Roman Catholic Archdiocese of Milwaukee€¦ · Web viewWorks with the governing body and...

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PRINCIPAL EFFECTIVENESS FRAMEWORK

NAME: SCHOOL YEAR:

SUPERVISOR: STATUS: EXEMPT

Job Summary:Fulfills the mission of the local Catholic school by development and administration of the faculty, staff, students, and school operations, according to the National Standards and Benchmarks for Effective Catholic Schools, in the areas of Mission and Catholic Identity; Governance and Leadership; Academic Excellence; and Operational Vitality.

Although challenging to evaluate, excellent principal leadership is essential to a successful Catholic school. The Principal Effectiveness Framework allows the principal and the school’s governing authority to collaboratively assess and develop the principal’s leadership abilities. When viewed and used as an ongoing process, the Principal Effectiveness Framework guides the formation of the principal as a leader throughout the year. The Principal Effectiveness Framework also serves as a tool for the annual summative evaluation of the principal’s leadership performance.

Rating Scale:

Unsatisfactory / Not Assigned: These are leadership actions the principal is not doing but which are necessary for the operation of the school or areas for which the principal has not been assigned responsibility.

Developing: These are principal leadership actions that are moving the school to excellence but are not yet at the expected level of performance.

Expected: These are principal leadership actions that move the school to an evident and expected level of excellence. Exemplary: These are leadership actions which the principal proactively seeks to take the school above and beyond the

expected level of excellence.

Users may circle or highlight ratings and descriptors within this document, or may use the companion document Principal Effectiveness Document Summary Evaluation, to complete

Archdiocese of Milwaukee, August 1 2019

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Prime Domain:This domain focuses, in general terms, on the principal as the faith leader of the school and how he/she works collaboratively with the governing body of the school.


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The Principal as Leader of a Catholic School: Unsatisfactory / NA Developing Expected Exemplary

The principal seldom models an authentic personal faith journey.

The principal repeatedly demonstrates a lack of commitment to the Church.

The principal repeatedly demonstrates a lack of trust, respect, dignity, and / or forgiveness when interacting with constituents.

The principal demonstrates little or no awareness of social justice issues in the school community.

The principal inconsistently models an authentic personal faith journey.

The principal demonstrates a personal commitment to the Church.

The principal is growing in his/her ability to consistently demonstrate trust, respect, dignity, and forgiveness when interacting with constituents.

The principal demonstrates an orientation toward social justice in isolated areas.

The principal consistently models an authentic personal faith journey.

The principal embraces the teachings of the Gospel, has a thorough understanding of Scripture, and consistently models trust, respect, dignity, and forgiveness when interacting with constituents. This is especially evident during difficult conversations.

The principal is personally committed to social justice to those in need.

The principal is viewed as the faith leader of the school community.

The principal consistently displays authentic servant leadership that advances the mission and vision of the school.

The principal consistently demonstrates compassion and an awareness of social justice to the entire community.

Note: The foundational document for Church leaders is the Code of Ethical Standards for Church Leaders

Reflection / Comment:


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The Principal as Collaborator with the Governing Body: Unsatisfactory / NA Developing Expected Exemplary

The principal often works in isolation and seldom works collaboratively with the governing body.

The principal does not use the mission and vision of the school to guide working in collaboration with the governing body.

The principal and the governing body do not have clearly articulated roles, responsibilities, and authorities.

The principal acts professionally toward the governing body and is building a collaborative relationship with the governing body.

The principal references the school’s mission and vision in the work of the administration and governing body.

The principal and the governing body have articulated roles, responsibilities, and authorities but these roles, responsibilities, and authorities lack clarity.

The principal consistently employs authentic collaborative behaviors when working with the governing body.

The principal ensures that the mission and vision of the school are foundational to the work of the administration and governing body.

The principal, in agreement with the governing body, clearly articulates and communicates the roles, responsibilities, and authorities of each.

The principal proactively seeks out members of the governing body for input and feedback regarding issues that are the purview of the governing body.

The principal proactively seeks out and engages members of the community who may possess skill sets and resources that may advance the mission and vision of the school.



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Domain A – Mission and Catholic Identity:The Church’s teaching mission includes inviting young people to a relationship with Jesus Christ or deepening an existing relationship with Jesus, inserting young people into the life of the Church, and assisting young people to see and understand the role of faith in one’s daily life and in the larger society. “This unique Catholic identity makes our Catholic elementary and secondary schools ‘schools for the human person’ and allows them to fill a critical role in the future life of our Church, our country and our world” (The Catholic School on the Threshold of the Third Millennium, 1997). The following standards address Catholic identity and culture as vital to the mission of Catholic schools in the United States.

- National Standards and Benchmarks for Effective Catholic Elementary and Secondary Schools


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1. Works with the governing body and leadership team to ensure the school and the employees are guided and driven by a clearly communicated mission statement, Catholic identity rooted in Gospel values, and the sacramental life of the Church and the liturgical seasons, and are committed to faith formation, academic excellence, and service.

