Administrative Evaluation Form

Administrative Evaluation FormThe process of evaluating an administrator is a very important tool in the entire improvement effort of a school district. It defines expectations, enhances communication, prioritizes district goals and encourages supervisors to focus their attention on the administrator’s role in improving achievement for all students.

A new approach to administrative evaluation form that reflects a systems approach is particularly in order in these times of increased accountability. A process as important as this one should be guided by a set of ethics — values and beliefs — that support the work so both the administrator’s and supervisors can operate with integrity. The following principles are offered as an ethical compass to guide this important work.

100% Customizable Evaluation Form Template. Buy for $5

Administrative Evaluation Form: Non-Template

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Administrative Evaluation Form: Example

Administrative Competency To what degree does the administrator demonstrate this competency?
(5=hi)
1. Inclusiveness
Promotes cooperation, fairness and equity; shows respect for people and their differences; works to understand perspectives of others; demonstrates empathy; brings out the best in others 1 2 3 4 5
2. Managing people
Coaches, evaluates, develops, inspires people; sets expectations, recognizes achievements, manages conflict, aligns performance goals with university/school goals, provides feedback, group leadership; delegates 1 2 3 4 5
3. Stewardship and managing resources
Demonstrates accountability and sound judgment in managing university/school resources in open and effective manner, appropriate understanding of confidentiality, university/school values; adheres to policies, procedures, and safety guidelines 1 2 3 4 5
4. Problem solving
Identifies problems, involves others in seeking solutions, conducts appropriate analyses, searches for best solutions; responds quickly to new challenges 1 2 3 4 5
5. Decision making
Makes clear, consistent, transparent decisions; acts with integrity in all decision making; distinguishes relevant from irrelevant information and makes timely decisions 1 2 3 4 5
6. Strategic planning and organizing
Understands big picture and aligns priorities with broader goals, measures outcomes, uses feedback to redirect as needed, evaluates alternatives, solutions oriented, seeks alternatives and broad input; can see connections within complex issues
1 2 3 4 5
7. Communication
Connects with peers, subordinates and students, actively listens, clearly and effectively shares information, demonstrates effective oral and written communication skills, negotiates effectively 1 2 3 4 5
8. Quality improvement
Strives for efficient, effective, high quality performance in self and the unit; delivers timely and accurate results; resilient when responding to situations that are not going well; takes initiative to make improvements
1 2 3 4 5
9. Leadership
Motivates others, accepts responsibility; demonstrates high level of political acumen; develops trust and credibility; expects honest and ethical behavior of self and others
1 2 3 4 5
10. Teamwork
Encourages cooperation and collaboration; builds effective teams; works in partnership with others; is flexible
1 2 3 4 5
11. Service focus
Values the importance of delivering high quality, innovative service to faculty, staff and students; understands their needs and focus; shares accountability for results provided
1 2 3 4 5

Administrative CompetencyTo what degree does the administrator demonstrate this competency?(5=hi)
  1. Inclusiveness

Promotes cooperation, fairness and equity; shows respect for people and their differences; works to understand perspectives of others; demonstrates empathy; brings out the best in others

12345
  1. Managing people

Coaches, evaluates, develops, inspires people; sets expectations, recognizes achievements, manages conflict, aligns performance goals with university/school goals, provides feedback, group leadership; delegates

12345
  1. Stewardship and managing resources

Demonstrates accountability and sound judgment in managing university/school resources in open and effective manner, appropriate understanding of confidentiality, university/school values; adheres to policies, procedures, and safety guidelines

12345
  1. Problem solving

Identifies problems, involves others in seeking solutions, conducts appropriate analyses, searches for best solutions;  responds quickly to new challenges

12345
  1. Decision making

Makes clear, consistent, transparent decisions; acts with integrity in all decision making; distinguishes relevant from irrelevant information and makes timely decisions

12345
  1. Strategic planning and organizing

Understands big picture and aligns priorities with broader goals, measures outcomes, uses feedback to redirect as needed, evaluates alternatives, solutions oriented, seeks alternatives and broad input; can see connections within complex issues

 

12345
  1. Communication

Connects with peers, subordinates and students, actively listens, clearly and effectively shares information,  demonstrates effective oral and written communication skills, negotiates effectively

12345
  1. Quality improvement

Strives for efficient, effective, high quality performance in self and the unit; delivers timely and accurate results; resilient when responding to situations that are not going well; takes initiative to make improvements

 

12345
  1. Leadership

Motivates others, accepts responsibility; demonstrates high level of political acumen; develops trust and credibility; expects honest and ethical behavior of self and others

 

12345
  1. Teamwork

Encourages cooperation and collaboration; builds effective teams; works in partnership with others; is flexible

 

12345
  1. Service focus

Values the importance of delivering high quality, innovative service to faculty, staff and students; understands their needs and focus; shares accountability for results provided

 

12345

An effective evaluation process is predicated on a spirit of providing feedback for growth, not on finding evidence of shortcomings. The purpose of this process is to improve performance. If a supervisor is considering evaluation for the purposes of termination, the evaluation process moves to an intensive assistance plan.

