Core Administrative Activity 5A

Analysis of the Job Description and Evaluation Tool for a

Principal
At first glance, the outside observer would notice that the job
description for a principal only lists nine (9) responsibilities but
the evaluation tool lists twelve (12) responsibilities. Then, once
the observer scrolls through the evaluation tool, they would notice
that each of the twelve (12) responsibilities is subdivided into five
(5) or more responsibilities each. Thus, the nine (9)
responsibilities on the job description becomes more than sixty
(60) categories upon which the school based principal is
evaluated upon.
The clause that allows for this great discrepancy is the role
responsibility of other duties as assigned. This clause allows for
any initiative that the school system develops to be added to the
evaluation of the administrator. With an ever changing and
developing world, this insures that principals are working to meet
the ever changing demands of the world.
Another way that the original nine (9) responsibilities
becomes more than sixty (60) evaluated responsibilities is that
each of the original nine (9) responsibilities is viewed with a lens
that they are categories. Within the job description, an
administrator is to oversee all aspects of a school culture to
promote student achievement and an effective professional
learning environment. On the evaluative tool, this category is
expanded to include mutual respect, high expectations for
continuous learning, the school leadership team, a focus on the
school improvement plan, and opportunities for collaborative
decision making. All of the subdivisions of each category are
aligned to the vision statement, mission statement, or
organizational goals of Washington County Public Schools.
My site mentor provided me his final evaluation for the
school year to use as I analyzed the two (2) documents. It is
easier to comprehend the evaluative tool in light of real data and
reflections. My site mentor and all other elementary principals
are evaluated by the director for elementary education. When
the final form is completed, they each sit down individually with

the director and discuss their artifacts as well as their strengths

and weaknesses.
This tool better aids the principal in their understanding of
the expectations for their position. The job description clearly
states that there is limited training, if any, for the position.
Principals must rely on as many resources as possible to operate
their school under the philosophy of the district leadership team.
A new administrator could use this tool as the end product and
then backwards plan the school year based upon their desired
outcomes to better their chances to be rated as a highly effective
principal.