An effective school leader promotes the academic, social, and emotional success of all students by creating conditions for optimum teaching and learning to occur in a positive school culture. Assistant principals contribute to school culture, administrative effectiveness, and teaching improvement. The U.S. Virgin Islands assistant principal evaluation process supports the professional growth of all assistant principals by identifying areas of strength and improvement. This site contains the tools and resources needed to complete the assistant principal evaluation process.
The document Assistant Principal Evaluation Guidebook (2.93 MB) details the assistant principal evaluation process for both assistant principals and principals. In addition, this webpage provides access to important information and documents that assistant principals and principals use to evaluate and reflect on assistant principal leadership performance. The required forms are also available on TalentEd, the VIDE electronic human resources management system.
VIDE has adopted the Interstate School Leaders Licensure Consortium Standards, 2008 (ISLLC) as the foundation of effective school leadership. The ISLLC Standards have been adopted by a majority of U.S. states as performance expectations for school principals and other educational leaders (McCarthy, Shelton, & Murphy, 2014). The standards describe school leadership practices that are associated with positive school-level and student-level outcomes. The ISLLC Standards are as follows:
A framework is a rubric that describes standards of practice in observable and measurable terms and articulates a performance progression or levels of performance. A framework focuses the evaluation on practices that are most important.
Three measures have been selected for assistant principal evaluation. All have been aligned to the AP Framework to provide a fair and accurate evaluation of assistant principal leadership practice.
Each assistant principal is observed formally twice a year, once each semester. One of the observations must be observing the assistant principal providing instructional feedback to a teacher during the teacher’s post-observation conference. The instructional feedback observation process is detailed in the U.S. Virgin Islands Evaluator’s Manual for the Instructional Feedback Observation. The forms and resources are included in the manual, on the site under Resources and on TalentEd.
The other observation can also be observing the assistant principal providing instructional feedback to a teacher during the teacher’s post-observation conference. HOWEVER, the observation can also have a different focus based on the assistant principal’s specific role and responsibilities in his or her school. The principal and assistant principal meet and determine the focus of this observation and identify the possible practices to be observed. All forms for this observation are on this site under Resources.
Each assistant principal is required to complete a professional portfolio. The portfolio is a collection of artifacts that demonstrate performance related to leadership practices and indicators detailed in The Five Essential Practices of School Leadership: the U.S. Virgin Islands Performance Evaluation Framework for Assistant Principals (see portal). A total of five artifacts specifically related to the role and responsibilities of the assistant principal are required. The artifacts are specifically related to the role and responsibilities of the assistant principal and are intended to cohesively represent assistant principal practice as opposed to being a random document collection only focused on accomplishments.
A Professional Growth Plan is one of the required artifacts in the Assistant Principal Portfolio. It includes two goals: a personal learning goal and a collaborative goal. The U. S. Virgin Islands Assistant Principal Guidebook provides instructions for completing the Assistant Principal Portfolio, including the Professional Growth Plan. The forms and resources available on this portal, mirror those to be found in TalentEd.
Being present is an important professional behavior for all employees of the VIDE. Assistant principals play a significant role in school leadership, therefore it is important that each assistant principal is present. School Leadership Time contributes 10% of the total summative evaluation score for all assistant principals. School Leadership Time is determined by attendance and is scored using the rubric in the VIDE Attendance Policy.
Timeline Assistant Principal
document Quick Reference Card (50 KB) (Resource)
Evaluation Planning Meeting
Instructional Feedback Observation
Professional Growth Plan (PGP)
School Leadership Time