Unsatisfactory / NA Developing Expected Exemplary

The principal does not lead the implementation and execution of the policies and procedures necessary relative to the school’s mission in faith formation, academic excellence, and service.

The principal does not use data to evaluate the effectiveness of established policies and procedures relative to the school’s mission in faith formation, academic excellence, and service.

The school mission statement is not reviewed, and stakeholders do not understand their respective roles within the school community.

The principal demonstrates an awareness and willingness to lead the implementation of the policies and procedures necessary for the school’s mission in the areas of faith formation, academic excellence, and service.

The principal uses some data to evaluate the effectiveness of established policies and procedures relative to the school’s mission in faith formation, academic excellence, and service.

The school mission statement is reviewed sporadically, and stakeholders are beginning to understand their respective roles within the school community.

The principal takes the lead in ensuring implementation and execution of the policies and procedures necessary for the school’s mission in the areas of faith formation, academic excellence, and service.

The principal takes the lead in using data to evaluate the effectiveness of established policies and procedures relative to the school’s mission in the areas of faith formation, academic excellence, and service.

Stakeholders regularly review the school mission statement and clearly understand their respective roles within the school community.

The principal establishes a culture in which multiple stakeholder groups willingly implement and execute the policies and procedures necessary for the school’s mission in the areas of faith formation, academic excellence, and service.

The principal establishes a culture in which multiple stakeholder groups regularly use data to evaluate the effectiveness of established policies and procedures relative to the school’s mission in the areas of faith formation, academic excellence, and service.

The principal establishes a culture in which multiple stakeholder groups regularly review the school mission statement and fully understand their respective roles within the school community.



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2. Ensures the school is providing a rigorous academic program for religious studies and catechesis in the Catholic faith, set within a total academic curriculum that integrates faith, culture, and life.


The principal has not established a rigorous religious education curriculum.

The school curriculum does not integrate faith, culture, and life.

The principal has begun to establish a rigorous religious education curriculum.

A process is in place that attempts to develop a curriculum that integrates faith, culture, and life.

The principal ensures a rigorous religious education curriculum that intentionally integrates faith, culture and life.

The principal uses data to evaluate the effectiveness of the academic program for religious studies and catechesis in integrating faith, culture, and life.

The principal ensures a rigorous religious education curriculum that requires outreach by multiple stakeholders to address specific needs within the school and its surrounding community.

The principal provides multiple, varied opportunities for students to demonstrate how they have intentionally integrated faith, culture, and life through their encounter with the school’s curriculum.

Note: Catechesis is the transmission of the Gospel, as the Catholic Church has received it, understanding it, celebrating it, and communicating it in many ways


3. Ensures faculty who teach religion meet the religious certification requirements of the Archdiocese of Milwaukee (Policy 4112.3)


Faculty do not participate in the Sustaining the Mission program in a meaningful way.

Faculty who teach religion are not

The principal ensures faculty actively participate in the Sustaining the Mission program.

The principal ensures faculty who teach religion are Catholic and have, or are working toward, Advanced Religious Education certification.

Faculty actively participate in the Sustaining the Mission program and extend its topics into their lives within the school.

The principal provides opportunities beyond STM for faculty to deepen personal faith formation.

The principal provides opportunities beyond STM


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Catholic.

Faculty who teach religion do not have, or are not working toward, Advanced Religious Education certification.

for faculty to deepen their personal understanding of the Church as related to teaching students in all content areas.


4. Ensures the school’s religion classes and religious education curriculum meet the requirements of the Archdiocese of Milwaukee (Policy 6140 and 6141)


The Archdiocesan religion curriculum is not followed.

The Archdiocesan religion curriculum is followed in an incomplete manner.

The principal ensures the Archdiocesan religion curriculum is followed at all grade levels and is enhanced by learning activities that extend beyond the classroom and are used as points for classroom reflection.

The principal provides opportunities for religious education curriculum to be intentionally, visibly integrated into multiple aspects of student life


5. Ensures Catholic faith and culture are integrated throughout the school’s curriculum, programming, and environment.


The principal has no defined role in creating a Catholic culture in the school

Student life does not reflect a Gospel-

The principal has begun to interact in a positive way to affect the Catholic culture of the school.

Student life contains elements that reflect a Gospel-centered

The principal ensures that Catholic faith and values are the foundation of the school’s environment and culture.

The principal ensures that Catholic faith and values are integrated, visible, and intentional across all curricular areas.

The principal proactively engages all stakeholders to ensure all aspects of the school intentionally and visibly amplify the Catholic faith and values.

The principal consistently provides opportunities for students to demonstrate Catholic faith and values to the greater community.


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centered Catholic vision in the school community

vision in the school community.The principal ensures that Catholic faith and values are integrated, visible, and intentional across all educational programing.

The principal ensures student life and behavior reflect care for the common good and reverence for the Catholic tradition.


6. Ensures the school is providing timely, regular, and age-appropriate opportunities within and outside the classroom for student faith formation, participation in liturgical and communal prayer, and action based on Catholic Social Teachings.


