School Leadership Evaluation System Orientation SY13-14 Evaluation Systems Office, HR Dr. Michael Shanahan, CHRO
Transcript
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School Leadership Evaluation System Orientation SY13-14
Evaluation Systems Office, HR Dr. Michael Shanahan, CHRO
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Evaluation System for Leaders The Cobb Keys Leaders performance
evaluation system consists of three documents: Performance Rubric
Annual Report Guidelines and Instructions
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Performance Rubric The Cobb Keys Leaders Performance Standard
Rubric establishes the 8 Standards which are the framework for the
evaluation instrument used to assess a Leaders annual performance.
1. Standards-based Instruction 2. Data Analysis and Assessment 3.
Organizational Culture 4. Professional Learning and Development 5.
Performance Management and Process Improvement 6. Managing
Operations 7. Leading Change 8. Relationships Development
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4 Performance Rubric cont Each Element identifies specific
behavior/performance that will be evaluated and assigned an annual
performance rating of Not Evident, Emerging, or Proficient. a.
Proficient 4 Proficient Standards ratings and a Satisfactory
Summary Rating on Professional Duties and Responsibilities b.
Emerging Fewer than 4 Proficient Standards ratings (no more than 1
Not Evident) and Satisfactory or Needs Improvement Summary Rating
on Duties/Responsibilities. c. Unsatisfactory 2 or more Not Evident
Standards ratings OR Unsatisfactory Summary Rating on
Duties/Responsibilities.
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Annual Performance Report The Leaders Performance Evaluation
Annual Report assesses performance on sixteen Standard Elements and
twelve Leader Duties and Responsibilities, resulting in an annual
overall performance rating. A. Standards-Based Instruction (SBI):
To ensure that all students achieve proficiency relative to the
Georgia Performance Standards (GPS/QCC). SBI-1: Engages
instructional staff in collaborative work to design, monitor, and
revise instruction to ensure that students achieve proficiency on
required curriculum standards and District expectations for
learning. SBI-2: Leads others in a collaborative process to set
high expectations for all learners in a standards-based
classroom.
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Annual Performance Report B. Data Analysis and Assessment
(DAA): The process of collecting, organizing, and analyzing data
with the purpose of extracting useful information, facilitating
conclusions, identifying patterns of achievement and
underachievement, and planning. DAA-1: Monitors and evaluates the
use of a variety of assessment data to maximize student learning
and achievement. DAA-2: Engages school instructional staff in the
collaborative analysis of assessment data to plan for continuous
improvement for each student.
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Annual Performance Report C. Organizational Culture (OC): The
norms, values, attitudes, beliefs, and practices associated within
the school to ensure organizational productivity. OC-1: Develops or
leads others to develop plans of action that address the analysis
of a school culture. OC-2: Leads processes and structures that
support a pervasively academic climate within a culture of high
expectations for all students and adults. OC-3: Develops and
implements distributed leadership as part of the process of shared
leadership D. Professional Learning and Development (PL&D): The
means by which staff acquire, enhance, and refine the knowledge,
skills, and commitment necessary to create and support high levels
of learning for all students. PL&D-1: Leads job-embedded
professional learning that aligns with school and District
improvement goals and supports student achievement.
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Annual Performance Report PL&D-2: Evaluates the
implementation and impact of professional learning on teacher
practices, continuous school improvement, and student learning. E.
Performance Management and Process Improvement (PM&PI): The
process of developing strategies, aligning resources, monitoring
progress, and overcoming barriers to District and school goals.
PM&PI-1: Engages all stakeholders in developing, implementing,
and monitoring a strategic plan that has a positive impact on
student achievement using an accountability system. PM&PI-2:
Identifies and addresses gaps in leader and/or staff
performance.
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Annual Performance Report F. Managing Operations (MO): The
functions that leaders perform to support staff and facilitate the
core work of the schools. MO-1: Monitors school to ensure safe,
orderly, and engaging learning environments, including facilities
that reflect state, system, and local school rules, policies, and
procedures. MO-2: Works collaboratively to implement fiscal
policies that equitably and adequately distribute all available
resources to support the success of all students.
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Annual Performance Report G. Leading Change (LC): The leaders
ability to develop and implement an organizational vision and
strategies that motivate others to take actions to improve
processes, staff performance, and student learning. LC-1: Drives
and sustains change in a collegial environment focused on a
continuous improvement model that supports all students meeting
high standards. H. Relationships Development (RD): The process of
developing and enhancing internal and external relationships which
advance the goals of the District, school, staff, and students.
RD-1: Supports the engagement of parents, community and other
stakeholders in the decision-making and problem solving processes
to have a positive effect on student learning and to achieve the
schools vision. RD-2: Models impartiality, sensitivity to student
diversity and to community norms and values, and ethical
considerations in interactions with others.
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Evaluation System for Leaders Next, your evaluator will assign
a rating to each of the 12 Leader Duties and Responsibilities
Unsatisfactory Needs Improvement Satisfactory
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12 Leader Duties & Responsibilities 1.Interacts in a
professional manner with parents, staff, and stakeholders. 2.Is
accessible to parents, staff, and stakeholders. 3.Facilitates
effective two-way communication between the school/district and
home. 4.Works cooperatively with district administrators, local
school staff, special support personnel, colleagues, parents, and
other stakeholders Evaluation System for Leaders
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13 Leader Duties & Responsibilities 5.Demonstrates prompt
and regular attendance. 6.Maintains accuracy and confidentiality of
information and records. 7.Attends and participates in faculty
meetings, district level meetings, and other assigned meetings and
activities according to school and district policies. 8.Models
correct use of oral and written language Evaluation System for
Leaders
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14 12 Leader Duties and Responsibilities 9.Manages operations
within the structure of Georgia public education rules,
regulations, and laws. 10.Makes leadership decisions based on legal
and ethical principles to promote equity 11.Organizes a safe,
orderly, and engaging learning environment, including facilities,
which reflect state, district, and local rules, policies, and
procedures 12.Demonstrates responsible fiscal management of funds
in compliance with all applicable rules and regulations. Evaluation
System for Leaders