Ministry of Education, Youth & Information

Vice Principal (Administration) Performance Appraisal

Performance/ Max Descriptors

Standard Action
Evidence Credit
Domain 1: Administration and Management
1.1 Planning, organization and operations
Assists in the Promotes Took steps to ensure 6 Vice Principal and other stakeholders share the vision of the school and can identify at least four
development and shared that staff and other critical activities contributing to its achievement ( 6 credits
application of vision and stakeholders knew Vice Principal and other stakeholders share the vision of the school and can identify at least two
the mission and understood the critical activities contributing to its achievement (4 credits
processes, For the school vision, mission, Vice Principal and other stakeholders share the vision of the school and can identify at least one
procedures, goals, activity contributing to its achievement (2 credits
structures and strategy and expected Vie Principal and other stakeholders know the vision but they do not know how it will be achieved ( 1
products to focus outcomes of the credit
the operations of school plan
the school on Sources of evidence: Approved School
ensuring Improvement Plan; reports showing
attainment of stakeholders’ (e.g. PTA, business
standards and community) involvement plans;
high levels of interviews with staff; various
learning for information channels for staff.
students. Collaborates Supported the 8 At least 90% alignment of activities / programme and
with the principal with the resources to the SIP (8 credits
principal in allocation of financial
allocating resources At least 80% alignment of activities / programme and
financial proportionately to resources to the SIP ( 6credits
resources improve and maintain
strategically to the educational At least 60% alignment of activities / programme and
ensure environment resources to the SIP (4 credits
adequate and according to the
 Performance/ Max Descriptors
Standard Action
Evidence Credit
conducive identified needs and Less than 50% alignment of activities / programme and
educational priorities. resources to the SIP ( 1 credit)
environment

