Mid- And End-of-Year Evaluation Assistant Principal/Dean
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Staff Member Name:Period of Review:Organization Name:Manager Name:Staff Member Position:Manager Position:Tenure at Position and at KIPP:Position:KIPP:Mid-year:End-of-year:Review Date:Rating and Comments Instructions:For the Performance Ratings, please use the following scale. For the mid-year evaluation, please reflect on milestones and deliverables to-dateto determine if the individual is tracking to meet the goal, tracking to exceed the goal, etc.Far below goal1Below goal2Met Goal3Exceeded Goal4Far Exceeded Goal5For the Competency Ratings and Overall Rating, please use the following scale.Far belowExpectations1BelowExpectations2Met Expectations3ExceededExpectations4Far ExceededExpectations5When writing comments, please provide specific evidence explaining your ratings. Please focus your comments in both the performance goalssection and the competencies section upon accomplishments or behaviors that stand out to you. In the performance goals section, pleaseprovide commentary about goals that have been strongly achieved, achieved against odds, or not achieved as well as desired. In thecompetencies section, please provide commentary about key behaviors or competencies where you have seen particular growth, where you seenotable strength, or areas for growth that you want the staff member to address.2
PERFORMANCE RATINGS (The “What” of the Job)PERFORMANCE GOALSMID-YEARPlease insert your performance goals below and check arating for each goal.END-OF-YEARSelf rating12345Self rating12345Manager rating12345Manager rating12345Self rating12345Self rating12345Manager rating12345Manager rating12345Self rating12345Self rating12345Manager rating12345Manager rating12345Self rating12345Self rating12345Manager rating12345Manager rating12345Self rating12345Self rating12345Manager rating12345Manager rating12345Self rating12345Self rating12345Manager rating12345Manager rating12345Self rating12345Self rating12345Manager rating12345Manager rating12345Self rating12345Self rating12345Manager rating12345Manager rating123453
PERFORMANCE GOALSMID-YEAREND-OF-YEARSelf rating12345Self rating12345Manager rating12345Manager rating12345Self rating12345Self rating12345Manager rating12345Manager rating12345Self rating12345Self rating12345Manager rating12345Manager rating12345Self rating12345Self rating12345Manager rating12345Manager rating12345Self rating12345Self rating12345Manager rating12345Manager rating12345Self rating12345Self rating12345Manager rating12345Manager rating12345Self rating12345Self rating12345Manager rating12345Manager rating12345Self rating12345Self rating12345Manager rating12345Manager rating12345Self rating12345Self rating12345Manager rating12345Manager rating123454
PERFORMANCE COMMENTS (The “What” of the Job)Mid-year self-assessment commentsMid-year manager commentsEnd-of-year self-assessment commentsEnd-of-year manager comments5
COMPETENCY RATINGS (The “How” of the Job)PROVE THE POSSIBLE: Student Focus HIGH EXPECTATIONS. Actions and words demonstrate high expectations for all students, and a belief in their potential to complete college and succeed in life. STUDENT BEST INTERESTS. Seeks to understand the needs and motivations of students, so that decisions are made with student’s best interests and needs inmind. Works directly with GLCs and other teachers to assure they do the same. COMMITMENTS. Keeps commitments made to students and expects teachers to do the same. Willing to reverse decisions when doing so is necessary to keepcommitments made to students. RESPECT. Consistently communicates expectations that all students should be treated with respect. RELATIONSHIPS. Establishes and maintains strong relationships with students and parents, and works closely with teachers to help them do the same.Mid-year self-rating12345NAEnd-of-year self rating12345NAMid-year manager rating12345NAEnd-of-year manager rating12345NAPROVE THE POSSIBLE COMPETENCY COMMENTS (Student Focus competency)Mid-year self-assessment commentsMid-year manager commentsEnd-of-year self-assessment commentsEnd-of-year manager comments6
