WEB CONFERENCE TO SUPPORT PRINCIPAL PERFORMANCE

APPRAISAL

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WEB CONFERENCE TO SUPPORT PRINCIPAL PERFORMANCE

APPRAISAL

Hosted on behalf of

Summative Report

Using the Performance Plan to Build Collaborative

Relationships

Presented By

Mark Schinkel, Superintendent, Waterloo Region DSB

Brenda Moen, Principal, Waterloo Region DSB

Pam McGugan, Ministry of Education

Today’s Agenda

• Introduction/Purpose

• Performance Plan Template and connection to AGP

• Process (reflections from perspective of appraiser/appraisee)

• Building Collaborative Relationships

• Interactive Question/Answer Session

Using the “chat feature”, please identify your current Using the “chat feature”, please identify your current assignment (SO/VP/P/other)assignment (SO/VP/P/other)

5

Principal/Vice-Principal Performance Appraisal

Regulation

Regulation 234/10 outlines the appraisal process and requires that all principals/vice-principals be appraised by June, 2015

Principal/Vice-Principal Performance AppraisalTechnical Requirements

Manual

PPA Context

Climate of collaboration, trust and support

A goal oriented model

Ontario Leadership Framework (OLF) is a resource which identifies practices and competencies of effective leaders

Core Leadership Competencies and Capacities (CLCs) can be used as a focus for building expertise

About Principal / Vice-Principal Performance Appraisal

Connect leadership to goals of district and ministry

Full potential as school leaders

Meaningful dialogue with supervisor about performance

Mentoring new leaders

Schools led by highly qualified professionals – affirm effective leadership & reduce ineffective leadership

The Process At-A-Glance

Focus of presentation

CHAT FEATURE: What are examples of Performance Plan goals CHAT FEATURE: What are examples of Performance Plan goals that appraisees have identified or appraisers have seen that appraisees have identified or appraisers have seen identified that really “hit the mark”.identified that really “hit the mark”.

SCHOOL AND COMMUNITYCHARACTERISTICS AND CIRCUMSTANCES

Riverside PS is a growing K-5 school in the small town of Elmira. There has been a steady influx of new families in the area. Until this year our EQAO scores have been lower than expected in a stable middle-class community. In 2009-2010, our scores rose dramatically from 49% to 79% in Reading, 49% to 71% in Writing and 61% to 79% in Math. Our K-5 school configuration makes junior division continuity challenging. Staff demonstrate a high degree of commitment and dedication to improving their practice and to supporting success for all students.

GOALS

School Success Plan SMART goal:

By June 2011, our students will improve their ability to communicate their thinking in writing as measured by a 2% increase in EQAO writing scores.

Five Core Competencies:Five Core Competencies: effective practices, skills, knowledge and effective practices, skills, knowledge and attitudes of successful educational leaders.attitudes of successful educational leaders.

• Setting Directions

• Building Relationships and Developing People

• Developing the Organization

• Leading the Instructional Program

• Securing Accountability

STRATEGIES

• focused TLCP initiative;

• deepen understanding and implementation around Open-Ended Critical Question (school’s identified High Yield Instructional Tool);

• create opportunities for professional dialogue and collaboration amongst teachers;

• Improve, implement and monitor data analysis tools to ensure that student progress is consistently monitored and that instruction is informed by data.

COMPETENCIES• inspire, challenge, motivate and empower others to carry the vision forward;• think strategically and build and communicate a coherent vision in a range of compelling ways;• develop, empower and sustain individuals and teams;• give and receive effective feedback;• demonstrate the principles and practice of effective teaching and learning;• access, analyse and interpret data;• initiate and support an inquiry-based approach to improvement in teaching and learning;• foster a culture of change.

INDICATORS

• achievement of SMART goal;• achievement on common assessment administered twice prior to EQAO;• measures in place to determine students who are at risk and appropriate interventions in place to support students in achieving SMART goal;• successful completion of 2 TLCP cycles in primary division;• evidence of collaborative teaching practices and structured PLC opportunities;• 2 full staff training sessions focused on data analysis and use of data to inform differentiated instruction; evidence of differentiated ongoing training and support for staff who require further assistance; implementation of measures to “secure accountability” that all staff are following through.

INDICATORS

CHAT FEATURE: Teacher/Community surveys are worth the effort CHAT FEATURE: Teacher/Community surveys are worth the effort and provide useful evidence of leadership competency. Agree or and provide useful evidence of leadership competency. Agree or Disagree?Disagree?

By June 2011, our students will improve their ability to communicate their thinking in writing as measured by a 2% increase in EQAO writing scores.

SCHOOL AND COMMUNITYRiverside PS is a growing K-5 school in the small town of Elmira. There has been a steady influx of new families in the area. Until this year our EQAO scores have been lower than expected in a stable middle-class community. In 2009-2010, our scores rose dramatically from 49% to 79% in Reading, 49% to 71% in Writing and 61% to 79% in Math. Our K-5 school configuration makes junior division continuity challenging. Staff demonstrate a high degree of commitment and dedication to improving their practice and to supporting success for all students.

Douglas Reeves

The purpose of evaluation is not merely to change the individual who, with just the proper combination of advice and threats, will reform her ways and become a satisfactory leader. Rather, the purpose of evaluation is to improve the performance of the individual and the organization. Both parties – the person being evaluated and the entity conducting the evaluation – have a responsibility for reflection, analysis, and improvement.

CHAT FEATURE

AppraisersAppraisers – in a word or two, how do you – in a word or two, how do you want to be perceived by your appraisee?want to be perceived by your appraisee?

AppraiseesAppraisees – in a word or two, how did you – in a word or two, how did you feel during your initial meeting with your feel during your initial meeting with your appraiser?appraiser?

CHAT FEATURE

The KEY to having “courageous The KEY to having “courageous conversations” is …conversations” is …

Desired Outcomes of PPA

Fosters a climate of trust and collaboration.

Provides ongoing support of individual growth and professional development.

Develops leaders with high degree of self-efficacy.

Ensures the practices and competencies of effective leadership are in place.

Questions

Contact Information

If you have further questions or would like more information on PPA, please contact:

Pamela McGugan

Education Officer

Leadership Development Branch

Ministry of Education

416-325-7198

pam.mcgugan@ontario.ca

Thank You for Participating in this Web Conference

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