Student AchievementStudent Achievement

Teacher and Leader Effectiveness

Principal Professional Growth and Effectiveness System Field Test

Overview

Principal Professional Growth and Effectiveness System

Effectiveness is the goal.

Evaluation is merely the means.©

Leader Evaluation System

• What is the basis of principals’ evaluation?

• How will principal effectiveness be documented?

• How will principal effectiveness be rated?

Question 1

What is the basis of principals’ evaluation?

Main Components

Sample Performance IndicatorsExamples may include, but are not limited to:

The principal: 4.1 Demonstrates and communicates a working knowledge and understanding of Kentucky school laws

and regulations, and school/district policies and procedures. 4.2 Establishes, in collaboration with the school council, and enforces policies and procedures to ensure

to ensure a safe, secure, efficient, and orderly facility and grounds.4.3 Monitors and provides efficient supervision for all physical plant and related activities

through an appropriate process.

ExemplaryIn addition to meeting the

requirements for Accomplished...

Accomplishedis the expected level of

performance.Developing Ineffective

The principal excels at organizational management, demonstrating proactive decision-making, coordinating efficient operations, and maximizing available resources.

The principal fosters the success of all students by supporting, managing, and overseeing the school’s organization, operation, and use of resources.

The principal inconsistently supports, manages, or oversees the school’s organization, operation, or use of resources.

The principal inadequately supports, manages, or oversees the school’s organization, operation, or use of resources. 

Performance Rubric

Standard 4: Organizational ManagementThe principal fosters the success of all students by supporting, managing, and overseeing the school’s organization, operation, and use of resources.

Performance Standard

Performance Indicators

Principal Performance Standards

1. Instructional Leadership

2. School Climate

3. Human Resources Management

4. Organizational Management

5. Communication and Community Relations

6. Professionalism

7. Student Growth

Getting to Know the Standards

Two Handouts: Quick Research References Performance Standard/Indicators/Rubric

Each person choose a different standard so as many standards as possible are represented.

Read the Performance Standard sheet and quick research for your assigned standard

Be ready to share your standard once everyone is finished.

As you read think about:

What is the expectation of the standard? What do the indicators tell you about the standard? For a principal to be accomplished, what must he/she

do?

Share with the highlights of what you have learned with the others in your group.

Question 2

How will principal effectiveness be

documented?

Data Sources for Principals

Observations/ School Site

Visits

• Ranges from watching how principals interact with others, to observing programs and shadowing

• Should include formal interview or less structured discussion of job• Two per year; minimum duration of one hour

Surveys • Provide information about perceptions of job performance• Include VAL-ED or TELL Kentucky and additional surveys as desired• Part of Reflective Practice and Professional Growth Planning Template

Documentation • Provides principals with key voice in evaluation • 1-3 artifacts per performance standard• Annotations as needed for clarification

Goal Setting for Student Growth

• Principals set at least one goal tied directly to student academic growth• Evaluator and principal review baseline data and goal• Goals also reviewed at middle and end of year to determine progress

Self-Reflection • Reveals principals’ perceptions of their job performance• Principals share self-reflection with supervisors• Part of Reflective Practice and Professional Growth Planning Template

Professional Growth Plan

• Helps translate growth needs into practical activities and experiences• Professional goals developed collaboratively with evaluator • Part of Reflective Practice and Professional Growth Planning Template

Data Collection Responsibility

Data Collection Procedure

Form(s) Evaluator Principal

Survey Reflective Practice and Professional Growth Planning Template

Self-Reflection Reflective Practice and Professional Growth Planning Template

Professional Growth Plan

Reflective Practice and Professional Growth Planning Template

Observations/School Site Visits Observation/Site Visit Form

Documentation Documentation Form

Goal Setting Student Academic Growth Goal Setting Form

Question 3

How will principal effectiveness be rated?

Evaluations

Mid-Year Review

• Formative evaluation to provide systematic feedback

• Used to document evidence of meeting standards

• Does NOT include rating of performance

• Results shared with principal by January 30

Summative Evaluation

• Comes at end of evaluation cycle

• Four-level rating scale

• Performance rubric for every standard

Terms Used in Rating Scale

Exemplary The principal maintains performance, accomplishments, and behaviors that consistently and considerably surpass the established standard.

Exceptional Performance• Sustains high performance over period of time• Empowers teachers and students• Serves as role model to others

Category Description Definition

Accomplished The principal meets the standard in a manner that is consistent with the school’s mission and goals.

Proficient Performance• Meets the requirements contained in job description

as expressed in evaluation criteria• Behaviors have positive impact on learners and

school climate• Willing to learn and apply new skills

Developing The principal often performs below the established standard or in a manner that is inconsistent with the school’s missions and goals.

Below Acceptable Performance• Requires support in meeting the standards• Results in less than quality work performance• Requires professional growth being jointly identified

and planned between principal and evaluator

Ineffective The principal consistently performs below the established standards or in a manner that is inconsistent with the school’s missions and goals.

Unacceptable Performance• Does not meet requirements contained in job

description as expressed in evaluation criteria• Results in minimal student progress• May contribute to a recommendation for employee

not to be considered for continued employment

Focus on Effectiveness

Outstanding Teachers & Leaders

= Student Results

Links

KDE - Effective Leaders:  http://education.ky.gov/teachers/HQT/Pages/default.aspx

KDE - Principal Field Test information http://education.ky.gov/teachers/HQT/Pages/PPGES-Principal-Professional-Growth-and-Effectiveness-System.aspx

Val Ed information :    http://www.valed.com

Learning Forward Resources

http://www.learningforward.org/publications/implementing-common-core#.UT7_wY7_RUQ

• School based Professional Learning for Implementing the Common Core

• Guiding District Implementation of Common Core State Standards: Innovation Configuration Maps

• Professional Learning Policy Review• Meet the Promise of the Standards: The

Principal• Meet the Promise of the Standards:

Investing in Professional Learning

Configuration Maps: What are they?

• Developed by Kentucky Teachers and Leaders• Designed for Central Office to review

implementation and identify next steps• Not a rubric! • Different components have different #s of

levels depending on what it will take for implementation

• Could be used to provide activities for CDIP plan

Major Areas Addressed

• Kentucky Core Academic Standards• Assessment Literacy• Leadership• Characteristics of Highly Effective Teaching and Learning

School based Professional Learning for Implementing the Common Core

• Managing Change• Facilitating Learning Teams• Learning Designs• Standards for Professional Learning

Each Unit…….

• Facilitator packet with background, handouts and protocols

• Facilitator slides with notes (PPT)• Facilitator slides without notes (PPT)• Facilitator slides with notes (PDF)

Uses

• Use the units “as is” with staff, PLCs, small groups as needed • Identify sections that could be embedded in other work• Apply the Learning Designs unit to your PD work for next year• Use the Standards Unit to rethink your current PD policies