The principal has not established opportunities for student faith formation beyond the classroom.

Regular access to liturgy and communal prayer are not developed.

Students are not active in areas demonstrating a thoughtful interaction with Catholic Social Teachings in varying contexts.

The principal has established some opportunities for student faith formation beyond the classroom.

Regular access to liturgy and communal prayer are in effect.

Students are somewhat active in emerging areas, demonstrating a thoughtful interaction with Catholic Social Teachings in varying contexts.

The principal ensures multiple regular opportunities for age-appropriate student faith formation beyond the classroom that involve vibrant interaction with faculty and staff.

The principal ensures regular access to liturgy and communal prayer are in effect. Students are active planners and participants.

The principal ensures that students have multiple opportunities throughout the year to demonstrate thoughtful interaction with Catholic Social Teachings in a variety of contexts. There is a reflective process that

The principal proactively provides consistent opportunities for students to initiate age-appropriate activities for faith formation and faith sharing. These activities involve vibrant interactions with the community at large.

The principal proactively provides consistent opportunities throughout the year for students to initiate opportunities to live out Catholic Social Teachings beyond the classroom for the betterment of others.


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accompanies these opportunities.

Note: Communal prayer includes, but is not limited to, Rosary, Adoration, and Stations of the Cross


7. Ensures regular opportunities for developing and strengthening collaborations with parishes and other Catholic institutions and organizations.


The principal does not attend or participate in required meetings.

The school has no sustained community partnerships beyond the parish.

The principal attends required meetings, but active participation is sporadic.

The principal establishes community partnerships beyond the parish for the school in times of need

The principal regularly attends and actively participates in all required meetings / committees.

The principal ensures that the school maintains relationships with partners that enhance the life of the school academically, religiously, socially, and operationally.

The principal proactively volunteers to serve on committees that mutually benefit the school and supporting community partners.

The principal proactively seeks opportunities to explore and develop collaborative partnerships that are mutually beneficial and advance the mission and vision of the school.



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Domain B – Governance and Leadership:Central to the mission of the Church is the work of Catholic school education. The success of this mission depends on the key components of effective governance, which provides direction or authority, and leadership, which ensures effective operations. Catholic school governance and leadership can be seen as a ministry that promotes and protects the responsibilities and rights of the school community. Governance and leadership based on the principles and practices of excellence are essential to insuring the Catholic identity, academic excellence, and operational vitality of the school. Although governance models vary based on the sponsorship of the school, those who serve on the governing body or leadership team in Catholic schools provide for an environment for the teaching of doctrine and Sacred Scripture, the building and experiencing of community, the serving of others, and the opportunity for worship.


1. Works effectively with the governing body, within the context of mutual respect and recognition of legitimate authority, to exercise responsible decision-making for the development and oversight of the school‘s fidelity to mission, academic excellence, and operational vitality.


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The principal does not work with the governing body to systematize the policies and procedures necessary to the efficient operation of the school.

The principal does not regularly review the policies and procedures necessary to the efficient operation of the school.

There is no formal structure to the recruitment, selection, and orientation of new members of the governing body.

The principal, in collaboration with the governing body, systematizes some of the policies and procedures necessary to the legal and efficient operation of the school.

The principal sporadically reviews and / or implements the policies and procedures necessary to the legal and efficient operation of the school.

Selection of the governing body members is informal. Orientation and formation occurs on an as- needed basis, usually prompted by accreditation requirements

The principal, in collaboration with the governing body, ensures the systematization of policies and procedures necessary to the legal and efficient operation of the school.

The principal ensures that a process of regular review and implementation of the policies and procedures has been instituted and is normed with archdiocesan policies and/or the needs of the school.

The principal works to ensure that the governing body has a governance committee that works to recruit, select, and orientate new members, and works to keep the body trained and formed as Catholic school governors.

The principal proactively researches and proposes possible alternatives to current policies and procedures that may increase the efficient operation of the school.

The principal proactively uses multiple data sources to review and evaluate the policies and procedures that have been instituted for the efficient operation of the school.

The principal understands and considers the impact of a changing school environment and community on policy and procedure development.

The principal proactively cultivates and recruits potential candidates with essential skill sets to be governing board or standing committee members.


2. Works with the governing body to implement the school’s mission and vision in dynamic and evolving ways in all aspects of school life.


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The principal does not work to ensure that all stakeholders understand the school mission.

The principal cannot articulate the school’s vision.

The principal does not use the mission and vision of the school as a foundation for the decision-making processes of the school.

The principal works with selected stakeholders to ensure that they understand the school’s mission.

The principal can articulate the school’s vision to some stakeholders but lacks clarity in doing so.

The principal sporadically uses the mission and vision of the school as a foundation for the decision-making processes of the school

The principal ensures that all stakeholders understand the school’s mission.

The principal addresses stakeholders whose behavior is inconsistent with the school’s mission.

The principal is able to clearly articulate and communicate the vision of the school to all stakeholders.

The principal ensures that the mission of the school is foundational to the decision-making processes used in all aspects of the school.