DRIVE RESULTS: Achievement Orientation SETTING CHALLENGING GOALS. Demonstrates high expectations in all settings by setting goals that challenge teachers, self and students to excel.INITIATIVE. Consistently goes above and beyond typical expectations to achieve results. When necessary, makes personal sacrifices and takes responsibility formaking sure results are achieved.FOLLOW THROUGH. Follows through on commitments and promises with an appropriate sense of urgency.RESILIENCE. Demonstrates tenacity for extended periods, persevering through significant challenges to reach short-term goals. Supports the Principal in overcomingobstacles and problem solving.FLEXIBILITY. Demonstrates flexibility when plans or situations change unexpectedly. Effectively adjusts plans to achieve intended outcomes.FOCUS ON RESULTS. Focuses upon results and how they are achieved. Does not confuse effort with results.Mid-year self-rating12345NAEnd-of-year self rating12345NAMid-year manager rating12345NAEnd-of-year manager rating12345NADRIVE RESULTS: Continuous Learning LEARNING. Takes responsibility for behavior, mistakes, and results. Learns from successes and failures.RISK TAKING. Takes calculated risks to seize opportunities.DATA-BASED IMPROVEMENTS. Uses data from a wide range of credible sources to accurately assess areas for improvement in procedures, policies and teachingmethods.RESEARCH. Uses current best practices research to inform instruction and policy decisions at the school.IMPROVEMENT. Constantly seeks opportunities for personal and organizational improvement. Willingly accepts assistance when offeredINNOVATION. Values and actively encourages creative and innovative ideas from students, teachers, and parents for how to improve the learning environment andschool culture.SHARING. Promotes and contributes to a culture of sharing effective practices within the school and across the KIPP network.Mid-year self-rating12345NAEnd-of-year self rating12345NAMid-year manager rating12345NAEnd-of-year manager rating12345NADRIVE RESULTS: Critical Thinking and Problem Solving GATHERING INFORMATION. When problem-solving, gathers information from multiple relevant sources and stakeholders, such as teachers, parents, students, otherAP’s/Deans, and the Principal.SORTING OUT COMPLEXITY. Identifies useful relationships among complex data from unrelated areas.ANTICIPATING PROBLEMS. Anticipates and identifies problems promptly so they can be addressed in a timely fashion.BREAKING DOWN INFORMATION. Solves complex problems by breaking information and problems into parts.ANALYSIS. Analyzes, reflects upon, synthesizes, and contextualizes information.WEIGHING OPTIONS. Weighs pros and cons of multiple options to solve complex problems.Mid-year self-rating12345NAEnd-of-year self rating12345NAMid-year manager rating12345NAEnd-of-year manager rating12345NA7
DRIVE RESULTS: Decision Making PROCESSES. Supports Principal in communicating about school-wide decision-making processes, including who will have input on which topics and within whattimeframes.CONSEQUENCES. Considers intended and unintended consequences of potential decisions.SENSE OF URGENCY. Makes timely decisions, using intuition as well as data in the face of ambiguity.COMMUNICATING. After a difficult decision is made, works with the Principal to convey the decision to relevant stakeholders and takes follow-up actions to support thedecision. Effectively explains rationale and process for making decisions to parents, teachers and students.DIFFICULT CHOICES. Knows when tough choices need to be made and willingly makes and stands by controversial decisions that benefit the school. Supports thePrincipal in sharing with parents, students and teachers the rationale for decisions, particularly when consensus cannot be reached.Mid-year self-rating12345NAEnd-of-year self rating12345NAMid-year manager rating12345NAEnd-of-year manager rating12345NADRIVE RESULTS: Planning and Execution BACKWARD PLANNING. Methodically backward plans to achieve short and long-term goals for programs and policies that affect teachers & students.RESOURCES. Effectively responds to unanticipated requests for resources by students, parents, and teachers by conveying these requests to the school’s Principaland promptly replying to the request.PRIORITIZING. Manages time and resources effectively by prioritizing efforts according to school and personal goals.ACCOUNTABILITY. Establishes clear and