Principal Performance Rating Scale

Weiss, K. (1989). Evaluating principal performance. PhD dissertation, New York University.

Comments:

The instrument was developed to assess a principal’s performance, as well as to be utilized by a principal in self-improvement. The assessment tool is based on basic administrative competencies such as organizational skills, leadership, decision-making, staffing, staff evaluation, and the like. The instrument can be used to determine areas of strength and weakness in a principal’s performance. The information obtained can be used as the basis of an administrative appraisal process in which goals and objectives can be cooperatively established by the superintendent, or some other supervisor, and the principal.

Scale Construction:

The initial item pool consisted of 229 items. These were submitted to a panel of judges for clarification and content analysis. Seventy-nine items survived this process.

Sample:

Thirty-seven principals (19 elementary, nine middle, and nine high school) from eight school districts in Nas- sau and Suffolk Counties in New York participated in the initial study. These districts were chosen because the principals had diversified characteristics in years of service as administrators, degrees earned, sex, and age.

Reliability:

Alpha coefficients were obtained for the total instrument of 0.98 and for each subscale, which ranged from 0.89 to 0.96.

Validity:

Content, criterion-related, and construct validity are provided for the instrument, and five factors were produced from this process: educational, leadership, interpersonal, professional, and managerial.

Factor Analysis:

A known-groups techniques was used for determining criterion and construct validity.

References

Baehr, M. (1975). A national occupational analysis of the school principalship. Chicago: Industrial Relations Center and Consortium for Educational Leadership. ERIC ED 116 340.

Human Synergistics. (1982). Educational Administrator Effectiveness Profile. Plymouth, MI: Author.

Lamberti, M. (2003). Elementary administrator and teacher perceptions of the role of the elementary school principal. EdD dissertation, Dowling College.

Principal Performance Rating Scale

Leadership

1. Encourages and emphasizes teamwork and staff participation.
2. Encourages staff to use their own.
3. Effectively shares decision-making responsibilities with staff when appropriate.
4. Develops and disseminates goals and objectives of the school.
5. Seeks relevant input from staff in the planning process.
6. Shares responsibilities and authority with other staff members.
7. Is able to inspire and challenge staff.
8. Encourages staff initiative and innovation.
9. Delegates authority effectively.
10. Delegates tasks in order to assist staff in improving their skills.
11. Provides clear and consistent direction.
12. Utilizes committees in sharing responsibility for certain policy decisions.
13. Ensures that the authority and responsibility of each subordinate are clearly understood.
14. Uses appropriate support personnel effectively.

Educational

1. Works toward articulation between grades and school.
2. Observes and evaluates all members of the teaching staff on a regular basis.
3. Systematically evaluates the instructional program and uses the results for continuous program improvement.
4. Actively evaluates curriculum.
5. Supervises the instructional staff in the development and implementation of curriculum.
6. Seeks way to support and strengthen the teaching/learning process.
7. Initiates instructional improvement efforts based on educational research and proven methods.
8. Visits classrooms regularly to supervise and evaluate the instructional program.
9. Establishes and maintains expectations for student achievement.
10. Provides systematic and effective supervision to improve instruction.
11. Ensures that curriculum content is related to established goals and objectives.
12. Monitors effective use of classroom time.
13. Is actively involved in the development of curricula.
14. Provides for organizing, collecting and analyzing data to be used to identify curriculum needs.
15. Is continuously involved with the evaluation of the curriculum.

Interpersonal

1. Counsels teachers regarding their personal problems.
2. Works with the community to determine its expectations for the school.
3. Establishes good working relationships with members of the school board.
4. Establishes good working relationships with local news media.

5. Encourages members of the community to participate in school activities.
6. Effectively gives and receives cues to/from the staff and school community.
7. Effectively counsels and advises students and parents.
8. Works supportively with the board of education in recommending and implementing policy.
9. Uses effective techniques in establishing and maintaining good relations with the students.
10. Uses effective techniques in establishing and maintaining good relations with the community.
11. Demonstrates concerns and openness in the consideration of teacher and/or student problems.
12. Has the ability to listen, understand and appreciate others.

Professional

1. Views keeping up with new techniques and developments as important.
2. Attends professional meetings and seminars outside of the school district.
3. Behaves in an appropriate manner.
4. Keeps abreast of current and innovative trends in education.
5. Keeps informed and up-todate regarding new developments in curriculum and instruction.
6. Participates in activities to improve personal knowledge and skills.
7. Maintains a regular program of reading and study in the professional field.
8. Achieves success and honors in the areas of scholarship or other areas relevant to the job.
9. Belongs to and participates in professional organizations directly related to job tasks.
10. Pursues a planned program of professional growth.
11. Creates a favorable impression by dressing and grooming appropriately.
12. Sets personal professional goals on a yearly basis.
13. Is punctual to work, meetings and appointments.
14. Participates actively in workshops and conferences.

Managerial

1. Efficiently prepares, monitors, and implements budget requests.
2. Demonstrates knowledge of finance and budget.
3. Schedules instructional space to provide for maximum utilization and minimum disruption.
4. Accounts for budget expenditures.
5. Effectively plans and implements transportation procedures and resolves related problems.
6. Establishes procedures for maintenance and accountability of facilities, equipment and inventory.
7. Plans for beautification of building and grounds.
8. Maintains and monitors records required by law.
9. Provides for availability of supplies and equipment.
10. Supervises cafeteria programs.
11. Inspects physical plant on a regular basis.
12. Ensures that student records are systematically and accurately maintained.
13. Allocates funds based upon fair, predetermined, and well-understood criteria.
14. Effectively schedules and utilizes school facilities.
15. Establishes a system of control for the inventory of materials and supplies.
16. Identifies, proposes, and plans construction needs.
17. Develops and implements fiscal procedures with input from staff members.
18. Develops master schedule to optimize utilization of personnel and facilities.
19. Ensures the safety of the physical plant and of the personnel.

Scoring: Unsatisfactory Performance = 1; Marginal Performance = 2; Satisfactory Performance = 3; Above Average = 4; and Outstanding = 5.