediatesupervi-sorandanotherqualifiedobserverarerequired .ASpecialEvaluationcanresultinreferraltotheEvaluationSupportCycle,orareturntotheprofessionalgrowthcycle .
Role of ConsultantThetheconsultant’sroleistoprovidesupportforthebusinessandoperationsadministrator(client) .Inordertoaccomplishthis,theconsultantwillmeetinitiallywiththeimmediatesupervisortoobtaininformationabouttheneedsoftheclient .Assoonthereafteraspossible,theconsultantwillmeetwiththeclient .Thepriorityoftheroleistoprovidesufficienttimeforeffectiveinteractionswiththeclient .Theconsultantwillorganizeameetingwiththeclientandtheimmediatesupervisor,duringwhichtheconsultantwillfacilitatethedevelopmentofanimprovementplan .Thisplanwillbethebasisforidentify-ingneeds,providingsupport,establishingatimeline,anddeterminingthemeasuresbywhichtheclientisexpectedtomeetstandard .
Theconsultantwillberesponsibleforcoachingandmen-toringtheclient .TheconsultantwillprovidedirectionandcoachingwithregardtothesupportsthatareavailablefromwithinMCPSandfromoutsidesources .Thecon-sultantwillprovideassistancetotheclientwithregardtoareasofneedasidentifiedontheimprovementplan .Theconsultantwillhelptheclientsetprioritiesandmaintainafocusonimprovement .
102 —Evaluation Process for MCBOA A&S PGS Handbook 2011–2012
Theconsultantwillberesponsibleforthefollowing:
• Facilitatingthedevelopmentofanimprovementplan
• Makingfrequentvisitswithinformalsupport
• Analyzingproblemsandsuggestingoptions
• Identifyingresourcesfortheclient
• Conductingaminimumoftwoformalobservationswithpost-conferences(onepersemesterrecommended)
• Providingwrittenreportsontheformalobservationstotheclientandtheimmediatesupervisor
• Communicatingwiththeimmediatesupervisorregard-ingtheclient’sprogress
• PreparingreportstothePeerAssistanceReview(PAR)panel
• Makingarecommendationregardingtheclient’sstatustothePARPanelattheendoftheformalplan’stimeframe
Noinformationfromtheconsultant’sreportsmaybeusedintheimmediatesupervisor’sevaluation .
See Appendix A for Administrator Frequency Schedule for Evaluation.
A&S PGS Handbook 2011–2012 Evaluation Process for MCBOA —103
Frequently Asked Questions About Revisions in the A&S PGS Handbook Adopted 6/27/11
QUESTION CURRENT HANDBOOK LANGUAGE NEW HANDBOOK LANGUAGE
May a BOA respond in writing to observation reports?
ABOAmayrespondinwritingtoanobservationreportwithin10workingdaysofreceivingthereport .
Nochange
May a BOA provide additional information to a “meets standard” evaluation?
ABOAmayprovideadditionalinformationtoa“meetsstandard”evaluation .
Nochange
What process applies when a BOA receives a “does not meet standard” evaluation?
Aconsultingprincipalprovidessup-portandtheEvaluationSupportCyclebegins .
AconsultingprincipalconductsareviewandmakesrecommendationtothePARPanelregardinginclusion .ThePARPanelrecommendsinclusionornoninclusion .
Can a BOA appeal a “does not meet standard” evaluation?
ABOAmayappealhis/herevaluationtohis/hersupervisor’ssupervisor
ABOAmayappealhis/herevaluationtothePARPanel .
Can a BOA appeal the PAR Panel’s tentative recommendation?
ABOAmayappealtothesuperintendent .
ABOAmayappealthePARPanel’stentativerecommendationtothePARPanelandthenmayappealtothesuperintendent .
Can a supervisor of a BOA appeal a PAR Panel’s tentative recommendation?
Notaddressed . AsupervisorofaBOAmayappealthePARPanel’stentativerecommenda-tiontothePARPanel .
Is a BOA evaluated the year following successful return to the Professional Growth Cycle from PAR?
TheBOAreturnstotheProfessionalGrowthCycleasdeterminedbythefrequencyschedule .
TheBOAwillhaveaSpecialEvaluationtoensuremaintenanceofskills .
