The T-PESS process incorporates a series of actions and activities that should be applied on an ongoing basis. While the T-PESS process results in the principal's annual summary assessment, it's better to think of it as an annual process of activities that help you both assess principal's actions, establish performance goals, collect and analyze information, and provide constructive feedback, improving the principal's quality and effectiveness as a school leader.

Step 1: Orientation


Each year, you, as the appraiser, should ensure that an orientation is conducted for all principals you supervise. At this orientation, principals should receive a complete set of materials outlining the evaluation process, what is expected for their participation, an explanation of the timeline, and how their performance will be measured. By the end of orientation, they should be thoroughly familiar with T-PESS and all of the materials associated with it, including definitions and forms.

Step 2: Self-Assessment and Goal Setting

Using the T-PESS Rubric, the principal will complete a Self-Assessment that provides the opportunity for them to reflect on their ability to fulfill the Texas Principal Standards. In addition, the Self-Assessment helps them reflect on the challenges presented by their Campus Improvement Plans and how they'll address them, while also helping them set professional growth goals that are related to identified areas for personal improvement.

Step 3: Beginning-of-Year Goal Setting / Refinement Conference

Goal Setting

The Beginning-of- Year Goal Setting / Refinement Conference provides the opportunity for you and the principal to discuss several critical topics, including their Self-Assessment results, performance improvement goals, and alignment to the Campus Improvement Plans and district strategic priorities. It is good practice for you to run through a pre-assessment with the principal using the T-PESS rubric, considering the current context of the principal's school, community, and performance. Together, you will agree on the data, evidence, and documentation applicable to the principal's goals, so he or she can collect this throughout the evaluation cycle.

Step 4: School Site Visits / Informal Meetings

Mid-Year Evaluation

On an ongoing basis, you should visit the schools of principals you’re appraising to conduct informal meetings that add to your context and understanding of their performance.

Step 5: Mid-year Progress Meeting

Mid-Year Evaluation

This Mid-year Progress Meeting will focus on the status of goal attainment and help you adjust the action plan as needed. You will also conduct a formative assessment of performance as it relates to the T-PESS rubric with the principal. This can be completed in writing or through verbal discussion of the rubric, pursuant with district policy decision. As a result of this discussion, principals should have a clear understanding of their performance trajectory, final effectiveness ratings, and whether they are on target to accomplish their goals.

Step 6: Artifacts and Evidence Identification and Collection


Principals will synthesize their collected artifacts and evidence and any additional information they have gathered to create a comprehensive view of their performance throughout the year. This brief summary is not intended as a portfolio, but rather a concise review of artifacts, evidence, and information that can be used in consideration of their performance. They should provide you with this information before the End-of-Year Performance Discussion.

Step 7: End-of-year Performance Discussion

End-of-Year Performance Discussion

You and the principal will meet to discuss completing the evaluation process. With input from the principal, you will make decisions regarding final performance ratings related to goal attainment. Then you will move on to Final Evaluation and Goal Setting for the next school year.

Step 8: Final Evaluation and Goal Setting

Final Evaluation

In this final step, you will review and discuss summative assessment of the final performance ratings on the T-PESS rubric with the principal as well as draft performance goals and discuss recommendations for performance improvement for the subsequent year. You will both then sign and submit all required forms to complete the evaluation process, including the Self- Assessment using the T-PESS Rubric; Appraiser Assessment using the T-PESS Rubric; three Professional Development Plan forms—Beginning-of- Year: Goal Setting, Mid-year: Progress toward Goal Attainment, and End-of- Year: Goal Attainment; and the Summary Rating form.