realistic milestones to achieve outcomes. Regularly compares actual progress to planned milestones and adjusts plansaccordingly. Holds self, teachers, and students accountable for achieving milestones and outcomes.CONTINGENCY PLANS. Actively communicates to all stakeholders the importance of the primary goal, but also proactively develops contingency plans in advance ofpotential or unforeseen circumstances.Mid-year self-rating12345NAEnd-of-year self rating12345NAMid-year manager rating12345NAEnd-of-year manager rating12345NADRIVE RESULTS COMPETENCY COMMENTS (Achievement Orientation, Continuous Learning, Critical Thinking & Problem Solving, Decision Making, Planning & Execution)Mid-year self-assessment commentsMid-year manager comments8
End-of-year self-assessment commentsEnd-of-year manager commentsBUILD RELATIONSHIPS: Stakeholder Management NETWORKING. Seeks opportunities to work with a wide range of individuals such as the Principal, support staff, peer groups, parents, teachers, students and othermembers of the Leadership Team to achieve common goals and better outcomes. DEVELOPING RELATIONSHIPS. Develops mutually beneficial relationships and partnerships with teachers, parents, students and other administrators based upontrust, respect and achievement of common goals. TRUST. Gains trust of key stakeholders by active listening and seeking to understand their views and needs. RESPECT & APPRECIATION. Consistently demonstrates respect and appreciation for others by empathizing with their concerns and valuing their time andcontributions.Mid-year self-rating12345NAEnd-of-year self rating12345NAMid-year manager rating12345NAEnd-of-year manager rating12345NABUILD RELATIONSHIPS: Communication LISTENING. Listens attentively. Seeks to understand the point of view of students, staff, teachers, the Principal, and parents. Consistently confirms understanding.When appropriate shares this understanding with the Principal to improve decisions. SYSTEMS. Appropriately uses communication systems to regularly communicate with key stakeholders such as teachers, students, parents, the Leadership Team, andsupport staff. WRITING. Writes clearly, concisely and persuasively. Uses correct grammar, vocabulary and a tone that is appropriate to the message and audience. SPEAKING. Speaks in a clear and articulate manner, adapting communication content and style to different audiences and venues.Mid-year self-rating12345NAEnd-of-year self rating12345NAMid-year manager rating12345NAEnd-of-year manager rating12345NA9
BUILD RELATIONSHIPS: Impact and Influence ADAPTING STYLE. Adapts personal leadership style/approach given the situation and the individuals involved. MAKING A CASE. Appeals to reason and/or emotions of teachers, students, parents, and the Leadership Team, by presenting relevant data and/or concrete examplesto make a compelling case for a position. ANTICIPATING & PERSUADING. Anticipates reactions & addresses concerns of others to persuade them to move toward a goal or support an idea. MOTIVATING ACTION. Motivates parents, teachers, staff and students to action by expressing enthusiasm, optimism, and passion for ideas and initiatives. Effectivelymotivates parents, teachers and staff even when no formal reporting relationship exists. BUILDING COALITIONS. Builds coalitions to garner support for initiatives or programs by aligning proposals/ideas with the needs and priorities of others.Mid-year self-rating12345NAEnd-of-year self rating12345NAMid-year manager rating12345NAEnd-of-year manager rating12345NABUILD RELATIONSHIPS: Self-Awareness INSIGHT. Understands his/her own strengths and weaknesses. BALANCING STRENGTHS AND WEAKNESSES. Effectively balances personal strengths and weaknesses by focusing primarily on what he/she does best but doesnot ignore deficiencies. SEEKING GROWTH. Actively seeks constructive feedback and other opportunities for self development. Integrates feedback by changing behavior/actionsaccordingly. UNDERSTANDING PERCEPTIONS. Understands how others perceive his/her actions, comments, and tone.Mid-year self-rating12345NAEnd-of-year self rating12345NAMid-year manager rating12345NAEnd-of-year manager rating12345NABUILD RELATIONSHIPS: Cultural Competence RESPECTING COMMUNITY. Demonstrates knowledge of and respect for the diverse cultures of the community served by the school. INCLUSIVENESS. Reinforces an inclusive environment that respects the culture and community of the students being served and models respect for all cultures. ADJUSTING BEHAVIOR. Adjusts behavior according to cultural norms and cues. WORKING CROSS-CULTURALLY. Communicates and works effectively with those from diverse backgrounds. VALUING DIVERSITY. Creates an environment in which people from diverse backgrounds and perspectives can succeed.Mid-year self-rating12345NAEnd-of-year self rating12345NAMid-year manager rating12345NAEnd-of-year manager rating12345NA10