Sources of evidence: Budget: cash

book: SIP: Action Plan: expenditure
report
Leads change Identified areas for 6 Plans for change implemented and change sustained at all times ( 6 credits
through a change to improve
process in efficiency in
which the need administration and Plans for change implemented and change sustained most times (4 credits)
for change is negotiated/discussed
identified areas to realize the Plans for change implemented and change sustained sometimes (2 credits
and change is desired results.
made and Plans for change
sustained for implemented. Plans for change implemented and change rarely sustained (1 credit
continuous
improvements
Sources of evidence: Samples of written
communication (meeting reports,
memos,
departmental reports), evidence of
change in the school environment
Prepares job Ensured that all staff 10 100% staff members have job descriptions ( 10 credits)
descriptions for members have job 90% staff members have job descriptions ( 7 credits)
each staff descriptions 75% staff members have job descriptions ( 5 credits)
50% staff members have job descriptions ( 3 credits)
Less than 50% staff members have job descriptions ( 1 credit)
Sources of evidence: Staff job
descriptions;
 Performance/ Max Descriptors
Standard Action
Evidence Credit
periodic assessment of job descriptions,
roles and responsibilities of teachers
Outlines and Pursued clear 5 Disciplinary policy implemented and processes aligned to the relevant acts and rules of natural
encourages disciplinary justice ( 5 credits)
adherence to processes, in keeping Disciplinary policy implemented and aligned to the relevant acts ( 3 credits)
disciplinary with the relevant Acts
processes in and rules of natural Disciplinary processes aligned to relevant acts but no policy in place ( 1 credit)
keeping justice.
with the Ensured that school 5 Schools rules are developed and implemented in collaboration with relevant stakeholders, are
requirements rules were disseminated through various media and enforced consistently ( 5 credits
of the relevant understood and Schools rules are developed in collaboration with relevant stakeholders, are enforced consistently ( 3
Acts implemented by staff credits
and students Schools rules are developed in collaboration with students and staff ( 1 credit
Sources of evidence: available relevant
documents- e.g. education regulations,
Incident report, Guidance Counsellors
reports, Log book, Education Act,
Childcare and Protection Act, staff
handbook, student handbook, Parent
Policy, etc.
Domain Credits 40
Domain 2: Evaluation
2.1: Evaluation to maintain quality and to align inputs to expected outcomes
Evaluation of the Utilizes a Led termly 10 At least 4 stakeholder groups are actively involved in the evaluation of the SIP on a termly basis (10
performance of variety of evaluation of the credits
assigned staff evaluative tools implementation of At least 3 stakeholder groups are engaged in the evaluation of the SIP on a termly basis ( 7 credits
and students in to provide SIP using
At least 2 stakeholder groups are engaged in the evaluation of the SIP on a half yearly basis (4 credits
the learning feedback collaborative
At least 1stakeholder group is engaged in the evaluation of the SIP on an annual basis ( 1 credit
environment. measures to approaches with
enable stakeholders
 Performance/ Max Descriptors
Standard Action
Evidence Credit
Facilitating the accountability Used results to 10 Established culture of evaluation aligned to the SIP for 100% of school operations evident (10credits
use of for change or improve Established culture of evaluation aligned to the SIP for 90% of school operations evident (7 credits
summative assigned the support given to Established culture of evaluation aligned to the SIP for 70% of school operations evident (5 credits
and formative participants the implementation
evaluation engaged in the of SIP Established culture of evaluation aligned to the SIP for 50% of school operations evident (3 credits
measures to educational Established culture of evaluation but not aligned to the SIP (1 credit
enable improved process
learning Sources of evidence: Schedule of
outcomes. evaluation: Achievement matrix:
Evidence of participation of
stakeholders in the evaluation
Decisions/changes made based on
evaluation, Log book
Domain Credits 20
Domain 3: Enabling Environment for Learning
3.1: Use of information and communication and technology (ICT) and other teaching and learning resources
Planning and Knows and Ensured the 8 Technology integration visible in 100% of school operations (8 credits
implementing enables the availability of ICT
the vision of resources and kept
integration of Technology equipment Technology integration visible in 75% of school (5 credits
technological integration for operational
and the school Technology integration visible in 50% of school operations (3 credits)
electronic tools community.
in teaching,
learning, Technology integration visible in less than 50% of school operations (1 credit
management,
research and
communication
responsibilities.
Management of Manages the 4 Designated library space equipped with wide cross section of resource materials for all programmes
library and accessibility of of study, easily accessed by students and resource materials are current (4 credits
 Performance/ Max Descriptors
Standard Action
Evidence Credit
textbooks to library Provided library Designated library area equipped with wide cross section of resource materials for all programmes of
ensure access resources services that enabled study and resource materials are current (3 credits
and effective maximum benefits Designated library area equipped with wide cross section of resource materials for all programmes of
utilization Keeps library to students study (2 credits
up-to-date No designated library area however some resource materials are available to students (1 credit)
