Principal/Co Principal Appraisal In Brigidine Sponsored Schools

Purposes 

Reflection and growth 

Development of future goals 

Accountability 

Information provision 

Modelling appraisal to others

Context For The Appraisal Process  

Part of Brigidine Renewal and Development

Affirmation that generates confidence to address issues

Part of a cyclical process that revises leadership goals

Leadership as an expression of ministry 

Referenced in key Brigidine documents

Leadership Theory

Building collaborative practices and other skills in teachers

Modelling important attributes and values 

Moving beyond instructional leadership to transformational leadership

The Appraisal Process Criteria

Overview Of The Process 

The Sponsorship Group’s rights and responsibilities

1. Annual reflection and articulation of leadership goals

2. The Initial Formative Appraisal 

Seeking broader feedback

Personal Reflection on leadership 

The Appraisal Panel

Interviews

A focus on strengths that will enhance leadership

The Appraisal Report

Presentation Of The Report To The Principal/Co Principal

Report Presented To The Sponsorship Group

3. The Second Appraisal 

Timing

Emphasis on validation of actions taken

A lesser emphasis on interviews

Discussion, articulation and agreement regarding revised leadership goals
 

The purposes of Principal Appraisal are:

• To allow the Principal being appraised to reflect upon his/her leadership and to gain helpful feedback that will enable professional growth
• To assist in the development of future leadership goals
• To provide a means for the Principal to be accountable to the Brigidine Sponsorship Group for the stewardship of the school
• To be a source of information for the members of the Brigidine Provincial Council as they make future decisions regarding the school
• To place such a process within the wider context of Brigidine Renewal and Development and as part of an overall review cycle that models appraisal to other personnel employed in Brigidine schools

The context for the appraisal process is located within the Brigidine Renewal and Development Program that places emphasis on the need for ongoing cyclical review and evaluation of all aspects of school operations. Such processes place emphasis on the identification of positive aspects of performance as a basis for affirmation and as a means of providing confidence to address areas for leadership development that serve the needs of the school.

The appraisal exercise operates not as an isolated event but as part of an ongoing process involving annual review of existing leadership goals and the identification and articulation of revised priorities. Such a cyclical process is undertaken within an understanding of leadership operating as an expression of Brigidine ministry as an integral part of the mission of the church.

In evaluating leadership, points of reference will be key documents such as the Brigidine Core Values, Criteria For An Education That is Catholic, and policy statements and guidelines developed by the Brigidine Secondary Schools Council.

The Brigidine Principal Appraisal Process is viewed as one of building a culture, a vision, an identity and at the same time ‘managing’ the school and maintaining the day to day operational elements of the organisation.

The approach to the Principal as leader has been influenced by writers such as Michael Fullan, Thomas Sergiovanni and more specifically Kenneth Leithwood.

Michael Fullan writes:

“To build collaborative work cultures, principals must concentrate on fostering vision-building, norms of collegiality that respect individuality; norms of continuous improvement; problem-coping and conflict resolution strategies; lifelong teacher development that involves inquiry, reflective practice, collaboration and technical skills; and restructuring initiatives.”

Thomas Sergiovanni emphasises a style of leadership where the symbolic leader is one who assumes the role of “chief” and who, by emphasising selective attention (the modelling of important goals and behaviours), signals to others what is of importance and value.

Kenneth Leithwood argues that “instructional leadership”, which involves improving the technical, instructional activities of the school through monitoring teachers’ and students’ work, is no longer sufficient as an aspirational goal for school leaders. He argues that school administrators must engage in “transformational leadership” that involves the continuous pursuit of three goals: helping staff develop and maintain a collaborative school culture, fostering teacher development and helping them solve problems more effectively.

In drawing these threads of educational theory together, the Brigidine Principal Appraisal Process will focus on:

1. Brigidine Renewal and Development

• Understanding of educating within the context of the Catholic Church and ministry as part of the mission of the church.
• The Principal’s vision of the school as part of the church
• The Principal’s effectiveness in helping to realise the vision and values of offering an education that is catholic.
• Liturgy and prayer within the school
• Social justice as part of the school’s operation
• Promotion of curriculum review and development processes
• Awareness of contemporary educational issues
• Support for innovation and change

2. Collaborative School Culture

• School climate
• Relationships between staff and staff, staff and students, staff and Principal
• Decision making and collaborative structures in the school
• Relationships between the administrative policies, processes, procedures and implementation of the school’s stated vision and values

3. Fostering Teacher Development

• Professional development of staff, in-service programs, care of beginning teachers, induction of new teachers.
• Help for teachers to identify their needs and gain competencies required
• Ways of affirming teachers and other staff

4. Helping Teachers solve problems more effectively

• Structures for school staff to gain a wider perspective on issues facing the school
• Opportunities for staff to be involved in debate and in the total process of addressing the big issues of the school

5. Management

• Management and maintenance of school plant and environment
• Budgeting and financial management
• Planning for the future of the school in terms of recurrent and capital expenditure

The Brigidine Sponsorship Group as the relevant Church Authority undertakes the responsibility of initiating Principal Appraisals but will normally delegate the conducting of such reviews to the Brigidine Secondary Schools Council or other appropriate persons. All matters relating to the appraisal cycle are confidential to the Sponsorship Group, the Principal/Co Principals undertaking the appraisal process, and other personnel directly involved. The Sponsorship Group reserves the right to initiate a Principal/Co Principal Appraisal at any time within a contract period.

