1 connecting principal performance to student academic progress february 2013

1

Connecting Principal Performance to Student

Academic Progress

February 2013

Why Connect Academic Progress to Principal Performance?


• Principals have an indirect, but powerful, influence on student achievement. The effect is most apparent through principals’ influence on those who directly interact with students in instructional settings.

• Principals influence student achievement through their leadership style and their influence on school climate.

• Principals have an indirect, but powerful, influence on student achievement. The effect is most apparent through principals’ influence on those who directly interact with students in instructional settings.

• Principals influence student achievement through their leadership style and their influence on school climate.

1. Hallinger, P., & Heck, R. (1996).2. Kythreotis, A., & Pashiardis, P. (1998); Hallinger, P. et al. (1996); Mendro, R. (1998).

2



• Principals of schools with high student achievement empower teachers to focus on student achievement and to make their own decisions in the classroom.

• A strong leader committed to education is a common element in schools with at-risk populations that exceed expectations for student achievement.

• Principals of schools with high student achievement empower teachers to focus on student achievement and to make their own decisions in the classroom.

• A strong leader committed to education is a common element in schools with at-risk populations that exceed expectations for student achievement.

3. Cotton, K. (2003).4. Cawelti, G. (1999).

3

Requirement of the Code of Virginia


“Each local school board shall adopt for use by the division superintendent clearly defined criteria for a performance evaluation process for principals, assistant principals, and supervisors that are consistent with the performance objectives set forth in the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Administrators, and Superintendents as provided in § 22.1-253.13:5…”

“Each local school board shall adopt for use by the division superintendent clearly defined criteria for a performance evaluation process for principals, assistant principals, and supervisors that are consistent with the performance objectives set forth in the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Administrators, and Superintendents as provided in § 22.1-253.13:5…”

4



…and that includes, among other things, an assessment of such administrators' skills and knowledge; student academic progress and school gains in student learning [emphasis added]; and effectiveness in addressing school safety and enforcing student discipline. The division superintendent shall implement such performance evaluation process in making employment recommendations to the school board pursuant to § 22.1-293.”

…and that includes, among other things, an assessment of such administrators' skills and knowledge; student academic progress and school gains in student learning [emphasis added]; and effectiveness in addressing school safety and enforcing student discipline. The division superintendent shall implement such performance evaluation process in making employment recommendations to the school board pursuant to § 22.1-293.”

5

Requirements of Virginia’s Elementary and Secondary Education Act (ESEA) Waiver Plan Approved by the U.S. Education Department

Requirements of Virginia’s Elementary and Secondary Education Act (ESEA) Waiver Plan Approved by the U.S. Education Department

6

Effective in the 2012-2013 school year for teachers and the 2013-2014 school year for principals, school divisions will be required to certify that student academic progress (Standard 7) is a significant component of their overall teacher and principal evaluations. If a school division does not certify that student academic progress is a significant component and comprising 40 percent of the evaluation system, the division must submit a corrective action plan to the Virginia Department of Education describing how the division will meet this requirement by July 1, 2013 (teachers) and by July 1, 2014 (principals).

What Are the Methods for Connecting Principal Performance to Academic Progress?

What Are the Methods for Connecting Principal Performance to Academic Progress?

Student learning, as determined by multiple measures of student academic progress, accounts for a total of 40 percent of the evaluation.

Student learning, as determined by multiple measures of student academic progress, accounts for a total of 40 percent of the evaluation.

Principals

Percentage of Evaluation Based on

Student Growth Percentiles (SGPs)

Percentage of Evaluation Based on

Other Measures

Elementary and Middle School Principals

20* 20

High School Principals 0 40

7

*When the data are available and can be used appropriately

Incorporating Multiple Measures into Principal Evaluation: Elementary and Middle

School Principals

Incorporating Multiple Measures into Principal Evaluation: Elementary and Middle

School Principals

8

STUDENT GROWTH

PERCENTILES(Twenty percent

of overall summative

rating, when available and appropriate)

OTHER MEASURES

(including Student Academic

Progress Goal Setting)

(Twenty percent of overall

summative rating)

Incorporating Multiple Measures into Principal Evaluation: High School Principals

Incorporating Multiple Measures into Principal Evaluation: High School Principals

Other Measures

Student Academic Progress Goal

Setting(Forty percent of

summative evaluation)

9

Samples of Measures of Student Academic Progress


• Pattern of improvement in SOL assessment pass rates.

• Pattern of improvement in subgroup achievement on SOL assessments.

• Increase in the number/percentage of students with disabilities meeting their Individualized Education Plan (IEP) goals.

• Increase in the number/percentage of students in underperforming subgroups who enroll in college-level courses in high school.

• Pattern of improvement in SOL assessment pass rates.

• Pattern of improvement in subgroup achievement on SOL assessments.

• Increase in the number/percentage of students with disabilities meeting their Individualized Education Plan (IEP) goals.

• Increase in the number/percentage of students in underperforming subgroups who enroll in college-level courses in high school.

10



• Increase in examples of nonacademic core middle or high school classes or students receiving prestigious awards on a consistent basis (e.g., art, music, band, speech)

• Increase in the percent of minority students taking Advanced Placement/dual enrollment courses

• Increase in the percentage of elementary students successfully meeting Curriculum-Based Measurement benchmarks in English/reading, mathematics, science, and history and social science

• Pattern of improvement on formative assessments

• Increase in examples of nonacademic core middle or high school classes or students receiving prestigious awards on a consistent basis (e.g., art, music, band, speech)

• Increase in the percent of minority students taking Advanced Placement/dual enrollment courses

• Increase in the percentage of elementary students successfully meeting Curriculum-Based Measurement benchmarks in English/reading, mathematics, science, and history and social science

• Pattern of improvement on formative assessments

11

Guidance on Measures of Student Academic ProgressGuidance on Measures of

Student Academic Progress

• Give priority to quantitative measures already available in the school that are valid and provide valid measures of growth.

• Use student academic progress goal setting or other measures that incorporate data from validated achievement measures whenever possible.

• Have at least two valid measures of student academic progress included in the evaluation.

• Give priority to quantitative measures already available in the school that are valid and provide valid measures of growth.

• Use student academic progress goal setting or other measures that incorporate data from validated achievement measures whenever possible.

• Have at least two valid measures of student academic progress included in the evaluation.

12

1 connecting principal performance to student academic progress february 2013

Documents