A school administrator evaluation form is a structured tool used by school boards, superintendents, or district leaders to assess a principal’s, assistant principal’s, or other administrator’s job performance against established standards. These forms typically cover areas like instructional leadership, school climate, operations, and community relations, and they often include both ratings and narrative comments.
Purpose and Background
Formal evaluation of school administrators became widespread in the United States during the 1980s and 1990s, driven by accountability movements that linked student outcomes to school leadership. Today, most states require annual or periodic evaluations for principals and assistant principals, often tied to state leadership standards. The evaluation serves multiple purposes: it provides a record of performance for employment decisions, guides professional development, and ensures that school leaders are meeting the district’s educational goals.
Unlike teacher evaluations, which focus on classroom instruction, administrator evaluations look at the whole school. They examine how the administrator sets vision, manages staff, allocates resources, and engages with parents and the community. Many districts use frameworks like the Interstate School Leaders Licensure Consortium (ISLLC) standards or state-specific models to structure the form.
Key Components of an Administrator Evaluation Form
While forms vary by district, most include several standard sections. The typical form has a header for administrator and evaluator information, a rating scale (e.g., 1–4 or 1–5), and multiple domains. Common domains include:
- Instructional Leadership: Curriculum implementation, teacher coaching, use of student data, and professional development.
- School Climate: Student discipline, staff morale, safety, and fostering a positive culture.
- Operations and Management: Budgeting, facilities, scheduling, and compliance with regulations.
- Community Relations: Communication with parents, community partnerships, and public relations.
- Professional Growth: The administrator’s own learning, goal setting, and reflective practice.
Most forms also include a section for goals set at the beginning of the year and a final summary of strengths and areas for improvement. Some forms have a separate section for student achievement data, such as test scores or graduation rates, though this is often discussed in a meeting rather than written on the form.
How the Evaluation Process Works
The evaluation cycle typically spans a school year. At the start, the administrator and evaluator meet to set goals and review the form’s criteria. Mid-year, there may be a formative review with observations and feedback. At the end of the year, the evaluator completes the form, rates each domain, and writes comments. A final conference is held to discuss the results and set next year’s goals.
Many districts use multiple data sources: classroom walkthroughs, staff surveys, parent feedback, student discipline records, and the administrator’s self-assessment. The evaluator may also interview teachers or review meeting agendas. The form is then signed by both parties, and the administrator has the right to attach a written response.
Choosing or Creating an Evaluation Form
If you are a district leader or board member looking for a form, consider these factors:
- Alignment with state standards: Many states have mandatory leadership standards that must be reflected.
- Ease of use: The form should be clear and not overly long; a 3–5 page form is common.
- Balance of quantitative and qualitative: Ratings alone are insufficient; include space for narrative feedback.
- Flexibility for different roles: A principal’s form may differ from an assistant principal’s or a central office administrator’s.
- Legal defensibility: Ensure the form avoids vague language and provides objective criteria to reduce bias.
Many states provide sample forms on their education department websites. You can also adapt a generic template (see below) to your district’s needs. If you are a principal being evaluated, ask for a copy of the form ahead of time so you know what to expect.
Common Problems and Misconceptions
One common misconception is that administrator evaluations are only about student test scores. In reality, most forms include multiple measures, and test scores are just one indicator. Another issue is the “check-the-box” problem: busy evaluators may rush through ratings without meaningful feedback. To counter this, some districts require written comments in every domain.
Another problem is the conflict between evaluation and support. If the form is used punitively, administrators may become defensive. Effective systems separate formative feedback from summative judgment. Also, many forms fail to account for the unique challenges of different school contexts—a school in crisis may need different goals than a high-performing one. A good form allows for contextual notes.
Template for a School Administrator Evaluation Form
| School Administrator Evaluation Form | |
|---|---|
| Administrator Name: | |
| School: | |
| Evaluator Name/Title: | |
| Evaluation Period: | |
| Rating Scale: 1 = Unsatisfactory, 2 = Developing, 3 = Proficient, 4 = Distinguished | |
| Domain | Rating (1-4) & Comments |
| Instructional Leadership | |
| School Climate | |
| Operations & Management | |
| Community Relations | |
| Professional Growth | |
| Overall Rating | |
| Strengths: | |
| Areas for Improvement: | |
| Goals for Next Year: | |
| Administrator Signature: | |
| Evaluator Signature: | |
Sample (fictional): Administrator: Jane Smith; School: Lincoln Elementary; Evaluator: Dr. Robert Brown; Period: 2023-2024; Instructional Leadership: 3 – “Jane led weekly data meetings and improved PLCs.” Overall Rating: 3.5; Strengths: “Strong community relationships.” Areas for Improvement: “Need to delegate more.” Goals: “Increase parent engagement.”
Digital vs. Paper Forms
Many districts now use digital evaluation platforms that auto-calculate scores, store history, and allow for real-time feedback. These systems can streamline the process, but they also require training and may be costly. Paper forms are still common in smaller districts. When choosing, consider data privacy, ease of access, and whether the tool supports the evaluation cycle (e.g., goal setting and progress tracking).
Frequently Asked Questions
What is the difference between a teacher evaluation form and an administrator evaluation form?
A teacher evaluation form focuses on classroom instruction, lesson planning, and student engagement. An administrator evaluation form looks at school-wide leadership, including staff management, climate, and operations. The criteria and scope are different; administrators are evaluated on how they lead the entire school, not just a single classroom.
Who fills out the administrator evaluation form?
Typically, the superintendent or a designated district-level administrator evaluates principals. Assistant principals are usually evaluated by their principal. In some districts, a school board committee may be involved for the superintendent’s evaluation. The form is usually completed by the evaluator after gathering input from multiple sources.
Can an administrator see their evaluation form before it goes into their file?
Yes, in most districts, the administrator is given a copy and has the opportunity to discuss it in a conference. They can often write a rebuttal or add comments. It is standard practice for the administrator to sign the form, indicating they have seen it, not necessarily that they agree.
How often are administrators evaluated?
Most states require an annual evaluation for principals, though some districts do a comprehensive evaluation every two or three years with a lighter review in between. New administrators are often evaluated more frequently. Check your state’s education code for specific requirements.
What should I do if I disagree with my evaluation?
First, discuss your concerns with your evaluator in the final conference. You can also attach a written response to the form. If the issue is unresolved, follow your district’s grievance procedure. It is important to keep documentation of your achievements and any evidence that contradicts the evaluation.
Alternatives and Best Practices
Some districts are moving away from single-annual forms toward continuous feedback models, using regular check-ins and portfolios of evidence. Others incorporate 360-degree feedback, where teachers, parents, and peers provide input. While these approaches can be more comprehensive, they require more time and training. Best practices include: setting clear, measurable goals at the start; using multiple data sources; providing timely, specific feedback; and linking evaluation results to professional development plans.