within available
resources
Advocates for Established and 3 Protocol for use of shared teaching and learning resources/equipment is established and enforced (3
the implemented credits
use of ICT and guidelines for the
Protocol for use of shared teaching and learning resources/equipment is established but not enforced
other teaching utilization
(2 credits
and learning of ICT equipment
resources to No protocol in place but use of resources and equipment is enforced (1 credit
improve
student
outcomes.
Sources of evidence: School ICT
Policy: ICT equipment record of usage:
Lesson plans: Lab time table :
Equipment inventory: Maintenance
record:
examples of student work:: Evidence
that the use of ICT is monitored:
records of ICT professional
development
Section Credit 15
3.2: Managing Student Behaviour
Collaborate with Utilizes Managed behaviour 9 Behaviour management plan developed and implemented at all grade levels ( 9 credits
the management MoEY&I in a
 Performance/ Max Descriptors
Standard Action
Evidence Credit
team in and approved manner that resulted Behaviour management plan developed and implemented at most grade levels ( 7 credits
implementing school in
and monitoring a guidelines to acceptable student Behaviour management plan developed and implemented at some grade levels (5credits
behavioural plan plan and conduct
which reinforces implement
appropriate strategies that Behaviour management plan developed and implemented at few grade levels (3 credits
behaviour for enable Behaviour management plan developed but not implemented (1 credit
students while in appropriate
the learning behaviours.
community. Sources of evidence: Behaviour
Management plan; an effective
guidance and counselling programme;
Motivational messages through
signage, school
radio/ PA system; School rules/
handbook for students; Root cause of
behavioural problems investigated and
results utilized
accordingly(investigation report);
Critical Incident Report; log book
3.3: Safety and Security
Utilizing a Knows, Managed and 5 Safety and Security plan developed and implemented at all grade levels ( 5 credits
system for understands maintained a
preventing and and applies the safe and secure
managing school safety and school Safety and Security plan developed and implemented at most grade levels ( 4credits
violence, risks security policy environment
and liability in of the
an effort to MoEY&I.
improve the Safety and Security plan developed and implemented at some grade levels (3 credits
safety of all Identifies the
 Performance/ Max Descriptors
Standard Action
Evidence Credit
members of the strengths and Safety and Security plan developed and implemented at few grade levels (2 credits
school areas in the
community, school and
including off site employs the Safety and Security plan developed but not implemented (1 credit
activities necessary
organized by the resources
school. for the creation
of a safe and
secure
environment
Sources of evidence: MoEY&I safety
and security policy and school plan;
enforced safety and security rules;
serviced fire extinguishers; Active
safety and security Committee(Meeting
reports);Records of school plant and
equipment maintenance; Safety rules
for TVET workshops and laboratories;
logs
3.4: Plant Management
Directs key Operates and Effectively managed 4 Maintenance Plan in place reflecting at least 90% of the maintenance
initiatives and maintains the the plant to enable a standards and taking into full account available resources (4 credits
appropriate uses school conducive learning Plan in place reflecting at least 70% of the maintenance
of the physical plant to enable environment standards and taking into full account available resources (3 credits
school plant. a Plan in place reflecting at least 50% of the maintenance
conducive standards and taking into full account available resources (2 credits
learning Plan in place with serious breach of standards and little
environment recognition of available resources (1 credit
Sources of evidence: School community
programmes and projects: Minutes of
 Performance/ Max Descriptors
Standard Action
Evidence Credit
PTA meetings: Boards minutes: Surveys
(students, parents, community etc.)
Section Credit 18
3.5: School Culture
Cultivates Establishes the Satisfied customers 4 Engenders a school ethos that is success oriented, core values are practiced, customer service
norms, school as a within the context of oriented, child friendly, cater to the welfare of stakeholder groups (4 credits
values, standards caring the expectations of
and practices institution the school Engenders a school ethos that is success oriented, customer service oriented, and cater to the welfare
associated with through of stakeholders groups (3 credits
the school as a clear shared
learning guidelines Engenders a school ethos that core values are practiced and is customer service oriented (2 credit
community
committed to Develops and
ensuring student maintains Engenders a school ethos that caters to the welfare of stakeholder groups (5 credits
achievement and students
organizational and staff
productivity welfare
programmes
Sources of evidence: School community
programmes and projects: Minutes of
PTA meetings: Boards minutes: Surveys
(students, parents, community etc.)
Develops Fostered open 3 All stakeholder groups have access to school administrators via various communication channels at
communication communication to all times (3 credits
strategy that build trust among
Most stakeholder groups have access to school administrators via various communication channels
creates staff and students
at all times (2 credits
confidence and
trust among Some stakeholder groups have access to school administrators via various communication channels
staff, students (1 credit
and community
 Performance/ Max Descriptors