The principal proactively ensures that all new community members are orientated to, and understand, the mission and vision of the school.

Then principal is proactive in leading stakeholder groups to understand and use the school’s mission and vision as the foundational piece of the decision-making processes used in all aspects of the school.



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Domain C – Academic Excellence:The United States Conference of Catholic Bishops affirms the message of the Congregation on Catholic Education that intellectual development of the person and growth as a Christian go forward hand in hand. Rooted in the mission of the Church, the Catholic school brings faith, culture and life together in harmony. In 2005, the bishops noted that “young people of the third millennium must be a source of energy and leadership in our Church and our nation. And, therefore, we must provide young people with an academically rigorous and doctrinally sound program of education” (Renewing Our Commitment to Catholic Elementary and Secondary School is in the Third Millennium, 2005).

The essential elements of “an academically rigorous and doctrinally sound program” mandate curricular experiences—including co-curricular and extra-curricular activities—which are rigorous, relevant, research-based, and infused with Catholic faith and traditions. The following essential elements provide a framework for the design, implementation, and assessment of authentic academic excellence in Catholic school education from prekindergarten through secondary school.


1. Ensures the school has a clearly articulated, rigorous curriculum aligned with the Archdiocese of Milwaukee standards and Gospel values, and implemented by qualified faculty and staff through effective classroom instruction.


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(Policy: 4112.3, 4113, 4117, 6120, 6130, 6140, 6141.11, 6141.12, 6143)

1A. VisionUnsatisfactory / NA Developing Expected Exemplary

The principal does not communicate a vision for instruction for students.

The instructional programs and practices do not challenge students to address learning as a combination of skills, interests, and responses to the needs of the world from a Gospel perspective.

The principal is developing a vision for student instruction aligned with the archdiocesan curriculum.

The instructional programs and practices sporadically challenge students to address learning as a combination of skills, interests, and responses to the needs of the world from a Gospel perspective.

The principal articulates and communicates a strong vision for the achievement of all learners.

The principal ensures that instructional programs and practices consistently challenge students to address learning as a combination of skills, interests, and responses to the needs of the world from a Gospel perspective.

The principal articulates and communicates a comprehensive vision for student learning that provides opportunities to consistently extend learning beyond the classroom and is inclusive of all learners.

The principal ensures Gospel values and Catholic Social Teachings are foundational to instructional practices across all curricular areas.


1B. InstructionUnsatisfactory / NA Developing Expected Exemplary

The instructional programs do not align with student skill development or challenge students to branch out into new areas. The instructional programs do not differentiate learning experiences for students based on their

The instructional programs inconsistently align with student skill development and challenge students to branch out into new areas.

The instructional programs inconsistently differentiate learning experiences for students based on their needs.

The principal ensures that instructional programs consistently align with student skill development and challenge students to branch out into new areas.

The principal ensures that instructional programs consistently differentiate learning experiences for students based on their needs.

The instructional program consistently customizes and individualizes learning experiences for students as needed.


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needs.


1C. Technology IntegrationUnsatisfactory / NA Developing Expected Exemplary

There is no discernable plan to integrate technology into the learning process.

Technology is used inconsistently throughout the school to enhance the learning process.

The principal ensures that technology is used intentionally to enhance the learning process.

Technology is embedded to bolster the student learning experience in ways that could otherwise not occur.


2. Ensures the school uses school-wide assessment practices to document student learning and program effectiveness, to improve student performance, to make student performance transparent, and to inform the continuous review of the curriculum and the improvement of instructional practices.(Policy: 5120.1, 5121, 5123, 5123.1, 5124)

2A. Assessment and GradingUnsatisfactory / NA Developing Expected Exemplary

The Assessment and Grading Guidebook is not used as the foundational document to guide assessment and grading practices.

The principal does not use valid and reliable data to analyze and evaluate the effectiveness of the

The principal is beginning to use the Assessment and Grading Guidebook is the foundational document to guide assessment and grading practices.

The principal sporadically uses valid and reliable data to

The principal ensures that the Assessment and Grading Guidebook is the foundational document to guide assessment and grading practices.

The principal ensures valid and reliable data is analyzed to evaluate the effectiveness of the instructional program on student achievement.

The principal proactively plans for the orientation of all new faculty and families to the school’s assessment and grading practices as defined by the Assessment and Grading Guidebook.

The principal develops a comprehensive plan for the collection and analysis of valid and reliable data on instructional effectiveness and student achievement.


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instructional program on student achievement.

analyze and evaluate the effectiveness of the instructional program on student achievement.

This analysis guides the differentiation of instruction and assessment for the individual student. This analysis identifies gaps in instruction and achievement areas for the professional growth of faculty, both individually and as a whole.


2B. Faculty GrowthUnsatisfactory / NA Developing Expected Exemplary

The principal does not use the Teacher Effectiveness Framework for faculty growth and evaluation.

School-wide professional development is inconsistent with no identifiable action plan. It is not evaluated for effectiveness.

The principal references the Teacher Effectiveness Framework for faculty growth and evaluation.

