North CarolinaSchool ExecutiveEducator Evaluation

System (NCEES)Sandhills Leadership Academy

October 12, 2011

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Today’s Meethttp://todaysmeet.com/sla2

The Principal’s Story

http://www.wallacefoundation.org/principal-story/Pages/default.aspx

http://www.wallacefoundation.org/principal-story/field-guide/Documents/

Principal-Story-Field-Guide.pdf

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What’s on your plate?

Brainstorm: What’s on your

plate as a leader/school

executive intern?

Record on paper plate challenges you face in

that capacity.

Record 3 strengths and 1 opportunity for growth.

Stand-up/Hand-up/Pair-

up Share.

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Leadership

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Jig Saw

#1 •A New Vision of Leadership

#2 •Standards are Predicated on Beliefs

#3 •Intended Purposes of Standards

#4 •7 Standards of Leadership Connect

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North Carolina Standards for School ExecutivesAs Approved by the State Board of Education

December 7, 2006

Public education’s changed mission dictates the needfor a new type of school leader -- an executive insteadof an administrator. No longer are school leaders justmaintaining the status quo by managing complexoperations but just like their colleagues in business,they must be able to create schools as organizations thatcan learn and change quickly if they are to improveperformance.

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Understanding the School Executive Standards

Number off from 1-7

Like #s collaborate to research and understand the standard that corresponds with the assigned number

Prepare a 15 minute presentation to teach colleagues the standard assigned

Develop a hand-out to be posted to the wiki that addresses key deliverables around the standard assigned

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Performance Ratings

♦ Developing: Principal did not meet standards for performance, but demonstrated adequate growth

toward meeting standards during

the period of performance.

♦ Proficient: Principal

demonstrated basic

competence on standards of

performance.

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Performance Ratings

♦ Accompli

shed: Principal exceeded

basic competen

ce on standards

for performance most of the time.

♦ Distinguis

hed: Principal

consistently and

significantly exceeded

basic competenc

e on standards

of performanc

e.

♦ Not Evident/No

t Demonstra

ted: Superintendent was

not able to make a

judgment about level

of performance because:

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If Rated Not Evident/Demonstrated…

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Standard 1: Strategic Leadership

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Summary: School executives will create conditionsthat result in strategically re-imaging the school’svision, mission, and goals in the 21st century.Understanding that schools ideally prepare studentsfor an unseen but not altogether unpredictable future,the leader creates a climate of inquiry that challengesthe school community to continually re-purpose itselfby building on its core values and beliefs about itspreferred future and then developing a pathway toreach it.

Scenario: Standard 1/Strategic Leadership

Mr. Ball is a great strategic leader. He has a very successful School Improvement Team (SIT). Every year, he creates a team that is focused on making certain the district, state and school goals are aligned with the mission. The SIT generates SMART goals and organizes themselves every year to get things done. In fact, Mr. Ball has received the district recognition for his work on the SIT and has been asked by the superintendent to coach his colleagues on the processes he uses. How would you rate Mr. Ball?

Please rate Mr. Ball:

Developing Proficient Accomplished Distinguished

Standard 2: Instructional Leadership

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Summary: School executives will set high standardsfor the professional practice of 21st century instructionand assessment that result in a no nonsense accountableenvironment. The school executive must beknowledgeable of best instructional and schoolpractices and must use this knowledge to cause thecreation of collaborative structures within the school forthe design of highly engaging schoolwork for students,the on-going peer review of this work and the sharingof this work throughout the professional community.

Scenario: Standard 2/Instructional Leadership

Mrs. Suitt has been an administrator for ten years. She is described by her staff as a person who gets things done. If she does not believe the innovation is best for students, she will not implement it in her school. Everybody knows that Mrs. Suitt runs her school. She just does not like status quo and leads by example. When people heard that she was investing 45% of the state school budget for the purchase of IPADS for a one-to-one initiative for 5th grade students. It became a big issue in the district. This issue is getting more conflicting. How would you rate her instructional leadership style?

Please rate Mrs. Suitt:

Developing Proficient Accomplished Distinguished

Standard 3: Cultural Leadership

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Summary: School executives will understand andact on the understanding of the important role aschool’s culture contributes to the exemplaryperformance of the school. School executivesmust support and value the traditions, artifacts,symbols and positive values and norms of theschool and community that result in a sense ofidentity and pride upon which to build a positivefuture. A school executive must be able to“reculture” the school if needed to align withschool’s goals of improving student and adultlearning and to infuse the work of the adults andstudents with passion, meaning and purpose.Cultural leadership implies understanding theschool as the people in it each day, how they cameto their current state, and how to connect with theirtraditions in order to move them forward tosupport the school’s efforts to achieve individualand collective goals.

Scenario: Standard 3/Cultural Leadership

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Mr. Howard is a second year principal at Dover Middle School. He felt that the school mascot of the past 30 years needed to be updated and aligned with the feeder High School mascot. He consulted with the School Improvement Team about the change. It was voted on by the staff and supported. Students and parents were surveyed and the majority supported the change. A student designed a new mascot and colors that were aligned with the neighboring High School. School uniform shirts that were printed with the previous mascot were not permitted to be worn any longer as part of the shift to a new mascot. Some parents and students were disgruntled by the uniform policy. Mr. Howard held firm in his expectation that uniform shirts featuring the previous mascot could not be worn and justified the policy based on staff, student, and parent support of a new mascot. How would you rate Mr. Howard?

Please rate Mr. Howard:

Developing Proficient Accomplished Distinguished

Generate a Scenario

Reflect on Standard 4-7

With a partner, write a scenario to address

Standard 4, 5, 6, or 7

Record the scenario on an index card

Share the scenario with colleagues

Use the rubric to rate performance

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Accessing Demo Site

Login to the demo site using the URL:https://mxweb.media-x.com/home/ncval/demo/

Username: principaldemo1Password: 123456

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Accessing Wikispaces

http://ncees.ncdpi.wikispaces.net

http://rt3region4.wikispaces.com

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Contact Information

• Questions about NC Educator Evaluation Tools?

Contact PD Consultants @ www.ncpublicschools.org/profdev/directory

• Technical Support Questions? Contact McREL customercare@mcrel.org

• http://ncees.ncdpi.wikispaces.net

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