Within each contract period the review process will have three major components.

In the early phase of a Principal’s appointment, through situational analysis and dialogue involving the Principal and BSSC personnel, a series of leadership goals will be developed. These goals will be documented and acknowledged by both parties as the agreed leadership goals of the Principal. This process of reflection and revision of leadership goals will take place annually, again incorporating dialogue and documentation between the Principal and BSSC personnel. As far as possible, the agreed goals should encompass the appraisal criteria indicated above, although greater emphasis may be placed in some areas depending on the needs of the school and the particular point in time within the contract period.

In articulating leadership goals, a focus should exist on the needs of the school and the particular leadership qualities needed to address these needs. In addition, a Principal may articulate personal leadership goals that reflect aspects of individual or faith development. It is desirable that specific leadership goals emerge out of a total vision for the development of the school. As such, the articulation of leadership goals is closely linked to the development and maintenance of a school strategic plan that maps the intended overall development of the institution.

An Initial Appraisal will occur in the third year of a seven year contract and, if re-appointed, in the second year of a subsequent five year appointment.

The initial appraisal is an important opportunity that builds on the annual reflection and dialogue regarding leadership goals. It is an opportunity for broader representatives of the school community to offer insights into the strengths of a Principal’s leadership and to identify areas for future growth and development.

The appraisal process will incorporate:

• A written personal reflection prepared by the Principal that draws together the goals and outcomes identified and articulated in previous years and which reflects on future directions in leadership through reference to the Appraisal Criteria indicated above.
• The appointment of an Appraisal Panel by the Brigidine Sponsorship Group. This panel will comprise:
• one nominee of the Principal or Co Principals
• one BSSC representative with responsibility for administering the appraisal process
• one additional person such as a Brigidine Principal or Principal of another Catholic Secondary College, a Stewardship Council Chairperson, a Diocesan Education Officer, or appropriate outside educator. Ideally, this panel member will be appointed by mutual agreement of the Sponsorship Group and Principals/Co Principals. If such agreement is not possible, it is the prerogative of the Sponsorship Group to appoint this panel member.
• Interviews of members of the school community. Such interviews will focus primarily on staff members including members of Leadership Teams, holders of Positions of Leadership and randomly selected teachers and ancillary staff members. As a guideline, and depending on school size, approximately 50% of staff members should be interviewed with additional opportunities provided for student and parent feedback. All interviews are confidential conversations with the Appraisal Panel.
• The focus of questioning should be directed towards eliciting information that will enhance the leadership of the Principals/Co Principals. It is therefore important to identify strengths and positive attributes of leadership before identifying areas for future development. Appendix 2 contains a possible structure for questioning. Interviews will normally be conducted over two days including time for the Appraisal Panel to discuss the Principal’s/Co Principals’ personal reflection document.
• Upon completion of the interview phase of the Principal Appraisal, a written report will be prepared that reflects the agreed views of the Appraisal Panel. The structure of the report will be based around the Appraisal Criteria indicated above together with an introduction that summarises the Principal’s service record, the processes and methodology of the appraisal process, and particular commendations and recommendations made by the Appraisal Panel. (See Appendix 3) In the case of Co Principals undergoing appraisal, the report will be structured around issues common to the Co Principals and a confidential section relevant to each Co Principal.
• Upon completion of the Appraisal Report, a draft document will be presented to the Principal/Co Principals by BSSC personnel for discussion and to provide an opportunity for responses to issues raised. It is expected that the completed report will form the basis of the Principal/Co Principal articulating new leadership goals for future years.
• Following finalisation of the report, the document will be forwarded to the Sponsorship Group who will make further contact with the Principals/Co Principals. The report will remain confidential to The Sponsorship Group, the Principals/Co Principals and the Appraisal Panel. No additional feedback will be provided to other parties except for letters of thanks indicating that the process has been completed.

A second appraisal will be conducted in each contract period. In a first contract, this process will occur in the penultimate (sixth year) of the contract. In the event of a contract renewal, the second appraisal will also occur in the penultimate (eleventh) year of the contract.

The process of the second appraisal will be similar to the first appraisal except with regard to the following:

• A greater emphasis will exist on validating the actions taken by the Principals/Co Principals with respect to pursuing goals identified in the first appraisal and in subsequent annual reflections on leadership.
• A lesser emphasis will exist on interviewing as large a cross-section of the school community as was the case in the initial review. As a general guideline, approximately 25% of staff members will be interviewed with an emphasis on persons holding positions of leadership.

As was the case with the Initial Appraisal, the Second Appraisal should form the basis for discussion and the articulation of revised leadership goals within the context of the school’s strategic plan being monitored and updated on a cyclical basis.

The second appraisal is directly linked to the issue of re-appointment. Consequently, upon presentation of the Second Appraisal Report to the Sponsorship Group, contact will be made by this group with the Principal/Co Principals with a view to initiating discussions regarding re-appointment. The issue of re-appointment or non re-appointment will be concluded prior to the completion of the penultimate year of each contract.