School-wide professional development is inconsistently focused and sustained over time. It is loosely based on valid and reliable data and sporadically evaluated for effectiveness.

Faculty growth and evaluation is centered on the Teacher Effectiveness Framework.

School-wide professional development is intentional, focused, and sustained over time. It is based on valid and reliable data and evaluated for effectiveness.

The principal develops a comprehensive plan for the professional development of all faculty and staff that is based on data-driven need and is sequential, sustained, and evaluated for effectiveness.


2C. Reporting Student Achievement Unsatisfactory / NA Developing Expected Exemplary

Reporting of student achievement to both students

Reporting of student achievement to both students

Reporting of student achievement to both students and parents meets the

The principal proactively works with families to engage them in understanding and participating in


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and parents does not meet the criteria of effective grading (consistent, accurate, meaningful, and supportive of learning).

and parents is consistent and provided using multiple measures of student progress (diagnostic, formative, and summative assessments).

criteria of effective grading (consistent, accurate, meaningful, and supportive of learning) and is based on multiple measures of student progress (diagnostic, formative, and summative assessments).

the process used to report on all measures of student achievement.


2D. Curriculum ReviewUnsatisfactory / NA Developing Expected Exemplary

There is no curriculum review plan or cycle.

Curriculum review is unstructured, inconsistent, and does not integrate student achievement data.

Curriculum review is intentional, structured, consistent, and integrates student achievement data.

The principal develops a comprehensive plan for the cyclical review and evaluation of all curriculum areas, including all supporting resources.


3. Ensures the school provides programs and services aligned with its mission to enrich the academic program and support the development of student and family life.


There are few, or no, opportunities for students to have their learning supported and / or extended beyond the classroom.

There are no official organizational structures in

The principal is developing opportunities for students to have their learning supported and / or extended beyond the classroom; e.g.., tutoring programs; extra and co-curricular programs; Discovery Project.

The principal ensures that students have the opportunity to have their learning supported and / or extended beyond the classroom; e.g., tutoring programs; extra and co-curricular programs; Discovery Project.

The principal ensures there are official

The principal ensures that there are consistent opportunities for students to independently extend learning experiences in academics, faith formation, and service.

The principal ensures there are official organizational structures in place to proactively engage families in areas of specific need.


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place to effectively engage families in the life of the school.

The principal is developing official organizational structures to engage families in the life of the school. Academic life, social life, religious life, and service are all structures being developed.

organizational structures in place to effectively engage families in the life of the school. Academic life, social life, religious life, and service are all represented.



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Domain D – Operational Vitality:Catholic schools are temporal organizations committed to the Church and the mission of Catholic education including a commitment to a culture of excellence and rigor. These schools exist in a milieu of constant socioeconomic challenges grounded in continuous need for sustainable financial planning, human resource/personnel management and professional formation, facilities maintenance and enhancement, and the requirement for institutional advancement and contemporary communication. Catholic schools must adopt and maintain standards for operational vitality in these areas and define the norms and expectations for fundamental procedures to support and ensure viability and sustainability. When a school does not maintain standards for operational vitality, the continuation of academic excellence is in grave jeopardy. Over time, even an academically rigorous school with strong Catholic identity will not survive without operational vitality. Standards for operational vitality must focus on the “operation” of the school—how it works and how it is supported—in four key areas: finances, human resources/personnel, facilities, and institutional advancement. The leader/ leadership team must manage each area and be subject to the direct oversight of the governing body in these matters.


1. Works with the governing board to develop a feasible three to five-year financial plan that includes both current and projected budgets and is the result of a collaborative process that emphasizes faithful stewardship. (Policy: See 3000 Series – Business and Non-Instructional Operations)


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The principal knows little or nothing about the current year school budget.

The principal is not a good steward of school resources.

The principal fails to identify foreseeable future expenses and does not plan for them.

The principal does not engage in the development of the school’s financial plan.

The principal is aware of the current year budget but lacks a clear understanding of it.

The principal demonstrates inconsistent prudent stewardship of the school’s resources.

The principal sporadically tracks some income and expenditures for the current year budget.

The principal is beginning to identify specific financial needs of the instructional program projecting over the next one-to-three years.

The principal is beginning to engage with appropriate leadership of the school and parish to develop a realistic one-to-three year financial plan.

The principal thoroughly knows and understands the current year budget.

The principal demonstrates consistent prudent stewardship of the school’s resources.

The principal knows and tracks all income and expenditures for the current year budget.

The principal identifies specific financial needs of the instructional program projecting over the next three-to-five years.

The principal engages with appropriate leadership of the school and parish to develop a realistic three-to-five year financial plan.

The principal articulates and communicates a clear vision for the future of the school and is able to identify realistic incomes and expenditures to support the vision.

The principal proactively engages appropriate stakeholders in the development of the vision.

The principal proactively ensures that the mission of the school drives the budget process, both for the current year and for its \three-to-five year financial plan.


