Examples of End of Year Tess Summative Review

Evaluation Process

The T-PESS process incorporates a series of deportment and activities that should be applied on an ongoing ground. While the T-PESS process results in your annual summary assessment, it's better to retrieve of it every bit an annual process of activities that assist you self-assess, found operation goals, collect and clarify information, and provide effective feedback, improving your quality and effectiveness as the school leader.

• 2020 Updated Rubric

Orientation

At the offset of each year, an orientation is conducted with all principals to analyze the T-PESS rubric, along with the district'south expectations for practice and performance, timelines, materials, forms, and whatsoever boosted rollout information. The orientation is an important step in the process, because information technology:

• provides the appraiser and principal with concise and accurate data regarding T-PESS, including the actions embedded in the rubric;
• ensures that the appraiser and chief understand individual roles and responsibilities;
• details the T-PESS process and provides specific timelines for when required activities are due;
• communicates any regulations and policies that govern main evaluations; and
• clarifies how performance will be measured. Resources are provided for appraisers to conduct this orientation, including the option to revise the presentation in accordance with local protocols.

Cocky-Cess and Goal Setting

Using the Texas Chief Standards, TPESS Rubric, T-PESS Principal Guide, and data sources such as the campus needs assessment, campus comeback plan, district strategies and priorities, student and staff outcome data, and past feedback from peers and appraisers, the chief completes a data-driven self-cess to place the variances between bodily and expected competence and performance. Begin with the "Developing" operation descriptors and motion left towards the "Distinguished" column. The descriptors in the rubric clarify expected knowledge and skills and should be used to identify those actions and practices that are consistently performed at expected levels and those that require growth or present challenges. The primary should gain a clear idea of the highest-priority areas on which to base growth goals.

During initial implementation of the T-PESS rubric, principals utilize the cocky-cess to identify professional growth goals which will strengthen leadership practices and educatee outcomes. Information technology is essential that the goal-setting process prioritizes areas of development for the principal as a professional, contained of campus-related needs. Therefore, the main goal is focused on the main's individual growth, while a second goal must be developed to accost student growth on the campus. Although principals may choose to found more than two goals, doing so is non required, and any additional goals should be considered advisedly, so they do non to divert energies from the 2 required goals. In the second year and across, principals may use summative refinement areas and boosted data to establish growth goals and revisit them at the offset of the school yr..

Beginning-of-Yr Goal Setting/Refinement Conference

During this conference, the appraiser and principal discuss the cocky-cess results, school and district priorities and plans, and any data or artifacts that proved useful in determining the growth goals. In one case the goals take been established, information technology is of import to talk over and agree on the information, evidence, and documentation that will be collected throughout the twelvemonth in support of the goals, how periodic reviews and back up will be conducted, and the criteria for success. This discussion may also include a review of the current context of the school and previous practice, as applicative.

Schoolhouse Site Visits/ Informal Assessment

Ongoing schoolhouse visits are conducted to observe the campus environment, interact with the school community, gather show, charabanc, and provide actionable feedback regarding performance and practices in various contexts and settings. Increased frequency of those visits provides a comprehensive perspective on trends, patterns, and the extent of show. Those visits also provide an opportunity for the appraiser and principal to hash out strengths and challenges with the T-PESS process and practices.

Mid-Year Conference

When ongoing schoolhouse visits are conducted, the mid-twelvemonth conference and then provides a platform to focus on the condition of the goals and whether adjustments in actions need to occur to accomplish the goals. This midyear checkpoint is likewise used to formatively assess functioning and practices using the T-PESS rubric. As a result of this meeting, the appraiser and primary should have a articulate understanding of the principal's electric current level of practice, the performance trajectory with rubric ratings, and actionable adjacent steps to leverage leadership practices. The Mid-Yr Conference is an extension of the ongoing dialogue between the appraiser and principal.

Identify and Collect Artifacts and Testify

Because T-PESS is an evidencebased process, it is imperative that the appraiser and main must collect and prioritize evidence throughout the year. Each indicator of the T-PESS rubric provides numerous examples of artifacts and evidence. The appraiser should be intentional nigh conducting school site visits to collect pertinent evidence, including the bear upon on systems, processes, teacher performance, student outcomes, and including the implications on the larger organisation.

Principals and appraisers synthesize their collected artifacts and evidence, to create a comprehensive view of the principal's performance throughout the year. This brief summary is not intended equally a portfolio, only rather a curtailed review of data that may exist used as consideration for performance and ratings during the stop-of-year conference. T-PESS evidence is collected using iv comprehensive strategies:

• Purposeful observations and walk-throughs tied to chief practices.
• Ongoing and purposeful data collection tied to the systems and processes within the campus.
• Artifacts and/or evidence tied to the domains, indicators, and descriptors in the rubric.
• Other performance data regarding the campus and its operational systems and processes, staff, students, and parent/community stakeholders.