Administrative Evaluation Form: Comprehensive Evaluation

A comprehensive administrative evaluation form is a living document that will provide guidance and allow for ongoing modification as needed. The guiding principles are:

  1. Align Standards for School Leaders – The Board of Educational Examiners, the State Board of Education, and the Department of Education have all endorsed the Standards for School Leaders as the framework for expectations for administrators.
  2. Acknowledge strengths and improve performance – An effective evaluation process is predicated on a spirit of providing feedback for growth.
  3. Connect academic, social, emotional and developmental growth  – Multiple indicators for all types of student growth must be included in the definition of accountability.
  4. Recognize the importance of a principal’s role in improving the culture of the learning community – Research is very clear that the quality of leadership has a direct correlation to positive relationships and the achievement levels of all learners.
  5. Have research-based criteria about effective administrator behaviors which are substantiated by measurable data from multiple sources, and are legal, feasible, accurate and useful -Examples may include self-assessment, a portfolio compiled by the principal, 360 degree feedback, the school improvement plan, artifacts that address previous goals, and meeting agendas.
  6. Provide opportunities for personal and professional growth as a facilitator/leader of learning – Evaluation processes must consider the needs of the whole professional and be oriented toward continuous improvement.
  7. Be ongoing and connected to school improvement goals – An evaluation is a process, not a once a year conversation, and must be connected to Comprehensive School Improvement plans.
  8. Align building and district goals with community members’ vision for education – Goals cannot be developed in isolation; district and building goals must reflect the community’s highest hope for their public schools.

Administrative Evaluation Form: Standards for Administrators

The evaluation of Administrators should be done while considering the following performance standards:

Standard

A school administrator is an educational leader who promotes the success of all students facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

Performance Indicators
  • Sets priorities in the context of improving student achievement.
  • Articulates and promotes high expectations for teaching and student learning.
  • Aligns the educational programs, plans and actions to the district’s vision and goals for student learning.
  • Creates symbols, ceremonies, and activities that support the vision and mission of the district.
  • Develops communication strategies to inform stakeholders of progress towards the vision and mission of the district.
Standard

A school administrator is an educational leader who promotes the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional development.

Performance Indicators
  • Provides leadership for assessing, developing and improving school environment and culture.
  • Recruits, interviews and recommends teachers and staff to support quality instruction.
  • Provides leadership, encouragement, opportunities, and structure for all staff to continually design more effective teaching and learning experiences for all students.
  • Evaluates staff and provides direction for improving instruction.
  • Develops and supports professional development of staff to improve student learning.
  • Demonstrates awareness of professional issues and developments in education.
  • Develops and revises as needed his/her own professional development plan for continued improved performance.
Standard

A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

Performance Indicators
  • Operational procedures are designed and managed to maximize opportunities for successful learning.
  • Effectively manages board policies and procedures.
  • Demonstrates effective communication skills with a variety of stakeholders in the operation of the school.
  • Addresses problems in a timely manner.
  • Manage fiscal resources of the schools responsibly, efficiently, and effectively.
  • Works to assure the school plant, equipment, and support systems operate safely, efficiently and effectively.
Standard

A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

Performance Indicators
  • Engages the community to create shared responsibility for student and school success.
  • Promotes and supports parent/student/community involvement in the school.
  • Shares leadership and decision-making.
  • Connects students and families to the health, human and social services they need to stay focused on learning.
Standard

A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.

Performance Indicators
  • Demonstrates ethical, trustworthy, and professional behavior.
  • Demonstrates values, beliefs, and attitudes that inspire others to higher levels of performance.
  • Treats people fairly, equitably, and with dignity and respect.
  • Applies policies and procedures in a fair and equitable manner.
  • Demonstrates appreciation for and sensitivity to the diversity in the school community.
Standard

A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

Performance Indicators
  • Serves as an effective spokesperson for the welfare of all members of the learning community.
  • Promotes respect for diversity in the school and community environment.
  • Engages in dialogue with other decision-makers to improve teaching and learning.
  • Communicates clearly to the community about building/district issues and performances.
  • Provides leadership through assisting in the development of mutual expectations, procedures for working together, and formulating district policies.
  • Knows and supports the building/district school improvement plan and accurately interprets and reports progress on goals.

Administrative Evaluation Form: Performance Indicator Levels

An Administrative evaluation form should be scored based on the following levels of performance:

  1. Distinguished:  Administrators use their strong foundation of knowledge, skills and abilities to innovate and enhance their classrooms, buildings and districts.  They are leaders who empower and influence others.  They anticipate and monitor situations in their schools and effectively reshape their environments accordingly.  They respond to the needs of their colleagues and students immediately and effectively.
  2. Proficient: Administrators effectively integrate the knowledge, skills and abilities needed for effective leadership.  They are fully skilled professionals who demonstrate purposefulness, flexibility and consistency.  They anticipate and monitor situations in their schools, and make appropriate plans and responses.
  3. Basic: Administrators demonstrate knowledge of the skills and abilities needed for effective leadership.  They are in the process of refining their skills and understandings to fully integrate their knowledge and skills.  They monitor the situations in their schools and respond appropriately.
  4. Needs Improvement: Administrators are lacking or have not shown growth in: knowledge, skills, or abilities needed for effective leadership; refinement of skills and understandings; anticipation and monitoring of situations in classrooms with appropriate responses.