Administrator

Administrator Evaluations Karen Frost, Angela Huff and Shannon McGillHistory of Performance Evaluations1920: Educators were evaluated according to how their teaching style correlated with John Dewey or William James.

Certain personality traits are related to exceptional teaching.

1960-1970: Emphasized common teaching behaviors effective in all instructional settings.Rebore, 2011History Continued1976: National Institute of Education called for new approach in defining effective teaching. This was the beginning of licensure based on competence and performance.

Last decade: Quality based on relationship of teacher qualifications, preparation, performance, and educational outcomes.Rebore, 2011

Systems Approach Basis for this approach developed by Robert S. McNamara

Shifted to broader concept of employee evaluation management

Evaluation by objectives

Employees effectively evaluated within the context of pre-established objectives.Rebore, 2011Performance Essential relationship among employees

One persons performance can affect another persons performance.

All personnel must be evaluated from superintendent down through chain of command to principals and then teachers.Rebore, 2011Increased AccountabilityParents and taxpayers are demanding increased accountability.

Administrators and supervisors are held accountable for student achievement in schools especially with the passage of NCLB.

Very small amount of data on principal evaluations

Rebore, 2011

Principal EvaluationsStudy by Doug Reeves: Principals reported evaluations often unclear or nonspecific

Productive evaluation has specific standards that make expectations clear.

Evaluations need to include preparation, data collection, and follow up.

Objectives aligned with Interstate School Leaders Licensure Consortium (ISLLC)

Reeves, 2003

ISLLC Standard 1The Vision of Learning

The vision and goals establish high, measurable expectations for all students and educators.

The process of creating and sustaining the vision, mission, and goals is inclusive, building common understandings and genuine commitment among all stakeholders.

Educational leaders ensure the achievement of all students by guiding the development and implementation of a shared vision of learning, strong organizational mission, and high expectations for every student.

The Council of Chief State School Officers, 2008ISLLC Standard 2The Culture of Teaching and Learning

A strong professional culture supports teacher learning and shared commitments to the vision and goals.

Leaders know and use rigorous curriculum and effective instructional practices, for success of every student.

Leaders make appropriate, sound use of assessments, performance management, and accountability strategies to achieve vision, mission, and goals.

The Council of Chief State School Officers, 2008ISLLC Standard 3Management of Learning

Leaders distribute leadership responsibilities and supervise daily, ongoing management structures and practices to enhance teaching and learning.

Leaders establish an infrastructure for finance and personnel that operates in support of teaching and learning.

Leaders ensure a safe environment by addressing real and potential challenges to the physical and emotional safety and security of students and staff that interfere with teaching and learning.

The Council of Chief State School Officers, 2008ISLLC Standard 4Relationships with the Broader Community to Foster Learning

Leaders extend educational relationships to families and community members to add programs, services, and staff outreach and provide what every student needs to succeed in school and life.

Leaders respond and contribute to community interests and needs in providing the best possible education for their children.

Leaders maximize shared resources among schools, districts, and communities that provide key social structures and gathering places, in conjunction with other organizations and agencies that provide critical resources for children and families.

The Council of Chief State School Officers, 2008ISLLC Standard 5Integrity, Fairness, Ethics in Learning

Leaders demonstrate appropriate ethical and legal behavior expected by the profession.

Leaders demonstrate their commitment to examine personal assumptions, values, beliefs, and practices in service of a shared vision and goals for student learning.

Leaders perform the work required for high levels of personal and organizational performance, including acquiring new capacities needed to fulfill responsibilities, particularly for high-stakesaccountability.

The Council of Chief State School Officers, 2008ISLLC Standard 6The Political, Social, Economic, Legal, and Cultural Context of Learning

Leaders improve the broader political, social, economic, legal, and cultural context of education for all students and families through active participation and exerting professional influence in the local community and the larger educational policy environment.

Leaders contribute to policies and political support for excellence and equity in education.