Standard Action
Evidence Credit
Sources of evidence: Monthly Staff
meetings: rules and regulations shared
and understood: production of
brochures: newsletters: up-to-date
bulletin board
–electronic and /or manual: Electronic
networking among the staff and
guardians (email, SMS)
Enables a Introduced strategies 2 Good customer service is demonstrated to all stakeholders at all times (2 credits
customer to
service oriented maintain high levels
school of
environment in customer satisfaction:
which the Good customer service is demonstrated to all stakeholders some times (1 credit
clientele feels a
sense of
respect, value
and purpose.
Sources of evidence: Interviews
(Student, Parents, Teachers): Physical
observation (suggestion box, space
3.6: Awards for Excellence
Establishes Recognizes and Introduced and 4 Established system to recognize and reward at least 4 categories of staff /stakeholder groups (4
standards for the rewards maintained a credits
recognition and excellence system of recognition Established system to recognize and reward 3 categories of staff /stakeholder groups (3 credits
award for of
achieving excellence in Established system to recognize and reward 2 categories of staff /stakeholder groups (2 credits
excellence is an classroom
important maintenance and care Established system to recognize and reward one category of staff /stakeholder groups (1 credit
motivating force of
school furniture
 Performance/ Max Descriptors
Standard Action
Evidence Credit
Sources of evidence: Performance
guidelines(criteria, selection process,
types of awards): Performance
Management System: Meeting Minutes:
Brochures; awards committee
Section Credits 13
3.7: Community Engagement and Mobilization
Enables the All Actively collaborated 4 High levels of involvement of stakeholders and community in at least 4 school activities (4 credits
school to stakeholders with relevant
function as a know and stakeholders to
community of understand the engage community
Significant levels of involvement of stakeholders and community in at least 3 school activities (3
learning, vision and members to achieve
credits
involving mission of the planned school
parents, and school outcomes
community Satisfactory levels of involvement of stakeholders and community in 2 school activities (2 credits
members as Reinforces
active Continuous
participants. improvement Minimal involvement of stakeholders and community (1 credit
through active
Enable and sustained
community involvement of
collaboration to community
help school stakeholders.
achieve its Sources of evidence: SIP; community
continuous support (projects, scholarships);
improvement records of school community events
targets and short
and long term
goals.
Section Credit 4
Domain Credits 50
 Performance/ Max Descriptors
Standard Action
Evidence Credit
Domain 4: Personal Attributes and Development
4.1: Ethical Behaviour
Acts with Acts with Provided fair 4 Implements and monitors the performance management systems for staff in accordance with at least
integrity, fairness in professional 90% adherence to guidelines (4 credits
fairness all issues judgement in the
and honesty in concerning assessment Implements and monitors the performance management systems for staff in accordance with at least
personal conduct teaching and of staff 70% adherence to guidelines (3 credits
and all aspects of non-teaching Implements and monitors the performance management systems for staff in accordance with at least
carrying out the staff, students 50% adherence to guidelines (2 credits
responsibility of and other Performance management system for staff done with appropriate instrument but without adherence
a vice-principal. stakeholders to guidelines (1 credit
Modelled 8 Leadership informed by a code of ethics which demonstrates: respect, integrity, confidentiality,
professional fairness, honesty, professionalism and decorum (8 credits
expectation Leadership informed by a code of ethics which demonstrates: respect, integrity, fairness, honesty,
professionalism (5 credits
Leadership informed by a code of ethics which demonstrates: respect, integrity, professionalism (3
credits
Leadership informed by a code of ethics which demonstrates: professionalism and decorum (1 credit
Demonstrated 3 Evidence of the application of the knowledge of rights and
sensitivity in responsibilities of at least 3 stakeholder groups (3 credits
challenging situations Evidence of the application of the knowledge of rights and
responsibilities of at least 2 stakeholder groups (2 credits
Evidence of the application of the knowledge of rights and
responsibilities of at least 1 stakeholder groups (1 credit
Acts with Demonstrated 5 Manages 100% of school resources in accordance with established policies and guidelines (5 credits
honesty, integrity in dealing
efficiency and with resources
Manages 60% of school resources in accordance with established policies and guidelines (3 credits
effectiveness in
 Performance/ Max Descriptors
Standard Action
Evidence Credit
dealing with entrusted to the Manages less than 60% of school resources in accordance with established policies and guidelines (1
resources school credit
entrusted to
the school
Sources of evidence: staff appeals;
audit reports; Incident reports; Board
Minutes; (refer to section 1.4 financial
management); Log book; Memoranda;
Procedures being followed; disciplinary
committee and report, staff and student
interviews
Section Credit 20
Domain Credits 20

Performance Summary
Unsatisfactor
Domains Optimum Exemplary Profile y
number of Less than
credits 90-100% of 70% of
 credits Strength Weaknesses credits in 3
s– 71-
130 71-89% domains
of 89% of
credits credits
%
% credits credits % credits % credits

1. Administration and 40
Management
2. Evaluation 20

Enabling
3. environment 50
for learning
Personal attributes
4. and 20
development