September 2012

1. 2012-13 Principal Performance Review (PPR) September 2012

2. GUIDANCE FOR 2012-13 GOALS AND OBJECTIVES

3. 2012-13 PPR TIMELINE • October 15 • Goals and objectives due • (superintendent will provide feedback to principal by November 15 if applicable) November 30 Revisions to goals and objectives due January 31 Mid-year PPR summary chart due • June 28 • End-of-year PPR • summary due • (superintendent will issue the final PPR shortly after issuance of the 2012-2013 Progress Report) • Submission Process: Email completed PPR goals and objectives, mid-year summary templates, and end-of-year summary templates directly to your superintendent (see appendices of the 2012-13 PPR Guide for templates). Please write “PPR Goals for [Principal Name], [DBN]” in the subject line. To identify your superintendent, please search for your school by DBN.

4. RATIONALE FOR CHANGES TO PRINCIPAL EVALUATION (PPR) PROCESS • Last year, the DOE revised guidance for the goals and objectives section of the PPR in order to: • Prepare the system for upcoming changes to the PPR based on the new State Education Law section 3012-c. • Increase coherence around principals’ instructional priorities by aligning the citywide instructional expectations, principal capacity-building work, and PPR goals. • This year, at least two goals should address the 2012-13 citywide instructional expectations.

5. GUIDELINES FOR 2012-13 PPR GOALS • Principals will set 4 to 5 goals • All principals will align at least two of their goals to the 2012-13 citywide instructional expectations: • At least one goal should address the expectation around teacher development • At least one goal should address the expectation around students experiencing Common Core-aligned instruction across subjects • Like last year, all PPR goals must include measurable objectives that address: • Improvement in academic achievement; • Improvement in the school’s learning environment; or • Actions you will take to support teacher development over the course of the school year.¹ ¹This is in accordance with New York State Education Law section 3012-c.

6. EVIDENCE FOR GOALS AND OBJECTIVES Example types of evidence that could be used for goals focused on… The Principal’s Contribution to Improving Teacher Effectiveness Quantifiable and Verifiable Improvements in Academic Results Quantifiable and Verifiable Improvements in the School’s Learning Environment • Number or frequency of formative teacher observations using a rubric of teacher practice • Quality of feedback provided to teachers throughout the year • Teacher responses on School Survey • Facilitation of teacher participation in professional development opportunities, including teacher teams engaged in collaborative inquiry work • Increased teacher participation in teacher leader /shared leadership opportunities • Improvement in State test scores • Improvements in credit accumulation • Improvement on internal measures, such as scores on common assessments or rubrics • Note: targeted improvement could be across the entire school or focus on particular populations of students • Improved results in Academic Expectations, Communication, Engagement, or Safety & Respect from parents, teachers, or students on School Survey (i.e., improvement in percent of students who agree that “I feel welcome in my school”) • Improvement in attendance data for school or for after-school programs • Note: targeted improvement could be across the entire school or focus on particular populations of students Goals about the Common Core instructional expectation could fall into any of these categories

7. SAMPLE GOALS

8. SAMPLE GOAL THAT ADDRESSES EXPECTATION AROUND STUDENTS EXPERIENCING COMMON CORE-ALIGNED INSTRUCTION ACROSS SUBJECTS

9. SAMPLE GOAL THAT ADDRESSES EXPECTATION AROUND STUDENTS EXPERIENCING COMMON CORE-ALIGNED INSTRUCTION ACROSS SUBJECTS

10. SAMPLE GOAL THAT ADDRESSES EXPECTATION AROUND TEACHER DEVELOPMENT

11. SAMPLE GOAL THAT ADDRESSES EXPECTATION AROUND TEACHER DEVELOPMENT

12. SAMPLE GOAL FOCUSED ON IMPROVEMENTS IN THE SCHOOL’S LEARNING ENVIRONMENT

13. SCORING GUIDELINES

14. COMPONENTS(SCORING CRITERIA) OF THE PRINCIPAL PERFORMANCE REVIEW (PPR) The PPR results in an annual Final Rating for each principal based on the following components, which will remain the same for this year:

15. ADDITIONAL SCORING GUIDELINES • For schools that do not get a Progress Report or Quality Review: • For schools that did not receive a Quality Review, the most recent Quality Review score will count toward their overall PPR score. • For phase-out schools and new schools without a Progress Report grade or a Quality Review score, the goals and objectives section will count as 85% of the total PPR score. • For schools that do not receive a Progress Report grade, the goals and objectives section of the PPR will count as 63% of the overall PPR score. • For schools with multiple Progress Report grades: • Schools that receive both an elementary/middle school Progress Report and a high school Progress Report grade will receive an average of their point totals on the two Progress Reports. For example, if a school scores a C (18 points) score on the elementary/middle school Progress Report and a B (24 points) on the high school Progress Report, then the school will get a total of 21 points (24 + 18= 42/2 = 21) for the Progress Report on the PPR. • For principals not assigned as “head of school”: • Principals who are not assigned as “head of school” and who are alternately assigned as principals (excessed principals, principal assigned, etc.) will be evaluated 100% on goals and objectives.

16. CALCULATING THE FINAL RATING • The Final Rating is subject to the superintendent’s consideration of the following guidelines which may result in a rating above or below the score on the Evaluation Rubric: • The principal’s short time as the school’s leader (including due to illness during the preceding year). • The principal’s recent appointment to turn around a previously failing school. • The principal’s achievement or surpassing of his/her goals and objectives. • Other circumstances of at least the same magnitude and effect.

17. DECREASING THE FINAL RATING A superintendent may decrease the Final Rating if: The principal receives an overall score of “0” on any component of Part B (Attention to Populations with Particular Needs) or any category, e.g. “Business and Funding,” listed in the compliance checklist or desk review, OR The principal engaged in any misconduct conduct during the year. Whether to decrease the rating depends upon the number of components or categories rated “0”, and/or the frequency and severity of the misconduct or inappropriate conduct as assessed by the superintendent.

18. ADDITIONAL INFORMATION

19. ADDITIONAL RESOURCES See more information on the Principals’ Portal, (click “Principal Evaluations” from the “Leadership & Staff Development” drop-down menu). Contact your superintendent, network leader, Sara Carvajal (Scarvaj@schools.nyc.gov) with any questions.