Working with policymakers informs and improves education policymaking and effectiveness of the public's efforts to improve education.

The Council of Chief State School Officers, 2008Measuring Principal Performance: Performance assessments are a mechanism to ensure accountability and reinforce strong leadership practices.

Principals are second most influential factor in student performance.

Principals responsibilities have evolved from the traditional role of building manager.

How Rigorous Are Commonly Used Principal Performance Assessment Instruments? Learning Point Associates, 2010ISLLC Standards State principal professional standards are aligned with ISLLC standards.

Principal candidates are required to receive a score on a standardized exam that is validated with the ISLLC standards.

Pre-service principal preparation programs are designed around the ISLLC standards.

Little has been published about the integration of ISLLC standards and principal performance assessments. Learning Point Associates, 2010Principal Performance Assessment ReviewIntended for use as a performance assessment

Psychometrically tested for reliability and validity. (reliability rating of point 0.75)

Publically available for purchase

Eight performance assessment instruments were included in final reviewLearning Point Associates, 2010FindingsOnly 2 of 8 assessments were developed in the last decade

Very few assessments had been rigorously developed or had psychometric testing available for review.

All eight assessments measured the degree to which principals completed different roles.

Some used self-assessment questionnaires, others used 360-degree surveys.

Learning Point Associates, 2010ConclusionPrincipal performance assessment data will only achieve desired results if principals and their supervisors view the data as credible and actionable.

Learning Point Associates, 2010CCSD Administrator EvaluationPerformance Factors (Based on ISLLC Standards)

1. Develops, articulates and implements a vision of learning shared and supported by school and community.

2. Sustains a school culture and instructional program conducive to increased student and staff learning.

3. Demonstrates effective and efficient resources management.

4. Demonstrates exemplary professional qualities.

CCSD Administrator Evaluation5. Facilitates the successful design and implementation of the local School Improvement Plan.

6.Improves student achievement as demonstrated through the use of standardized and local measurement instruments using data analysis.

7.Holds teachers and staff accountable for executing their duties and responsibilities.

8.Actively involved in K-12 area collaboration.

9. Efficiently uses Staff Development Resources to support the School Strategic Plan.

CCSD Administrator EvaluationAccountability Goals (developed with supervisor)

Student Performance

School Performance

Leadership Development

CCSD Administrator EvaluationUnsatisfactory

Proficient

Exceptional

Administrators receive a rating of U, P, or E for: Each Performance Factor and Accountability Goals Overall Instructional Leadership and District Strategic Goals Overall Accountability Goals Overall Evaluation

For an overall Exceptional, all ratings in both Instructional Leadership and Accountability Goals must be Exceptional, and none of the Performance Factor ratings or the Overall ratings may be Unsatisfactory. Race to the Top Race to the Top requires participating states and local education agencies (LEAs) to develop a human capital strategy that:

Informs the recruiting, selecting, hiring and induction processes

Evaluates the effectiveness of teachers and principals using multiple measures with growth in student achievement as a significant factor

Informs effective and targeted professional development and coaching

Assesses the quality of teacher and principal preparation programs

Supports decisions regarding teacher and principal compensation, tenure and dismissal of ineffective teachers and principals

Schooling, Toth, & Marzano, 2011ReferencesLearning Point Associates. (2010, February). Measuring principal performance: how rigorous are commonly used assessment instruments? (Issue Brief ). Naperville, IL: Condon & Clifford.

Rebore, R. (2011). Human Resources Administration in Education: A Management Approach. Boston, MA : Allyn & Bacon.

Reeves, D. (2003). Assessing Educational Leaders: Evaluating Performance for Improved Individual and Organizational Results. Thousand Oaks, California: Corwin Press

Schooling, P., Toth, M., Marzano, R.. (2011). Creating an aligned system to develop great teachers within the federal race to the top initiative [White paper]. Retrieved from http://www.iobservation.com/files/whitepapers/Marzano-Race-to-the-Top-White-Paper.pdf