2. Works with the governing board to ensure the school operates with a healthy staff morale, in accord with a current employee manual and in compliance with Archdiocese of Milwaukee policies.(Policy: See 4000 Series – Personnel)


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2A. Policy and HandbooksUnsatisfactory / NA Developing Expected Exemplary

The employee and / or faculty handbook have not been updated for three years or more.

The principal does not review relevant handbooks and the policies and procedures therein with faculty and staff.

The employee and / or faculty handbook are updated at least every two years.

The principal sporadically reviews relevant handbooks and the policies and procedures therein with faculty and staff.

The principal ensures all relevant handbooks are reviewed and updated annually.

The principal ensures that all employees know and understand all relevant handbooks as well as the policies and procedures therein.

The principal demonstrates consistent pastoral care, with an understanding of federal and state laws, for all involved in personnel situations.

The principal proactively seeks input from appropriate stakeholders regarding applicable policies and procedures.

Note: Relevant handbooks include, but are not limited to: Parent / student; Employee, Faculty, Emergency Operation Plan; Home & School; AthleticsReflection / Comment:

2B. Teacher Recruitment; Salary and Benefits Unsatisfactory / NA Developing Expected Exemplary

There is no established process to recruit, select, hire, orientate, and develop new faculty and staff.

The principal does not share salary and benefit information with employees on a timely basis.

There is an inconsistent process to recruit, select, hire, orientate, and develop new faculty and staff.

The principal shares salary and benefit information with all employees as required by policy.

The principal ensures there is a consistent process in place for the recruitment, selection, hiring, orientation, and development of all faculty and staff.

The principal ensures all employees know and understand all relevant salary and benefit information.

The principal is proactive in advocating for fair and just salary and benefits for all employees.



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2C. Faculty Growth and EvaluationUnsatisfactory / NA Developing Expected Exemplary

The principal does not use the Teacher Effectiveness Framework for faculty growth and evaluation. Performance Improvement Plans are not developed and implemented when needed.

The principal does not encourage faculty and staff to pursue opportunities for advancement.

The principal references the Teacher Effectiveness Framework for faculty growth and evaluation. Performance Improvement Plans are poorly developed and implemented when needed.

The principal sporadically encourages faculty and staff to pursue advancement.

The principals ensures that faculty growth and evaluation is centered on the Teacher Effectiveness Framework. Performance Improvement Plans are developed and implemented as needed.

The principal ensures that faculty and staff are encouraged to pursue opportunities for advancement, both professionally and monetarily.

The principal proactively seeks, develops, and encourages opportunities for faculty and staff advancement beyond normal professional development activities.

The principal proactively seeks to develop future leaders in the school community.


2D. MoraleUnsatisfactory / NA Developing Expected Exemplary

Personnel situations are not processed in accordance with established HR policy.

The principal does little-to-nothing to address poor morale among some or all employees.

Personnel situations are processed inconsistently in accordance with established HR policy.

The principal is inconsistent in cultivating a healthy morale among all employees and in addressing poor morale among employees when needed.

The principal ensures that all personnel situations are processed and resolved by adherence to established HR policy.

The principal ensures mechanisms are in place to cultivate a healthy morale among all employees and to address concerns that may negatively impact morale.

The principal is proactive in cultivating a healthy, positive work culture among all employees by actively seeking input and feedback from those employees.

Where appropriate, the principal practices authentic shared leadership and decision-making with faculty and staff.

Note: Possible characteristics of a healthy workplace morale that a principal should provide: low turnover (attracts and retains engaged employees), creates a positive buzz about working for employer, opportunity for employee training and development for all positions, employee recognition, work life balance,


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culture of vitality, diverse compensation package.


3. Works with appropriate personnel and committees to develop and maintain a budget for facilities, equipment, and a technology plan designed to continuously support the implementation of the educational mission of the school.

3A. FacilityUnsatisfactory / NA Developing Expected Exemplary

The facility is not clean and does not support the educational programming of the schools.

Students and faculty are exposed to potential safety risks.

Principal does not interact with the facilities team in a substantive manner.

The principal is beginning to upgrade the cleanliness of the school as well the ways in which the facility supports the educational programming of the school.

Safety risks are addressed on an “as needed” basis.

The principal is beginning to interact with appropriate personnel and committees in the maintenance of the facility. There is some discussion of long-range planning for the facility.

The principal ensures that the facility is clean and supports the educational program of the school.

The principals ensures the safety of the facility is regularly assessed. Appropriate personnel are engaged in this.

The principal ensures collaboration with appropriate personnel and committees in the maintenance of the facility and in the development of the long-range facilities plan.

The principal clearly articulates and communicates a vision, extending three-to-five years, for the use of the facility in support of the educational programming of the school.

The principal proactively develops a plan and a process to address future safety needs for both the facility and the community that uses it. Appropriate stakeholders are involved in the endeavor.

Note: Facility planning includes, but is not limited to, the following: future needs in terms of space, furnishings, anticipated improvements/capital expenditures, safety, technology, environmental standards, etc., to support future programs and the vibrancy of the school.Reflection / Comment:


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3B. TechnologyUnsatisfactory / NA Developing Expected Exemplary

There is no technology plan for the school, or the existing plan is out-of-date.

