Principals and Assistant Principals in Rocky View, like teachers, begin each new "title" on a two-year probationary contract. As a new principal myself, I have my first evaluation meeting next week.
Related to the topics of self-evaluation / reflection, evaluation and portfolios, this post serves to inform those who do not already know about how this process works. Also, because this reflective activity drew many parallels to what new teachers experience when they are in an evaluation cycle, I was reminded about the self-assessment and reflective practices I USED to ask student teachers and new teachers to do, but that I had gotten away from in recent years. Practices I plan now to return to, in some form.
I'll show you!
Today's teachers with interim certificates, or who are on temporary or probationary contracts, begin with notification about the process and a link to the Teaching Quality and ISTE-Net Standards. The photo to the left highlights the tool used in Rocky View and some of the identifying features an evaluator will fill out. 
In years past (and also with student teachers before RVS had even developed this form) during a pre-conference meeting I would ask a teacher to reflect, ahead of time, on current areas of strength and self identified areas of growth with in the TQS document. Individuals would highlight identified strengths in one colour and perceived areas for growth in another. I wouldn't ask to see these prior to any observation visits, but the information would provide deeper talking points during the post-conference piece.
These two practices are similar to what I decided to do for myself in preparation for my own evaluation visit. I'm not certain all people are aware there are seven Principal Quality Standards and several dimensions within each one to consider. (The link is to the Alberta version. RVS has a slightly more personalized - and detailed - version.)
Both teachers and administrators are asked to collect and present evidence for each of the broader categories. It is sometimes difficult to provide "proof" of intangible things like relationships but it is fun to get creative with what to offer. RVS provides a partial list! There is no set number of artifacts that must be collated. I generally presented 3-5 for each leadership dimension. Interestingly, even though I have only been in this role for seven months I already had a lot of pieces to consider and a few had to hit the cutting room floor.
As per the introductory piece on an Administrator's Evaluation Tool, I had to decide on a format through which to collect, and reflect on everything I was presenting. I chose to create a Google site. I could not provide Sharing permissions , or give everyone the complete link as there are some sensitive documents contained within the pages. But here are a few screen shots:
There is a "Reflections" tab layered beneath each dimension page.
This has become a living portfolio. In consideration of the fact we are asking our students to create portfolios this was an authentic and meaningful exercise. Although the creation of this site was a time consuming process, it was highly rewarding and satisfying too. Although I await the conversation with Associate Superintendents and Directors next week, I feel confident in the work I have been doing to date and focused on those areas where I next need to stretch myself. I respect and appreciate the process and know I can only grow because of it.
Imagine if our students could feel as empowered by their own learning, even without knowing the summative "result" yet?!
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