Chapter 150. Commissioner’s Rules Concerning Educator Appraisal
Subchapter BB. Administrator Appraisal


Statutory Authority: The provisions of this Subchapter BB issued under the Texas Education Code,
21.354 and 39.054, unless otherwise noted.


150.1021. Commissioner-Recommended Administrator Appraisal Process: Performance Domains and Descriptors.

(a) The domains and descriptors used to evaluate each administrator in a school district may include the following.

(1) Instructional management. The administrator promotes improvement of instruction through activities such as the following: monitoring student achievement and attendance; diagnosing student needs; helping teachers design learning experiences for students; encouraging the development and piloting of innovative instructional programs; and facilitating the planning and application of emerging technologies in the classroom.

(2) School or organization morale. The administrator fosters a positive school or organization morale through activities such as the following: assessing and planning improvement of the school, school district, or community environment; reinforcing excellence; promoting a positive, caring climate of learning; and using effective communication skills.

(3) School or organization improvement. The administrator promotes leadership in efforts to improve the school or organization through activities such as the following: collaborating in the development and articulation of a common vision of improvement; encouraging appropriate risk-taking; and ensuring continuous renewal of curriculum, policies, and methods.

(4) Personnel management. The administrator manages personnel effectively through activities such as the following: delegating appropriately; recognizing exemplary performance of teachers and staff; encouraging personal and professional growth and leadership among the staff; complying with applicable personnel policies and rules; securing the necessary personnel resources to meet objectives; and evaluating the job performance of assigned personnel.

(5) Management of administrative, fiscal, and facilities functions. The administrator manages administrative, fiscal, and facilities functions responsibly through activities such as the following: obtaining broad-based input for fiscal or financial analysis; compiling reasonable budgets and cost estimates; ensuring that facilities are maintained and upgraded as necessary; and managing a broad range of school operations (for example, attendance, accounting, payroll, transportation).

(6) Student management. The administrator promotes positive student conduct through activities such as the following: helping students develop a sense of self-worth; developing and communicating guidelines for student conduct; ensuring rules are observed uniformly; disciplining students for misconduct in an effective and fair manner; supporting collaboration by working with faculty; and encouraging the participation of students and parents.

(7) School or community relations. The administrator promotes a positive tone for school or community relations through activities such as the following: fostering collaborative educational efforts among members of the total school community; articulating the school mission and needs to the community; seeking support for school programs; and involving himself or herself in community activities that foster rapport between the school district and the larger community.

(8) Professional growth and development. The administrator provides leadership in professional growth and development through activities such as the following: participating actively in professional associations; conducting himself or herself in an ethical and professional manner; disseminating ideas and information to other professionals; and seeking and using evaluative information for improvement of performance.

(9) Academic excellence indicators and campus performance objectives.

(10) School board relations (for superintendents only). The superintendent promotes and supports a positive relationship with the school district board of trustees through activities such as the following: meeting the board's needs for information; interacting with board members in an ethical, sensitive, and professional manner; demonstrating competence in written and verbal communications to the board; and recommending policies to the board to enhance teaching and learning.

(b) In developing appraisal instruments, the school district shall use the local job description as applicable.

(c) A student performance domain shall be included in the appraisal of principals and superintendents as follows.

(1) The principal promotes improvement of the performance of students on the campus through activities such as comparing campus disaggregated student performance results to state accountability standards and to prior year performance.

(2) The superintendent promotes improvement of the performance of students in the district through activities such as comparing district disaggregated student performance results to state accountability standards and to prior year performance.

Source: The provisions of this 150.1021 adopted to be effective August 1, 1997,
22 TexReg 4200; amended to be effective June 11, 1998, 23 TexReg 5966.


150.1022. Commissioner-Recommended Administrator Appraisal Process: Procedures.

(a) To provide school districts maximum flexibility, the following procedures for administrator appraisal are established as minimum requirements. Each district shall establish an annual calendar providing for the following activities that shall involve both the administrator and the appraiser:

(1) procedures for setting goals that define expectations and set priorities for the administrator being appraised;

(2) formative conference; and

(3) summative conference.

(b) Each school district shall involve appropriate administrators in developing, selecting, or revising the instruments and process.

(c) Before conducting appraisals, an appraiser shall provide evidence of training in appropriate personnel evaluation skills related to the locally established criteria and process.

(d) Each school district may implement a process for collecting staff input for evaluating administrators. If a school district implements a process for collecting staff input to evaluate administrators, the input must not be anonymous.

(e) Student performance shall be a part of locally developed appraisal instruments for principals as specified in Texas Education Code (TEC), 21.354 and 39.054 and for superintendents as specified in TEC, 39.054.

(f) Each school district, with the approval of the board of trustees, may select the commissioner-recommended student performance domain for principals or may develop an alternative governed by the process outlined in TEC, 21.354.

(g) Districts using the commissioner-recommended student performance domain for principals shall meet the following requirements.

(1) Principals and their appraisers whose districts adopt the commissioner-recommended student performance domain shall satisfactorily complete appraiser training with a trainer and curriculum approved by the commissioner of education. Periodic retraining shall be required.

(2) The commissioner-recommended student performance domain shall be implemented in accordance with procedures approved by the commissioner.

(3) The results on the commissioner-recommended student performance domain shall be incorporated into the local appraisal instrument.

(4) The results on the commissioner-recommended student performance domain shall be a primary consideration in determining a principal in need of assistance. An intervention plan shall be required for a principal whose results on this domain fall below the commissioner's established standards.

(5) For a principal new to the campus or for a new campus, the results from the commissioner-recommended student performance domain shall be on a "report only" basis during the first year. Dropout and attendance data for the principal shall be on a "report only" basis for the first two years.

(h) Each school district, with the approval of the board of trustees, may select the commissioner-recommended student performance domain for superintendents or may develop an alternative governed by the process outlined in TEC, 21.354.

(i) Districts using the commissioner-recommended student performance domain for superintendents shall meet the following requirements.

(1) Superintendents whose districts adopt the commissioner-recommended student performance domain shall attend an orientation approved by the commissioner.

(2) The results on the commissioner-recommended student performance domain shall be incorporated into the local appraisal instrument.

(3) The results on the commissioner-recommended student performance domain shall be a primary consideration of the board in evaluating the superintendent.

(4) For a superintendent new to the district, the results from the commissioner-recommended student performance domain shall be on a "report only" basis during the first year. Dropout and attendance data for the superintendent shall be on a "report only" basis for the first two years.

Source: The provisions of this 150.1022 adopted to be effective August 1, 1997,
22 TexReg 4200; amended to be effective June 11, 1998, 23 TexReg 5966;
amended to be effective March 28, 1999, 24 TexReg 2021.


For additional information, email rules@tea.state.tx.us.