The principal is inconsistent in the implementation of the technology plan.

The principal ensures the technology plan is implemented, evaluated, and adjusted as necessary to support the educational program of the school.

The principal clearly articulates and communicates a vision, extending three-to-five years, for the integration of technology into all aspects of the school.

Note: Facility planning includes, but is not limited to, the following: future needs in terms of space, furnishings, anticipated improvements/capital expenditures, safety, technology, environmental standards, etc. to support future programs and vibrancy of the school.Reflection / Comment:

4. Works with the governing body to develop and enact a comprehensive plan for institutional advancement, based on a compelling mission, through communications, marketing, enrollment management, and development.

4A. MarketingUnsatisfactory / NA Developing Expected Exemplary

The principal is insufficiently involved in the local marketing plan.

The principal is involved only as required in the local marketing plan.

The principal is actively involved in the development of a local school marketing plan.

.

The principal is proactive in ensuring that sufficient resources are dedicated to the recruitment, enrollment, and retention process for the school; i.e., providing designated personnel; researching demographic trends; applying industry best practices; collaborating with peer institutions; and utilizing community members with appropriate skill sets.


4B. AdmissionsUnsatisfactory / NA Developing Expected Exemplary

The principal is The principal is involved The principal is actively involved and The principal is proactive in ensuring that sufficient


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insufficiently involved in the admissions process.

only as required in the admissions process.

oversees the admissions process. resources are dedicated to the recruitment, enrollment, and retention process for the school; i.e., providing designated personnel; researching demographic trends; applying industry best practices; collaborating with peer institutions; and utilizing community members with appropriate skill sets.


4C. RetentionUnsatisfactory / NA Developing Expected Exemplary

The principal is insufficiently involved in the retention process.

The principal is involved only as required in the retention process.

The principal is actively involved and oversees the retention process.



4D. Enrollment AnalysisUnsatisfactory / NA Developing Expected Exemplary


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The principal uses little or no data to analyze enrollment trends.

The principal uses data to analyze enrollment trends but does not differentiate by segmenting marketing, recruitment, enrollment, and admissions.

The principal ensures appropriate data is collected to analyze the marketing, recruitment, enrollment, and retention process for the school.



4E. DevelopmentUnsatisfactory / NA Developing Expected Exemplary

The principal is minimally involved in the school’s advancement process.

The principal is unwilling or reluctant to meet with potential donors.

The principal is involved only as required in the school’s advancement process.

The principal meets with potential donors as required.

The principal actively works with the advancement team to assume the lead role in promoting and communicating the mission and vision of the school.

The principal willingly meets with prospective donors and supports the advancement team as needed.

The principal is proactive in ensuring that sufficient resources are dedicated to the institutional advancement of the school; i.e., providing designated personnel; researching demographic trends; applying industry best practices; collaborating with peer institutions; and utilizing community members with appropriate skill sets.



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Domain Z: Other Duties and Responsibilities: This section addresses specific responsibilities of the principal that are not otherwise identified in previous domains. Unique, specific responsibilities a principal may have in a given school can be added and evaluated in this section.

1. Complies with and completes forms/documents required for Federal, State, and the Archdiocese of Milwaukee on a timely basis; e.g., School Choice, Safe Environment, record retention, etc.

Unsatisfactory / NA Developing Expected Exemplary Archdiocese of Milwaukee, August 1 2019

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The school does not comply with all necessary policies and regulations of the Archdiocese of Milwaukee and the State of Wisconsin

The principal does not advocate for the school, students and families under community, state, and federal programs.

The school does not have appropriate membership in the organizations such as NCEA, WCRIS, and MAPA

The principal ensures the school complies with all necessary policies and regulations of the Archdiocese of Milwaukee, the Federal Government and the State of Wisconsin.

The principal advocates for the school, students, and families under community, state, and federal programs.

The principal ensures the school has appropriate membership in the organizations such as NCEA, WCRIS, and MAPA

The principal proactively collaborates with other partner Catholic and non-Catholic institutions to mobilize advocacy for Catholic schools.

The principal proactively collaborates with other partner Catholic and non-Catholic institutions to provide family assistance for greater access to a Catholic education.


2. Oversees activities outside of the core school day, as assigned; e.g., busing, before/after school care, sports, etc.


The principal does not provide for proper supervision of activities beyond the school day.

Although supervision is in place, appropriate activities beyond the school day function in a haphazard way.

The principal ensures the proper supervision and functioning of appropriate activities beyond the core instructional program; e.g., busing, before / after school care, and athletics.

The principal is proactive in providing appropriate activities beyond the school day that are designed to meet the needs of students and families and / or extend learning experiences for students.


3. Maintains accreditation standards in compliance with the accreditation cycle. Archdiocese of Milwaukee, August 1 2019

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The principal does not complete the required accreditation documents.

The required Self-Study is poorly done.

The school community is poorly prepared for the required site visit by the Visiting Team.

