Principal Evaluator Training

Day 32013-2014

Agenda• Introductions• Objectives and Agenda Review• Research Review• Taking Stock• Collect evidence• Principal Practices & the Rubric• End-of-the-Year• Looking Ahead to Next Year

Back Again: 9 Components1. New York State Teaching Standards and

Leadership Standards 2. Evidence-based observation 3. Application and use of Student Growth

Percentile and VA Growth Model data 4. Application and use of the State-approved

teacher or principal rubrics 5. Application and use of any assessment tools

used to evaluate teachers and principals

Back Again: 9 Components6. Application and use of State-approved locally

selected measures of student achievement 7. Use of the Statewide Instructional Reporting

System 8. Scoring methodology used to evaluate

teachers and principals 9. Specific considerations in evaluating

teachers and principals of ELLs and students with disabilities

Back Again : 9+ Components10.State-determined district-wide student growth goal

setting process (Student Learning Objectives) 11.Effective supervisory visits and feedback 12.Soliciting structured feedback from constituent

groups 13.Reviewing school documents, records, state

accountability processes and other measures 14.Principal contribution to teacher effectiveness 15.Increasing the likelihood that it makes a difference

Resources Are Archived

Agenda• Introductions• Objectives and Agenda Review• Principal Evaluation: So far• Revised resources• Collect evidence from a “faculty meeting”• Debrief• Planning your next school visit

Research & Literature Update

Principal Evaluation

• New from Joe Murphy and others

Common Pitfalls

• Unclear rubrics– Can be too vague– Can be too much of a checklist

• Overreliance on observations– Talk to people– Use focus groups

• Misuse of achievement data– Make growth goals that make sense– Achievement, growth & equity

Guiding Principles

Foundational Principles• Highlight learning-centered leadership• Be grounded on the national standards for

school leaders (ISLLC)

Guiding PrinciplesProcess Principles• Be evidence based• Have set benchmarks agreed upon in advance• Be transparent• Foster a culture of collaboration between principal and supervisor• Be valid and reliable• Be comprehensive, but not overly complex• Be both formative and summative• Include multiple measures, including student achievement• Tap into the views of multiple constituents• Have well-defined timelines• Provide ongoing feedback to the principal• Be site specific, connected to needs of specific school• Be flexible enough to allow for adjustments

Guiding Principles

Outcome Principles• Promote school improvement• Enhance academic and social learning of

students• Motivate principals to improve• Promote targeted professional

growth opportunities• Result in meaningful consequences

Strong Districts& Their Leadership

District Leadership Matters

• Characteristics of Strong Districts• Leadership Practices• Personal Leadership

Resources• A Vision of Future

District Leadership

District Leadership Matters

As we go through the slides, pause and reflect on the characteristic.

Circle your current state on the scale.

District Characteristic #1

A broadly shared mission, vision and goals founded on ambitious images of the educated person • System-wide focus on learning• Widely understood and endorsed

Rate your situation on a scale of 1 to 10, 10 high:

1 2 3 4 5 6 7 8 9 10

District Characteristic #2A coherent instructional guidance system• Vertical and horizontal curriculum• Process to help all understand• Identified performance standards• Teacher collaboration• Instructional leadership from all leaders

Rate your situation on a scale of 1 to 10, 10 high:

1 2 3 4 5 6 7 8 9 10

District Characteristic #3Deliberate and consistent use of multiple sources of evidence to inform decisions• Accessible (and managed) data• Research-based• PLC-like• Instructional decisions & accountability

Rate your situation on a scale of 1 to 10, 10 high:

1 2 3 4 5 6 7 8 9 10

District Characteristic #4Learning-oriented organizational improvement process• Strategic planning• Narrow focus• Processes for integrating new and old;

deliberate and manageable

Rate your situation on a scale of 1 to 10, 10 high:

1 2 3 4 5 6 7 8 9 10

District Characteristic #5Job-embedded professional developmentfor all members• Meetings are instructional• PD is aligned (and differentiated)• Time for collaborative work• Teachers and administrators

Rate your situation on a scale of 1 to 10, 10 high:

1 2 3 4 5 6 7 8 9 10

District Characteristic #6Budgets, structures, personnel policies and procedures, and uses of time aligned with the district’s mission, vision and goals• Aligned with student goals• Aligned with instructional improvement• Adequate time & money

Rate your situation on a scale of 1 to 10, 10 high:

1 2 3 4 5 6 7 8 9 10

District Characteristic #7A comprehensive approach to leadership development• Recruitment• Development• Growth-producing feedback (evaluation)• All levels of leadership are focused

Rate your situation on a scale of 1 to 10, 10 high:

1 2 3 4 5 6 7 8 9 10

District Characteristic #8A policy-oriented board of education• Helps assess community values and

interests• Uses vision as foundation for planning and

evaluation• Respects role of leader and senior staff• Holds leadership accountable for visionRate your situation on a scale of 1 to 10, 10 high:

1 2 3 4 5 6 7 8 9 10

District Characteristic #9Productive working relationships with all staff and stakeholders• Central office roles interconnected• Participation in systems decisions• PLCs well established and have become

the way of doing business

Rate your situation on a scale of 1 to 10, 10 high:

1 2 3 4 5 6 7 8 9 10

Reflection on the Year(so far)

Taking Stock at a District Level

• Reflect on the progress the district has made this year:

Evidence CollectionFrom an End-of-the-Year Meeting

Evidence Collection

• Watch the simulated End-of-the-Year Meeting

• Collect evidence• Talk about the evidence at your table:

– What did you collect?– What did you not collect?– Implications?

Evidence CollectionEnd-of-the-Year Meeting Simulation• At your table, talk about the meetings

your principals have with their teachers

• What worked?• What do you want to be different this

year?

Using Your Rubric

Using Your Rubric

Consider these short descriptions of principal practices • What is your reaction to the practice?• Does it fit with the current context?• Which standards/domains does it touch?• Is it something you would want your

principals to do?

Your Principal’sEnd-of-the-Year Meetings

With Their Teachers

Meeting Plan (or Map*)

• Begin to fill out theorganizer

• What are the thingsyou want your principals to addresswith everyone?

Make Your Plan

How (and when) will you communicate to your principals what you want them to do with all of their teachers during end-of-the-year meetings?

Talk about your plans or your options at your table.

End-of-the-Year MeetingsWith Your Principals

And Finally…

When you meet with your principals…• What do you want all of your principals to

hear?• What will your agenda or plan be?• How will you communicate this to your

principals in advance?• How will you use this year to look ahead?

Principal Evaluator Training

Looking Ahead to Next Year2014-2015

Next YearNext Year?• Three sessions?• After CSA or not?• Will we need a year one cohort?

Closure: Next Year

On note paper, write a quick letter to Jeff about what you would like to see included in or changed forPrincipal EvaluatorTraining,NEXT YEAR.

Leave it at your table.

Dear Jeff:

Principal Evaluator Training

Day 32013-2014