What process applies if a BOA receives a “does not meet standard” rating on the Special Evaluation a year following successful return to the Professional Growth Cycle from PAR?
TheEvaluationSupportCyclebegins . ThePARPanelmakesarecom-mendationregardingreturntotheProfessionalGrowthCycle,re-inclu-sion,reassignmenttoanotheradmin-istrativeornon-administrativeposi-tion,ordismissalfromMCPS .
What process applies if a BOA receives a “does not meet standard” evaluation for a school year after the year following the successful return to the professional growth cycle from PAR?
TheEvaluationSupportCyclebegins . Aconsultingprincipalconductsareviewandmakesarecommenda-tiontothePARPanelregardingre-inclusion .ThePARPanelmakesarecommendationregardingreturntotheprofessionalgrowthcycle,re-inclusion,reassignmenttoanotheradministrativeornon-administrativeposition,ordismissalfromMCPS .
What process applies if concerns are identified regarding the BOA’s per-formance in relation to the six stan-dards during non-evaluation years?
Thesupervisorconductstwoformalobservationsandtrainingandsupportareprovidedbyaconsultingprincipalandthesupervisor .Theconsultingprincipalfacilitatesthedevelopmentofanimprovementplan .
Thesupervisorconductstwoformalobservationsandtrainingandsup-portareprovidedbythesupervisor .Thesupervisorfacilitatesthedevelop-mentofanimprovementplan .
When is a consulting principal assigned to provide training and support if concerns are identified regarding the BOA’s performance in relation to the six standards during non-evaluation years?
Theconsultingprincipalisassignedfollowingtheconductingoftwofor-malobservationsbythesupervisor .
AconsultingprincipalisassignedtoconductareviewafteraBOAreceivesa“doesnotmeetstandard”evaluation .
104 —Evaluation Process for MCBOA A&S PGS Handbook 2011–2012
A&S PGS EVALUATION PROCESS FOR BUSINESS AND OPERATIONS ADMINISTRATORS: A DIAGRAM
A&S PGS Handbook 2011–2012 Appendix A —105
Appendix A
Administrator Frequency Schedule for Evaluation• AdministratorsnewtoMCPSornewtoadministration
areevaluatedintheirfirsttwoyearsofadministration .
• Whenadministratorschangeassignment(changeinpositionclassification),theyareevaluated“outofcycle”foroneyearandthenreturntotheregularcycle .
• Whenadministratorsbecomeassistantprincipalsandinterns,theygointothetrainingprogramandareevalu-atedduringtheiryearsinthetrainingprogram .
• Whenadministratorsbecomeprincipals,theyareevalu-ated“out-of-cycle”fortheirfirsttwoyearsasprincipalsandthenreturntotheregularcycle .
• Whenprincipalschangelevel,theyareevaluated“out-of-cycle”foroneyearandthenreturntotheregularcycle .
• Whenadministratorschangeinadministrativepositionfromschool-basedtocentralservices,theyareevalu-atedforoneyear .
• Whenadministratorschangeinadministrativepositionfromoneleveltoanotherlevel,theyareevaluatedforoneyear .
• Whenadministratorschangeinadministrativepositionfromonecentralservicespositiontoanothercentralservicesposition,theyareevaluatedforoneyear .
• WhenanAP2hasreceiveda“meetsstandard”evalu-ationasanAP1andAP2,he/shewillnotreceiveanevaluationinthefirstyearoftheassistantprincipalassignment,unlesschanginglevels .
• Whenaprincipalinternbecomesanassistantprincipal,he/shewillnotreceiveanevaluationinthefirstyearoftheassistantprincipalassignment,unlesschanginglevels .
Note:ThisFrequencyScheduleapplieswhenanadminis-tratorreceivesa“meetsstandard”evaluation .ASpecialEvaluationmaybeusedinanyyearusingtheprocessinAnnualReviewProcessinNon-evaluationYears .