The master may be asked to provide the summary show to the appraiser in advance of the EOY meeting, every bit specified in local policy or procedure, or as requested by the appraiser.

End-Of-Year Conference and Goal Setting

The appraiser and chief review artifacts and testify that was collected throughout the twelvemonth and map the show to the goals and rubric. The artifacts and prove inform goal attainment, and, with the principal'due south input, decisions are made about final functioning ratings using a preponderance of bear witness. That information is further used to project and plant draft performance goals and performance refinements for the next school year every bit a bicycle of continuous improvement. To finalize the annual process, the appraiser takes into consideration the data shared during the Endof- Year Briefing, forth with bear witness nerveless throughout the year, to complete the T-PESS Summary Rating and Goal Attainment Form. Pursuant to local procedures, both the appraiser and main sign and submit the required forms.

Notation: Districts accept multiple options when determining End-of-Year ratings. Ratings may exist reported separately for each indicator of the T-PESS rubric and for each individual goal. If so, the weights beneath are not applicable.

For districts that opt to provide principals with an overall summative rating, the weights in the table below indicate how T-PESS components should be calculated based on a principal'due south tenure on a campus. This phase-in process acknowledges that leadership touch on is non fully assessed until the third yr of a principal's tenure on a campus. At that time, the principal has full ownership of student growth or progress results from that year onward.

Orientation

Each school year, districts will comport an orientation for all principals. At this orientation, you lot will receive a complete set of materials outlining the evaluation procedure, what is expected for your participation, an explanation of the timeline, and how your performance will be measured. By the end of orientation, y'all should be thoroughly familiar with T-PESS and all of the materials associated with it, including definitions and forms.

Cocky-Assessment and Goal Setting

Using the T-PESS rubric, you will complete a Self-Assessment that provides the opportunity for you to reflect on your ability to fulfill the Texas Primary Standards. In addition, the Self-Assessment helps you reflect on the challenges presented by your Campus Comeback Plans and how you'll address them, while as well helping you gear up professional person growth goals.

Beginning-Of-Twelvemonth Conference

The Showtime-of-Twelvemonth Goal Setting / Refinement Briefing provides the opportunity for you and the appraiser to discuss several critical topics, including your Self-Assessment results, performance comeback goals, and alignment to the Campus Improvement Plans and district strategic priorities. It is good practice for the appraiser to run through a goal-setting process with y'all using the T-PESS rubric, considering the electric current context of your school, community, and performance. Together, you will concord on the data, evidence, and documentation applicative to your goals, then you tin collect this throughout the evaluation cycle.

School Site Visits/ Informal Assessment

On an ongoing footing, your appraiser should visit your school to conduct informal meetings that add to their context and understanding of your functioning.

Mid-Year Conference

This Mid-Year Conference with your appraiser volition focus on the status of goal attainment and assistance you adjust your activeness plan in club to achieve your goals past the end of the schoolhouse yr. The Mid-Year evaluation coming together will as well include a formative review of functioning using the T-PESS rubric. Equally a result of this give-and-take, you lot should accept a clear understanding of your performance trajectory, last effectiveness ratings, and whether you are on target to accomplish goals.

Identify and Collect Artifacts and Evidence

Y'all will synthesize your collected artifacts and bear witness and any additional information you have gathered to create a comprehensive view of your performance throughout the year. This brief summary is not intended equally a portfolio, but rather a concise review of artifacts, testify, and information that tin be used in consideration of your performance. You lot will provide this information to your appraiser before the Terminate-of-Year Operation Discussion.

End-Of-Yr Conference and Goal Setting

For the Finish-Of-Twelvemonth Conference, y'all and your appraiser will meet to review and discuss the T-PESS evaluation process. You will take the opportunity to provide artifacts and evidence related to your goal(s) and any additional information that would assist in making an accurate cess. With your input, a decision will be made nearly final performance ratings related to goal attainment.

Yous will also look frontwards with your appraiser to consider Goal Setting for the next school twelvemonth and may even draft performance goals and talk over recommendations for functioning improvement for the subsequent year. Additionally, you and your appraiser will consider your performance on the standards and indicators of the T-PESS rubric.

Your appraiser will take into consideration information shared during the End-Of-Year Briefing along with evidence and artifacts collected throughout the year in guild to consummate the T-PESS Summative Assessment Form. You and your appraiser will sign and submit all required forms to complete the evaluation process, pursuant with local commune procedures.

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Source: https://tpess.org/principal/evaluation/

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