April 30, 2013 .

April 30, 2013www.kvecsupportnetwork.wikispaces.com

Instructional Support Leadership Network

Your Facilitator’s for Today

Stacy NoahEffectiveness Coach/ISLN Facilitator [email protected]

Abbie CombsKVEC Director of Innovations and PPGES [email protected]

Carole MullinsRegional Network Content Specialist, Eng/[email protected]

I can reflect on the growth of my district related to KCAS ELA/Math standards and determine current level of implementation.

I can identify the Principal Proficiency Standard for the new PPGES and recognize their importance to student learning.

I can explain the PPGES process and data sources.

I can enhance my learning of the correct process/procedures for PR submittal in June 2013.

Today’s Learning Target

With your district’s team, discuss each indicator (such as “Knowledge of Standards”) on the Eng/LA rubric. Think about specific accomplishments your district has made.

Agree on a rating for each indicator. Circle the group’s rating decision on the

colored copy of the Eng/LA rubric. Complete the same process for the Math

rubric.

Each district team will complete an Eng/LA rubric and a Math rubric (color copies) and

submit to me TODAY.

What is the implementation level of the Eng/LA and Math KCAS in my district?

Introduction to Kentucky’s

Principal Professional Growth and

Effectiveness System

Looking for Patterns

Look for some ways that this process is like/different from your current evaluation process. Reflections:

What changes will the new PPGES system make in the current evaluation process?

How is the PPGS similar/different from the TPGES

What can your district/school do to prepare teachers, principals, and the district office for the pilot and for statewide implementation?

Year Component Percentage of Overall Score

2011-12 Next Generation Learners 100%

2012-13 Next Generation LearnersNext Generation Instructional Programs and Support

77%23%100%

2013-14 Next Generation LearnersNext Generation Instructional Programs and SupportNext Generation Professionals (PGES) State Pilot

77%23%

2014-15 Next Generation LearnersNext Generation Instructional Programs and SupportNext Generation Professionals

70%20%

10%

What do good principals do?

Design a Principal

Getting to Know the Standards

HandoutsDesign a PrincipalPerformance Standard/Indicators/Rubric

TABLE TALKShare your principal design.Using the principal performance standards decide which

standard matches the criteria.

As you work 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.

ThePrincipal

InstructionalLeadership

SchoolClimate

HumanResources

Management

OrganizationalManagement

Professionalism

Communication & Community

Relations

What do Good Principals Do?

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

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

Multiple Data Sources

EVIDENCEPrincipal

Evaluation

Surveys

Student GrowthGoal Setting

Self-Reflection

Professional Growth Plan

Observations/ School Site Visits

Documentation

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


• 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


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

Surveys

• Provides feedback for professional growth and development; helps principals set goals for continuous improvement (formative evaluation)

• VAL-ED and Tell Kentucky will be administered during alternating years

• Principals may administer additional surveys

• Principals fill out Reflection on Survey Results portion of the Reflective Practice and Professional Growth Planning Template

• Survey results should inform the Professional Growth Plan

Gathers client data regarding perceptions of the principal’s performance.

Vanderbilt Assessment of Leadership in Education (VAL-ED)

• Multi-rater assessment of principal’s learning-centered behaviors

• 360⁰ feedback from teachers, principals, supervisors• Core components (“what”); Key processes (“how”)

Vanderbilt Assessment of Leaderhip in Education (VAL-ED)

• The VAL-ED report addresses the questions of:◦ Who responded?

◦ What evidence was used to evaluate the principal?

VAL-ED Results◦ What do the results say about the principal's current leadership behaviors?

Total scores are interpreted against a national representative sample that included principals, supervisors, and teachers to give a percentile rank.

Four performance levels: • Below Basic• Basic• Proficient• DistinguishedScores associated with levels determined by national panel of principals, supervisors, teachers

VAL-ED Results5 point effectiveness rating 1 = ineffective2 = minimally effective3 = satisfactorily effective4 = highly effective5 = outstandingly effective (standard deviation)

VAL-ED Results

VAL-ED Integrated Summary

BB = Below Basic B = Basic P = Proficient D = Distinguished

The lowest rated core components by key process are identified as leadership behaviors for possible improvement

VAL-ED Leadership Behaviors for Possible Improvement

Connections to External Communities X Advocating

• Advocates for social services needed by students and families.

• Advocates for students in need of special services within the external community.

• Challenges teachers to work with community agencies to support students with low achievement.

• Challenges barriers from outside the school that can inhibit learning.

• Advocates to district decision makers to promote the needs of all students.

• Promotes mechanisms for reaching families who are least comfortable at school.

Crosswalk between VAL-ED and Performance Standards

Planning Implementing Supporting Advocating Communicating Monitoring

High standards for student learning

Instructional Leadership




Communication & Community Relations

Student Growth

Rigorous Curriculum






Student Growth

Quality Instruction



Human Relations Management/ Organizational Management

Human Relations Management/ Organizational Management


Student Growth

Culture of Learning & Professional Behavior

School Climate/Professionalism






Connections to External Communities







Performance Accountability

Human Relations Management





Student Growth

TELL Kentucky

• Statewide survey of certified school-based educators to assess teaching conditions at the school, district, and state level

• Questions are about the school environment, not about any one person or individual; no questions refer to a principal, rather questions refer to “leadership” at the school

• Administrators receive many of the same questions as teachers, but have additional types of questions to asses how the district and state support them