Summary Table
ADMINISTRATORS FREQUENCY SCHEDULE FOR EVALUATION
NewtoMCPSornewtoadministration Evaluatedfirsttwoyearsofadministration
Changeinassignment(changeinpositionclassification)
Evaluated“outofcycle”foroneyearandthenreturntotheregularcycle
BecomingAPsorinterns Evaluatedduringtheiryearsinthetrainingprogram
NewlyapprovedAPorprincipalinterns Evaluated“out-of-cycle”fortheirfirsttwoyearsasprincipalsandthenreturntotheregularcycle
Newtotheprincipalship Evaluated“out-of-cycle”foroneyearandthenreturntotheregularcycle .
Changefromschool-basedtocentralservices Evaluatedforoneyear
Changefromoneleveltoanotherlevel Evaluatedforoneyear
Changefromonecentralservicespositiontoanothercentralservicesposition
Evaluatedoneyear
AP2whometstandardasanAP1andAP2andbecomesanassistantprincipal
Noevaluationinthefirstyear,unlesschanginglevels
Principalinternbecomesanassistantprincipal Noevaluationinthefirstyear,unlesschanginglevels
2-YearCycle 3-YearCycle 4-YearCycle 5-YearCycle
1 2 3 4 5 6 7 8 9 10 11 12 13 14
E E P P E P P P E P P P P E
5-YearCycle 5-YearCycle 5-YearCycle
15 16 17 18 19 20 21 22 23 24 25 26 27 28 29
P P P P E P P P P E P P P P E
106 —Appendix B A&S PGS Handbook 2011–2012
Appendix B
Final Evaluation Report: Principals
Administrative and Supervisory Professional Growth SystemOffice of Human Resources and Development
MONTGOMERY COUNTY PUBLIC SCHOOLSRockville, Maryland
MCPS Form 430-69March 2011
Principal ______________________________________________________ Employee Number ____________________________________
Years of MCPS Administrative Experience _________________________ School _______________________________________________
Community/Associate Superintendent ___________________________________________________________________________________
Type of Evaluation
□ First-year Principal □ Second-year Principal
□ New to MCPS □ Veteran
□ Special Evaluation □ Change in Level
Directions: Evaluators complete a narrative description of the principal’s performance based on the leadership standards listed below. The narrative includes a context paragraph, background information, and data that is listed and gathered as stated in the evaluation process for principals.
Leadership Standards: A principal is an educational leader who promotes the success of all students as he/she:
1. Facilitates the development, articulation, implementation and stewardship of a vision of teaching and learning shared and supported by the school community;
2. Nurtures and sustains a school culture of professional growth, high expectations and an instructional program conducive to student learning and staff professional growth;
3. Ensures the management of the organization, operations, and resources for a safe, efficient, and effective learning environment;
4. Collaborates with the school staff and other stakeholder groups including students, families, and community members;
5. Models professionalism and professional growth in a culture of continuous improvement; and
6. Understands, responds to, and influences the larger political, social, economic, legal, and cultural contexts.
Dates of Observations
Dates of Conferences
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
Final Rating □ Meets Standard □ Does Not Meet Standard
Evaluator’s Signature _________________________________________________________________________ Date __________________
Principal’s Signature __________________________________________________________________________ Date __________________
A&S PGS Handbook 2011–2012 Appendix B —107
Appendix B continued
Name ________________________________________________________ Employee Number ____________________________________
Years of MCPS Administrative Experience _________________________ School _______________________________________________
Principal _____________________________________________________________________________________________________________
Type of Evaluation
□ First Year □ Second Year
□ New to MCPS □ Veteran
□ Special Evaluation □ Change in Assignment
Directions: Evaluators complete a narrative description of the administrator’s performance based on the leadership standards listed below. The narrative includes a context paragraph, background information, and data that is listed and gathered as stated in the evaluation process for assistant principals, assistant school administrator, and coordinators of school-based programs.
