1 Colo. Code Regs. § 301-87-2.00

Current through Register Vol. 47, No. 22, November 25, 2024

Section 1 CCR 301-87-2.00 - PRINCIPALS: DEFINITION OF EFFECTIVENESS, QUALITY STANDARDS AND PERFORMANCE EVALUATION RATINGS

2.1Definition of Principal Effectiveness: Effective Principals in the state of Colorado are responsible for the collective success of their schools, including the learning, growth and achievement of both students and staff. Effective Principals are adept at creating systems that maximize the utilization of resources, foster collaboration and facilitate constructive change. By creating a common vision and articulating shared values, effective Principals lead and manage their schools in a manner that supports schools' ability to promote equity and continually improve their positive impact on students and families. As the schools' primary instructional leaders, effective Principals enable collaborative communication and reflection based on data to inform curriculum, instruction, and assessment and create structures to facilitate improvement. Effective Principals model ethical behavior and continuously reflect on their practice in order to improve systems that support student learning

2.2Principal Quality Standards.

The Principal Quality Standards outline the knowledge and skills required of an effective Principal and will be used to evaluate Principals in the state of Colorado. All school districts and BOCES must base their evaluations of their Principals on either the full set of Principal Quality Standards and associated elements included below or must adopt their own locally developed standards that meet or exceed the Principal Quality Standards and Elements. A school district or BOCES that adopts its own locally developed standards must crosswalk those standards to the Principal Quality Standards and Elements, so that the school district or BOCES is able to report the data required by section 6.1 of these rules.

2.2 (A)Quality Standard I: Principals demonstrate organizational leadership by strategically developing a vision and mission, leading change, enhancing the capacity of personnel, distributing resources, and aligning systems of communication for continuous school improvement.

2.2 (A) (1)Element A: Principals collaboratively develop the vision, mission, and strategic plan, based on a cycle of continuous improvement of student outcomes, and facilitate their integration into the school community.

2.2 (A) (2)Element B: Principals collaborate with staff and stakeholders to implement strategies for change to improve student outcomes.

2.2 (A) (3)Element C: Principals establish and effectively manage systems that ensure high-quality staff.

2.2 (A) (4)Element D: Principals establish systems and partnerships for managing all available school resources to facilitate improved student outcomes.

2.2 (A) (5)Element E: Principals facilitate the design and use of a variety of communication strategies with all stakeholders.

2.2 (B)Quality Standard II: Principals demonstrate inclusive leadership practices that foster a positive school culture and promote safety and equity for all students, staff, and community.

2.2 (B) (1)Element A: Principals create a professional school environment and foster relationships that promote staff and student success and well-being.

2.2 (B) (2)Element B: Principals ensure that the school provides an orderly, and supportive environment that fosters a sense of safety and well-being.

2.2 (B) (3)Element C: Principals commit to an inclusive and positive school environment that meets the needs of all students and promotes the preparation of students to live productively and contribute to the diverse cultural contexts of a global society.

2.2 (B) (4)Element D: Principals create and utilize systems to share leadership and support collaborative efforts throughout the school.

2.2 (B) (5)Element E: Principals design and/or utilize structures and processes which result in family and community engagement and support.

2.2 (C)Quality Standard III: Principals demonstrate instructional leadership by: aligning curriculum, instruction and assessment; supporting professional learning; conducting observations; providing actionable feedback; and holding staff accountable for student outcomes.

2.2 (C) (1)Element A: Principals establish, align, and ensure implementation of a district/BOCES plan of instruction, instructional practices, assessments, and use of student data that result in Student Academic Growth and achievement for all students.

2.2 (C) (2)Element B: Principals foster a collaborative culture of job- embedded professional learning.

2.2 (C) (3)Element C: Principals demonstrate knowledge of effective instructional practice and provide feedback to promote continuous improvement of teaching and learning.

2.2 (C) (4)Element D: Principals hold staff accountable for setting and achieving measurable student outcomes.

2.2 (D)Quality Standard IV: Principals demonstrate professionalism through ethical conduct, reflection, and external leadership.

2.2 (D) (1)Element A: Principals demonstrate high standards for professional conduct.

2.2 (D) (2)Element B: Principals link professional growth to their professional goals.

2.2 (D) (3)Element C: Principals build and sustain productive partnerships with key community stakeholders, including public and private sectors, to promote school improvement, student learning, and student well-being.

2.3Performance Evaluation Ratings for Principals. The following four Performance Evaluation Ratings for principals must be used statewide: ineffective, partially effective, effective, and highly effective. The Department must develop a scoring method for assigning ratings to as a part of the State Model System and must provide guidelines for evaluating Principals who are consistently rated highly effective.

School districts and BOCES may use this scoring method or may adopt their own scoring method, provided they ensure that each of the Principal Quality Standards have a measurable influence on the final Professional Practice score assigned to principals.

1 CCR 301-87-2.00

41 CR 14, July 25, 2018, effective 8/14/2018

42 CR 09, May 10, 2019, effective 5/30/2019

46 CR 11, June 10, 2023, effective 6/30/2023