BUILD RELATIONSHIPS COMPETENCY COMMENTS (Stakeholder management, Communication, Impact & Influence, Self-awareness, Cultural Competence)Mid-year self-assessment commentsMid-year manager commentsEnd-of-year self-assessment commentsEnd-of-year manager commentsMANAGE PEOPLE: Direction Setting VISION, MISSION, VALUES AND GOALS. Effectively articulates the alignment between the school’s goals and its long term mission, vision, and values.INSPIRING OTHERS. Inspires and gains the commitment of others regarding the school’s goals as an extension of KIPP’s mission, vision, values.MODELING. Models school values and strong character at all times.BUILDING CULTURE. Supports the Principal’s efforts at creating a positive school culture through developing programs, rituals, and visual artifacts that representschool values.NEW OPPORTUNITIES. Anticipates and seizes new opportunities that are aligned with strategic goals.MANAGING CHANGE. Collaborates with and supports the Principal to manage change by seeking to understand its effects upon teachers, students, and parents.Guides others through change by helping them explore their resistance to that change and offering them concrete milestones for change.Mid-year self-rating12345NAEnd-of-year self rating12345NAMid-year manager rating12345NAEnd-of-year manager rating12345NA11
MANAGE PEOPLE: Team Leadership CLARIFYING. Clarifies roles, accountabilities and decision-making among staff who report to him/her.DELEGATION. Delegates tasks to appropriate individuals or teams. Understands what is a reasonable workload to delegate.COLLABORATION. Promotes collaboration among teachers and staff. Encourages others to cooperate and coordinate efforts. Welcomes different opinions and ideaseven if it leads to conflict.ENCOURAGING INITIATIVE. Proactively, makes him/herself available to teachers and staff to assist in brainstorming and problem solving.CONFLICT. Models appropriate responses to conflict and encourages others to manage conflict openly and productively.MEETINGS. Effectively leads team meetings, including clear agendas, appropriate time management and assuring that all voices are heard, notes are taken and nextsteps identified.CELEBRATING TEAM. Prioritizes team morale and productivity, celebrating team accomplishments.Mid-year self-rating12345NAEnd-of-year self rating12345NAMid-year manager rating12345NAEnd-of-year manager rating12345NAMANAGE PEOPLE: Performance Management SETTING GOALS. Works collaboratively with GLCs, teaching and/or other staff to establish individual performance and development goals that are clear, realistic,measurable and achievable. RESOURCES. Helps GLCS, teaching and other staff find resources needed to reach individual and team goals (resources may include human assets, time allocation,dollars, and tools). FEEDBACK. Consistently coaches teachers towards goals, recognizes accomplishments and provides timely, relevant, and constructive feedback. ACCOUNTABILITY. Holds teachers accountable for achieving their goals, modeling school values and strong character. EVALUATION. Provides constructive evaluations of teacher performance regularly, identifying learning needs.Mid-year self-rating12345NAEnd-of-year self rating12345NAMid-year manager rating12345NAEnd-of-year manager rating12345NAMANAGE PEOPLE: Talent Development RECRUITMENT & SELECTION. Recruits and contributes meaningfully to selection of a highly effective staff. DEVELOPMENT OPPORTUNITIES. Creates developmental opportunities for teachers to be more effective in their roles and progress toward career goals. ON-THE-JOB DEVELOPMENT. Recommends placement opportunities to the Principal for roles and assignments that contribute to the personal and careerdevelopment of teachers and staff. RETENTION. Contributes to the retention of talented and valued employees by listening to their needs and working with the Principal find ways to meet those needs. SUCCESSION. Builds his/her own skills to be prepared for filling several roles (including the Principal’s job) would the need arise. POOR PERFORMERS. Participates equitably in formal proceedings to manage out staff that do not meet expectations or fit KIPP culture.Mid-year self-rating12345NAEnd-of-year self rating12345NAMid-year manager rating12345NAEnd-of-year manager rating12345NA12