The principal does not serve as a member of a Visiting Team.

Faculty members do not serve as members of a Visiting Team.

The principal ensures the successful completion of required accreditation documents.

The principal oversees the completion of the school’s Self-Study when required in the accreditation cycle.

The principal prepares the school for the Visiting Team when required in the accreditation cycle.

The principal annually serves on a Visiting Team.

The principal ensures at least one faculty member serves annually on a Visiting Team.

The principal embraces the opportunity provided by the accreditation process, i.e., the Self-Study and site visit, to authentically self-evaluate the current state of the school. The data generated by the process is used as a basis for future planning. All appropriate stakeholders are involved

Reflection Comment:

Supervisor Signature: Date:

Employee Signature: Date:

Appendix A: Survey BankArchdiocese of Milwaukee, August 1 2019

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The following statements may be used if the pastor/president chooses to survey constituency groups regarding the leadership actions of the principal. The target groups to receive the survey include: school faculty and staff, parish staff, and the governing body (includes school advisory commission/committee and pastoral/finance council if desired). The decision to have survey respondents provide their names or to respond anonymously is the pastor/president’s. It is recommended that there be a group identifier (e.g., faculty or school advisory commission) so that the natural bias of the respondent may be recognized.

It is not necessary to use all of the questions, and other questions may be added or substituted.

The survey statements are not generally intended to be used with parents; however, they may be easily adapted if the pastor/president wishes to survey the parent group.

Rating: Strongly Agree Agree Disagree Strongly Disagree No opinion

Principal as Faith Leader:1. The principal is authentic in sharing his/her personal faith life.2. The principal is viewed as an authentic faith leader in the school community.3. The principal is viewed as an effective faith leader in the school community.


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4. The principal is viewed as a servant leader, acting with generosity and integrity, especially when facing challenges and difficulties.

5. The principal provides multiple and varied opportunities for all constituencies to experience and deepen their faith.

6. The principal makes Catholic Social Teachings an essential focus of the school community.

Principal and Parents:1. The principal demonstrates a recognizable commitment to social justice when interacting with school

community members.2. The principal demonstrates a respect for varying backgrounds and perspectives and values cultural

differences.3. The principal supports and demonstrates a service-oriented approach for both internal and external

constituency groups.4. The principal demonstrates authentic understanding, compassion, and empathy when interacting with parents

and families.5. The principal ensures that there is a variety of opportunities available to promote family engagement.

Principal as Decision-maker:1. The principal clearly articulates a vision for the school, both in the present and for the future.2. The principal sets clear expectations for all constituencies in the school community.3. The principal uses the school mission statement as a foundation for decision-making.4. The principal uses valid and reliable data as a foundation for decision-making.5. The principal involves appropriate stakeholders in the decision-making process.6. The principal considers the impact of courses of actions on multiple constituencies prior to adoption and

implementation. 7. The principal is open to multiple perspectives and is willing to change his/her position when presented with

compelling information.Archdiocese of Milwaukee, August 1 2019

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8. The principal invites, values, and acts upon input from multiple constituencies.9. The principal focuses on meeting challenges and problem solving rather than looking to fix blame on

someone.

Principal and Students:1. The principal ensures that all students

a. Feel welcome.b. Feel safe. c. Are engaged in meaningful learning experiences.d. Are appropriately challenged.e. Are appropriately supported.

2. The principal demonstrates authentic understanding, compassion, and empathy when interacting with students.

3. The principal ensures, to the degree possible, that the needs of each and every individual student are met by the school community.

4. The principal ensures that available technology is used to enhance the learning experience for all students.

Principal and Faculty and Staff: 1. The principal demonstrates authentic understanding, compassion, and empathy when interacting with faculty

and staff.2. The principal encourages, provides, and supports opportunities for all faculty and staff to learn and develop

desirable knowledge, skills, and abilities.3. The principal identifies and supports opportunities for faculty and staff to develop and demonstrate

leadership skills. 4. The principal recognizes and reinforces the contributions and achievements of all faculty and staff.5. The principal strives to create and maintain a healthy environment for all faculty and staff.6. The principal delegates appropriate authorities and responsibilities to faculty and staff.


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Principal and Community:1. The principal represents and promotes the school effectively in the wider community. 2. The principal seeks to develop partnerships with outside groups to benefit the school community.3. The principal advocates the support of Catholic schools by the entire Catholic community. 4. The principal fosters a school-parish relationship that is mutually beneficial.5. The principal demonstrates effective stewardship of school resources.

Sources: Archdiocese of Milwaukee Principal Effectiveness Framework Siena Catholic Schools of Racine 360 Degree Leader/Manager Effectiveness Evaluation St. Joseph Catholic Academy President/Principal Performance Review Blessed Sacrament School Teacher/Staff Peer Evaluation Form Catholic School Leadership Framework, Creighton University and Archdiocese of Omaha Catholic Leadership 360 Evaluating Leadership Qualities – 10 Things Effective Leaders Do to Motivate Employees, Leadership

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