VDOE Principal Standard Two Look Fors

Virginia Department of Education: Aligning Academic Review and Performance Evaluation (AARPE)

Principal Performance Standard Two Look Fors July 2015

• Principal promotes a common language around student growth and achievement.
• Principal leads a process for the regular monitoring of student growth with the specific goal of increasing the number of students in Tier 1 and reducing the number of students in Tiers II and III.
• Principal uses active listening skills (Examples include but are not limited to: eye contact, body language, restate/reflect concern, clarify next steps, timely response, etc.) in a variety of settings with a variety of stakeholders.
• Principal clearly communicates expectations to all stakeholders.
• Principal models effective feedback and expects feedback from staff.
• Principal starts and ends meetings on time and provides clearly developed agendas.
• Principal models expected professional behavior (Examples includes but are not limited to: on time, visible, accessible, focused on student learning, etc.).
• Principal regularly convenes and actively participates in stakeholder meetings (Examples include but are not limited to: PTA, student leadership, teacher leadership team, community partnerships, etc.).
• Principal recognizes and celebrates student, teacher, and community successes and communicates them broadly (Examples include but are not limited to: newsletter, web-based communication, announcements, etc.).
• Principal recognizes students across all realms (Examples include but are not limited to: academics, the arts, service, sports, etc.).
• Principal identifies and responds to the individual needs of stakeholders (Examples include but are not limited to: home visits, positive and proactive communication with families and staff, opportunities for informal social interaction, school schedule and calendar, etc.).
• Principal participates in professional development activities alongside teachers.
• Principal is regularly visible in the classroom.
• Principal receives high ratings on stakeholder surveys involving climate.
• Principal includes students, parents, and community representatives on the school leadership team.
• Principal monitors teacher performance on annual goals.
• Principal meets regularly with student leaders to collaborate about a variety of school based topics.
• Principal uses transitions (elementary to middle, middle to high) as an opportunity to build common expectations.
• Principal uses daily announcements as an opportunity to reinforce expectations for achievement and behavior.

• Principal establishes the expectation that office staff greets visitors with a smile and asks if assistance is needed.
• Principal invites community agencies to attend school-sponsored activities.
• Principal encourages that the PTSO-PTSA hosts meetings monthly and provides updates to all parties.
• The leadership team has student, parent, staff, and community member representation.
• The principal ensures that weekly or monthly communications via newsletters, emails, and/or instant alerts are distributed to all stakeholders to discuss upcoming school events and are in multiple languages as appropriate.
• Principal encourages community/business members and parents to serve as volunteers and mentors at school-sponsored events.
• Principal hosts community forums or town hall meetings.
• Principal promotes programs that encourage environmental stewardship (Examples include but are not limited to: beautification, community gardener, recycling, etc.).
• Principal seeks feedback from all stakeholders and addresses feedback as evidenced by meeting notes, surveys, work orders, etc.
• Students follow established rules and expectations (evidence of research based best practices such as Effective Schoolwide Discipline and Positive Behavior Intervention and Supports). Appropriate consequences are enforced when necessary.
• Students are encouraged to report any misconduct to school officials/teachers.
• Principal provides a mechanism for anonymous reporting.
• Students take ownership to assist with maintaining buildings and grounds.
• Principal has established a student advisory committee to discuss concerns and provide feedback.
• Parent conferences are held regularly to share feedback and discuss concerns.
• There are co-op programs at the high school level designed to get students involved in community organizations.
• Principal encourages field trips to local community destinations to build/strengthen ties between the school and community.
• Students actively participate in class.
• Surveys and/or audit teams are used to determine safety, family engagement, general climate, and cleanliness needs.
• Safety drills are scheduled and conducted.
• Safety guides, school maps, and safety exit routes are posted as appropriate.
• Principal monitors attendance and disciplinary data as an indicator of satisfaction with the school environment.
• Principal monitors student participation in extracurricular activities as an indication of school satisfaction.
• School lunches meet established guidelines/regulations.
• Safety searches are conducted as appropriate.
• Principal provides evidence that school board policy and regulations regarding school climate and safety are being followed.
• Principal ensures the alignment of the student and staff handbooks and has a process for monitoring the expectations set.
• School setting is clean, uncluttered, and accessible to all.
• Principal ensures that celebrations/showcasing of achievement include all areas (Examples include but are not limited to: academic, the arts, sports, etc.).
• Printed displays within the school use positive and inviting language.
• Principal includes safety indicators in the school improvement plan.

• The principal provides professional development opportunities focused on best practices in behavior management. Professional development is differentiated and based on needs assessments.
• The principal monitors the implementation of best practices and provides support to teachers who are not implementing with fidelity as indicated by established documentation.
• A purposeful school wide behavior plan is in place that focuses on teaching appropriate behavior (Examples include but are not limited to: Positive Behavior Intervention System {PBIS}, character education, etc.).
• The school-wide plan is reviewed and modified, as appropriate, based on updated data analysis and is included in the school improvement plan (Indistar).
• The school-wide plan focuses on preserving instructional time.
• The principal consistently communicates the expectations for student behavior in multiple ways (Examples include but are not limited to: website, newsletters, handbook, posters, announcements, new student orientation, etc.).
• Principal promotes parent training in collaboration with the PTA.
• Discipline referrals are consistent with the code of conduct.
• Discipline data is collected monthly and shared with teachers as a whole and individually.
• Discipline-based goals included in the SMART goal process when appropriate.
• Expectations for student behavior apply to all students.
• The principal has an established compact among the students, parents, and school staff, which specifies best practices and expectations for school wide behavior.
• Students are active participants in the development and implementation of school wide expectations.
• Behavior plans are implemented, as appropriate, for whole group, small group, and individual students. Individual plans identify academic, behavior, and attendance needs.
• Principal ensures that mechanisms are in place to celebrate success.
• Principal and leadership team set the tone each day by being visible as students arrive to school and throughout the day in halls, classrooms, lunchrooms, playgrounds, etc.

• Office staff is helpful, greets people in a friendly and professional manner, practices good communication skills when answering questions, and has knowledge of the school’s rules, procedures, and available resources.
• Student, teacher, and community recognition is conducted regularly and in a variety of formats (Examples include but are not limited to: student/staff of the month, honor roll, perfect attendance, citizenship, positive behavior, character counts, most improved, use of social media for recognition, art displays, etc.).
• Principal ensures that school grounds are maintained and are inviting.
• Positive messages are displayed throughout the building.
• Principal establishes pro-active communication of all school wide events to ensure that parents and the community are well informed (multilingual versions are available).
• Principal ensures that oral and written communications are positive and welcoming.
• Students demonstrate an understanding of expected responses to drills, etc.
• School and classroom expectations are made clear and are followed by both students and adults.
• Principal sets and monitors the expectation that teachers are stationed at the classroom door during class changes.
• Principal knows students as individuals.
• Principal promotes and practices cultural diversity and the expectation that all students are important.
• Principal has an established advisory group that includes staff, students, parents, and community members designed to garner input for continuous improvement of school climate/culture.
• Programs are evident that support the social, emotional, and physical/behavioral needs of students.
• Administrators and teachers are visible throughout the school community and at a variety of events (Examples include but are not limited to: academic teams, music/choral/drama performances, art exhibits, athletic events, club meetings, etc.).
• Principal has established a student mentor program.
• Principal promotes the understanding and implementation of the school vision, mission and goals.
• Teachers are expected to be role models.
• Principal models that all curricula areas are important.
• Principal promotes the importance of extracurricular participation (Examples include but are not limited to: club meetings during the day, advisory program, ensuring easy access by all students, ensuring effective communication of extracurricular information, etc.).