MANAGE PEOPLE COMPETENCY COMMENTS (Direction Setting, Team Leadership, Performance Management, Talent Development)Mid-year self-assessment commentsMid-year manager commentsEnd-of-year self-assessment commentsEnd-of-year manager comments13
ROLE-SPECIFIC: Instructional Leadership ACADEMIC VISION. Consistently reinforces the academic and character vision and/or goals through actions and words. CURRICULUM. Monitors GLCs, department chairs, and other teachers in the development and alignment of college preparatory curriculum. INSTRUCTIONAL IMPROVEMENT. Supports systems to improve instruction including regularly observing, coaching, modeling for and teaching staff how to improvetheir skills. Identifies teachers who need to improve their instruction and helps them address these needs. ASSESSMENT. Supports the administration of multiple forms of assessments school-wide, to measure and improve teaching and learning. USE OF DATA. Supports the teachers by helping them effectively use student and staff performance data to drive improved teaching and learning. CHARACTER. Actively participates in implementing and improving upon systems that reinforce positive character, behavior and organizational values for students.Mid-year self-rating12345NAEnd-of-year self rating12345NAMid-year manager rating12345NAEnd-of-year manager rating12345NAROLE-SPECIFIC COMPETENCY COMMENTS (Instructional Leadership)Mid-year self-assessment commentsMid-year manager commentsEnd-of-year self-assessment commentsEnd-of-year manager comments14
VALUES REFLECTION (Also the “How” of the Job)How has your behavior and performance in the last six months aligned with each of our values? In what ways has there been strong alignment and in what ways has that alignmentbeen weak? Please reflect upon your behavior relative to each of our values below.Mid-year self-assessment commentsMid-year manager commentsEnd-of-year self-assessment commentsEnd-of-year manager comments15
COMPETENCY RATING SUMMARYCompetency CategoryCompetencyPROVE THE POSSIBLEStudent FocusDRIVE RESULTSAchievement OrientationContinuous LearningCritical Thinking andProblem SolvingDecision-MakingPlanning and ExecutionBUILD RELATIONSHIPSStakeholder ManagementCommunicationImpact and InfluenceSelf-AwarenessCultural AManager12345NAManager12345NA16
Competency CategoryCompetencyMANAGE PEOPLEDirection-SettingTeam LeadershipPerformance ManagementTalent Manager12345NAManager12345NA17
OVERALL RATINGPlease rate the staff member’s performance overall, accounting for and appropriately weighting his/her achievement relative to performance goals, and behaviors relative to ourleadership competencies and values. Use the comments field to explain your rating and provide a summary of the staff member's most important achievements and strengths,opportunities for improvement and growth.Manager overall rating mid-year12345NAManager overall rating end-of-year12345NAManager overall comments mid year:Manager overall comments end-of-year:18
Staff Member:Manager:I participated in discussion of this Evaluationwith my manager on the date indicated. Mysignature indicates knowledge andunderstanding of the contents of this documentand does not necessarily imply agreement er’s manager:I participated in discussion of this Evaluationwith the staff member above on the dateindicated.Signature:Date:Signature:Date:I have reviewed and sign-off on thisevaluation.Signature:Date:Signature:Date:19
Mid-year: End-of-year: Rating and Comments Instructions: For the Performance Ratings, please use the following scale. For the mid-year evaluation, please reflect on milestones and deliverables to-date to determine if the individual is tra
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