DLI Evaluation System

DLI Administrator Evaluation System

Doral Leadership Institute Consortium of Public Charter Schools (DLICS) implements the school administrator evaluation system utilizing the seven-step process outlined below. The school administrator and evaluator are expected to collect evidence of instructional leadership on an ongoing basis. This data collection allows the evaluator to provide regular and timely feedback and support to the school administrator.

Pursuant to section 1012.34(3)(a)3., F.S., at least one-third of the evaluation must be based upon instructional leadership. In schools using the Doral Leadership Institute Consortium of Public Charter Schools (DLICS) Evaluation Tool, instructional leadership accounts for 55% of the school administrator performance evaluation. As state statute requires, DLICS evaluation tools are aligned to the eight Florida Educational Leadership Standards (FELS). There are eight standards comprised of a title, description, and enroll-based descriptors- one set for Assistant Principals and another for Principals that further clarifies and defines the work required to demonstrate mastery of the standard. There are a total of fifty descriptors within the eight standards.

Pursuant to section 1012.34(3)(a)4., F.S., up to one-third of the evaluation may be based upon other indicators of performance. With DLICS, other indicators of performance account for 10% of the school administrator performance evaluation. Leadership Growth Targets are improvement goals focused on specific aspects of practice. The school administrator and evaluator collaborate to set Leadership Growth Targets at the beginning of the school year. Each target must focus on one of the eight FELS. At least one target must focus on an aspect of Standard 4: Student Learning and Continuous School Improvement. The school administrator and evaluator work together to identify the specific descriptors of focus for each Leadership Growth Target.

Pursuant to section 1012.34(3)(a)1., F.S., at least one-third of the performance evaluation must be based upon data and indicators of student performance, as determined by each school district. This portion of the evaluation must include growth or achievement data of the administrator’s school(s) over at least three years. If less than three years of data are available, the years for which data are available must be used. Additionally, this proportion may be determined by administrative responsibilities. On the DLICS Administrative Evaluation, students' performance accounts for 35% of the Assistant Principal and Principal performance evaluation.