Leadership Standards: Each assistant principal, assistant school administrator, and coordinator of a school-based program is an educational leader who promotes the success of all students as he/she:
1. Assists in facilitating the development, articulation, implementation, and stewardship of a vision of teaching and learning shared and supported by the school community;
2. Nurtures and sustains a school culture of high expectations, professional growth, and an instructional program conducive to student learning;
3. Shares the responsibility for the management of the organization, operations, and resources for a safe, efficient, and effective learning environment;
4. Collaborates with school staff and other stakeholder groups including students, families, and community members;
5. Models professionalism and professional growth in a culture of continuous improvement; and
6. Understands, responds to, and influences the larger political, social, economic, legal, and cultural contexts.
Dates of Observations
Dates of Conferences
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
Final Rating □ Meets Standard □ Does Not Meet Standard
Evaluator’s Signature _________________________________________________________________________ Date __________________
AP/ASA/Coordinator’s Signature _______________________________________________________________ Date __________________
Final Evaluation Report: Assistant Principals, Assistant School Administrators,
and Coordinators of School-Based ProgramsAdministrative and Supervisory Professional Growth System
Office of Human Resources and DevelopmentMONTGOMERY COUNTY PUBLIC SCHOOLS
Rockville, Maryland
MCPS Form 430-80April 2011
108 —Appendix B A&S PGS Handbook 2011–2012
Final Evaluation Report: Central Services Administrators
Administrative and Supervisory Professional Growth SystemOffice of Human Resources and Development
MONTGOMERY COUNTY PUBLIC SCHOOLSRockville, Maryland
MCPS Form 430-74March 2011
Name ________________________________________________________ Employee Number ____________________________________
Years of MCPS Administrative Experience _________________________ Office _______________________________________________
Immediate Supervisor’s Name __________________________________________________________________________________________
Type of Evaluation
□ First Year □ Second Year
□ New to MCPS □ Veteran
□ Special Evaluation □ Change in Assignment
Evaluators complete a narrative description of the administrator’s performance based on the leadership standards listed below. The narrative includes a context paragraph, background information, and data that is listed and gathered as stated in the evaluation process for central services administrators.
Leadership Standards: The central services administrator is an educational leader who promotes the success of all students as he/she:
1. Facilitates and supports the development, articulation, and implementation of the school system’s strategic plan;
2. Creates and sustains a culture of professional growth and high expectations to support the school system’s strategic plan;
3. Ensures the effective and efficient management of his/her office or program;
4. Collaborates with stakeholder groups including students, staff, families, community members, business partners, and community agencies;
5. Models professionalism and professional growth to create a positive work environment; and
6. Understands, responds to, and influences the political, social, economic, legal, and cultural contexts of the school system.
Dates of Observations
Dates of Conferences
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
Final Rating □ Meets Standard □ Does Not Meet Standard
Evaluator’s Signature _________________________________________________________________________ Date __________________
Administrator’s Signature _____________________________________________________________________ Date __________________
Appendix B continued
A&S PGS Handbook 2011–2012 Appendix B —109
Name ________________________________________________________ Employee Number ____________________________________
Years of MCPS Administrative Experience _________________________ Office _______________________________________________
Immediate Supervisor’s Name __________________________________________________________________________________________
Type of Evaluation
□ First Year □ Second Year
□ New to MCPS □ Veteran
□ Special Evaluation □ Change in Assignment (change in position classification)
Directions: Evaluators complete a narrative description of the administrator’s performance based on the leadership standards listed below. The narrative includes a context paragraph, background information, and data that is listed and gathered as stated in the Evaluation Process for Business and Operations Administrators.
Leadership Standards: Each business and operations administrator is a leader who promotes the success of all students as he/she:
1. Facilitates and supports the development, articulation, and implementation of the school system’s strategic plan;
2. Creates and sustains a culture of professional growth and high expectations to support the school system’s strategic plan;
3. Ensures the effective and efficient management of his/her office or program;
4. Collaborates with stakeholder groups including students, staff, families, community members, business partners, and community agencies;
5. Models professionalism and professional growth to create a positive work environment; and
6. Understands, responds to, and influences the political, social, economic, legal, and cultural contexts of the school system.
Dates of Observations
Dates of Conferences
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Final Rating □ Meets Standard □ Does Not Meet Standard
Evaluator’s Signature _________________________________________________________________________ Date __________________
Business and Operations Administrator’s Signature _______________________________________________ Date __________________
Final Evaluation Report: Business and Operations Administrators
Administrative and Supervisory Professional Growth SystemOffice of Human Resources and Development
MONTGOMERY COUNTY PUBLIC SCHOOLSRockville, Maryland
MCPS Form 430-95March 2011
Appendix B continued
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