A robust administrator evaluation system is a powerful means to develop a shared under-standing of leader effectiveness for the state of Connecticut. The Connecticut administrator evaluation model defines principal effectiveness in terms of (1) administrator practice (the actions taken by administrators that have been shown to impact key aspects of school life); (2) the results that come from this leadership (teacher effectiveness and student achievement); and (3) the perceptions of the administrator’s leadership among key stakeholders in their community. It provides a structure for the ongoing development of principals and other administrators so that we have a basis for assessing their strengths and growth areas so they have the feedback they need to get better. It also serves as a means for districts to hold themselves accountable for ensuring that every child in their district attends a school with effective leaders. The model meets all of the requirements for the evaluation of 092 endorsement holders outlined in Connecticut Statute and Connecticut State Board of Education regulations.
Administrator Evaluation Categories
The evaluation of administrators, as well as supports for their ongoing growth and development, are based on 4 categories:
Leadership practice (40%)- An assessment of an administrator’s leadership practice – by direct observation of practice and the collection of other evidence
Stakeholder feedback (10%)- assessed by administration of a survey with measures that align to the Connecticut Leadership Standards
Student learning (45%) – Student learning is assessed in equal weight by: (a) performance and progress on the academic learning measures in the state’s accountability system for schools and (b) performance and growth on locally-determined measures. Each of these measures will have a weight of 22.5% and together they will account for 45% of the administrators’ evaluation.
Administrator Evaluation Process Timeline
Summative Administrator Evaluation Rating
The administrator and evaluator meet in the late spring to discuss the administrator’s self-assessment and all evidence collected over the course of the year. Annual summative evaluations will be calculated as follows:
The process for determining summative evaluation ratings involves three steps: (a) determining a practice rating, (b) determining an outcomes rating, and (c) combining the two into an overall rating.
- A. PRACTICE: Leadership Practice (40%) + Stakeholder Feedback (10%) = 50%
- B. OUTCOMES: Student Learning (45%) + Teacher Effectiveness (5%) = 50%
- C. OVERALL: Practice (50%) + Outcomes (50%) = 100%
The overall rating combines the practice and outcomes ratings using the Summative Matrix to determine a final rating aligned to one of four performance evaluation designators defined as follows:
Levels of Performance
Substantially exceeded target/indicators
Made progress but did not meet target/indicators
Made little or no progress against target/indicators