• Responses for administrators are only reported at the state level

Survey Summary Resultsxx High School

All KY High Schools County KY

Timea. Class sizes are reasonable such that the teachers have the time

available to meet the needs of all students.b. Teachers have time available to collaborate with colleagues.c. Teachers are allowed to focus on educating students with minimal

interruptions.d. The non-instructional time provided for teachers in my school is sufficient.e. Efforts are made to minimize the amount of routine paperwork teachers

are required to do.f. Teachers have sufficient instructional time to meet the needs of all

students.g. Teachers are protected from duties that interfere with their essential role

of educating students.

xx%

xx%xx%xx%xx%xx%

xx%

xx%

xx%xx%xx%xx%xx%

xx%

xx%

xx%xx%xx%xx%xx%

xx%

xx%

xx%xx%xx%xx%xx%

xx%

Facilities and Resources

Professional Development

Instructional Practices and Support

Community Support and Involvement

Managing Student Conduct

Teacher Leadership

School Leadership

New Teacher Support

Shows the percent of respondents that agreed with the statement

Each major category has specific questions beneath

Survey Detailed Results

3% 37% 53% 7%

9% 31% 43% 17%

7% 34% 48% 11%

10% 31% 42% 16%

Class sizes are reasonable such that teachers have the time available to meet the needs of all students.

XXX HS(n=60, dk=0)

All KY HS(n=10279, dk=42)

XXX County(n=213, dk=0)

Kentucky(n=41793, dk=165)

Strongly disagree Agree Strongly agreeDisagree

Crosswalk between TELL Kentucky and Performance Standards

TELL Kentucky Categories Performance Standards

TimeInstructional LeadershipSchool Climate

Facilities and ResourcesInstructional LeadershipOrganizational Management

Professional Development Instructional Leadership

Instructional Practices and SupportInstructional LeadershipHuman Resources Management

Community Support and Involvement Communication & Community Relations

Managing Student Conduct School Climate

Teacher LeadershipHuman Resources ManagementOrganizational Management

School LeadershipInstructional LeadershipHuman Resources Management Organizational Management

New Teacher Support Human Resources Management

Describe your survey population(s).

List factors that might have influenced the results.

What did teachers/staff perceive as major strengths?

What did teachers/staff perceive as major weaknesses?

How will you use this information for continuous professional growth?

Reflection on Survey Results

Abbreviated for training purposes

Number of Surveys Distributed

Number of Completed Surveys Returned

Percentage of Completed Surveys

Returned

Part of the Reflective Practice and Professional Growth Planning Template

Self-Reflection Helps a principal judge the effectiveness and adequacy of

his/her knowledge and performance for the purpose of self-improvement; helps target areas for professional development.

• Principals reflect on survey results and on performance standards

• Principals fill out Reflection on the Standards portion of the Reflective Practice and Professional Growth Planning Template

• Principals should select an area of growth identified in self-reflection upon which to focus professional growth goals

• Principals share self-reflection with supervisor as they collaboratively develop the Professional Growth Plan

• Principals refer to self-reflection throughout the year to see if strategies for improvement are effective

Reflection on the Standards

Standard Self-Assessment Strengths and areas for growth

1. Instructional LeadershipThe principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic growth and school improvement.

E A D I

2. School ClimateThe principal fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders.

E A D I

3. Human Resource ManagementThe principal fosters effective human resources management by assisting with selection and induction, and by supporting, evaluating, and retaining quality instructional and support personnel.

E A D I


Part of the Reflective Practice and Professional Growth Planning Template

Professional Growth PlanHelps facilitate the translation of growth needs into practical activities

and experiences to strengthen the principal’s competencies.

• Principals select an area of growth identified in self-reflection upon which to focus professional growth goals

• Developed collaboratively with the evaluator

• Goals should be SMART (specific, measurable, appropriate, rigorous--but realistic, and time-limited)

• Should use data from multiple sources

• Goals become the focus of professional growth activities, support, and on-going reflection

• Principals fill out Connecting Priority Growth Needs to Professional Growth Planning portion of the Reflective Practice and Professional Growth Planning Template

Observations/School Site Visits

Provides information on a wide variety of contributions made by principals.

• Applied in a variety of settings

• May range from watching principal’s interactions with others to observing programs and shadowing the principal

• Evaluators discuss various aspects of the job via formal interview or less structured discussion

Allows principal opportunity to discuss successes and challenges Provides insight into how principal is addressing standards; provide

further areas for evaluators to explore Helps principals think through potential artifacts

• At least two observations/site visits per year of at least one hour duration

• Evaluator provides feedback to principal

Observation/Site Visit FormPerformance Standard 1. Instructional LeadershipThe principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic growth and school improvement.

Suggested Guiding Questions/Prompts:

• Please describe any innovative and effective leadership strategies that you have used this year.

• What opportunities have you created this year for collaboration among teachers?

• How have you strived this year to improve the teachers’ effective instructional practices associated with different subject areas?

• How do you make sure curriculum standards are taught by the teachers and mastered by the students?

• How do you monitor teachers’ performance and provide constructive feedback to them?

• What types of teacher learning and development activities or programs have participated in this year? What have you learned?

• How do you involve the expertise of teacher leaders?

Comments:


Documentation

• Provides evidence of performance related to specific standards – principal’s voice in evaluation

• Provides opportunity for self-reflection, demonstration of quality work, and is a basis for two-way communication with evaluator

• Identification of artifacts collaborative effort between principal and evaluator

• