Step 1
Training and Orientation
SBE Policy
Introduction to Process

State Board Policy of Principal/Assistant Principal Evaluation

Participants will complete a pre-assessment.


Donna Albaugh

Avitar will speak the purpose as below:

The intended purpose of the evaluation process is to assess the principal’s or assistant principal’s performance in relation to the North Carolina Standards for School Executives: Principals in a collegial and non-threatening manner. The individual being evaluated will take the lead in conducting the evaluation process through the use of self-assessment, reflection and by gathering input from the various stakeholders with an interest in the leadership in the school. The input and evidence gathered by the principal or assistant principal is not intended to become part of a portfolio. Rather, it should provide a basis for self-assessment, goal-setting, professional development, and demonstration of performance on specific standards.

Matching activity of each step with the corresponding description:

The following outlines the principal evaluation process.

Step 1: Orientation
At the beginning of the school year, the superintendent/designee will conduct a group orientation with all of the LEA (Local Education Agency) principals and assistant principals. At this orientation, each principal and assistant principal will be provided a complete set of materials outlining the evaluation process.

Step 2: Pre-Evaluation Planning
Principals and assistant principals will, complete a self-assessment using the Rubric for Evaluating North Carolina Principals and Assistant Principals. This self-assessment will serve as the basis for the preliminary goals form, which should be completed prior to Step 3.

Step 3: Meeting Between Principal/Assistant Principal and Superintendent/Designee
Principals/assistant principals will meet individually with the LEA superintendent/ designee who has been delegated this responsibility to discuss the results of self-evaluation, preliminary performance goals and the evidence and data to be gathered for the evaluation process. The principal/assistant principal and superintendent/designee will agree on the data, evidence, and artifacts necessary to complete the evaluation process and confirm the principal’s level of performance.

Step 4: Data Collection
The principal/assistant principal will collect the data agreed upon in step 3. This data may include the artifacts listed for each standard on the rubric; feedback from parents, students, and the school community; documentation of professional development completed during the year; and other data to document achievement of performance goals. The LEA superintendent/designee will visit the school during this period in order to observe the environment and interact with teachers and other members of the school community.

Step 5: Mid-Year Evaluation Between Principal/Assistant Principal and Superintendent/Designee
Principals/assistant principals will meet individually with the LEA superintendent or a designee who has been delegated the responsibility to discuss the principal’s/assistant principal’s progress toward achieving his or her annual goals. This mid-year discussion will focus on the status of goal attainment and mid-year adjustments to action plans that must be made in order to achieve goals by the end of the school year.

Step 6: Prepare a Consolidated Performance Assessment
The principal/assistant principal will synthesize the information obtained under Steps 4 and 5 in order to prepare a consolidated assessment, or comprehensive view of performance throughout the year. This brief summary of the data and artifacts used to judge performance should be provided to the superintendent/designee well in advance of the performance discussion at which final performance levels will be discussed.

Step 7: Meeting Between Principal/Assistant Principal and Superintendent/Designee
The principal/assistant principal and superintendent/designee will meet at the school to discuss progress in completing the evaluation process. They will discuss the self-assessment, consolidated assessment, and summary evaluation of the principal/assistant principal, which the superintendent/designee prepared in advance of the meeting. Should additional data or artifacts need to be brought into the discussion; the principal/assistant principal will have them readily available to share at that time. At this meeting, the principal/assistant principal and superintendent/designee will agree upon performance goals and recommendations for the Professional Growth Plan.

Training must include the rubric and ratings:


All principals/assistant principals and superintendents/designees must complete approved state training on the rubric and evaluation process.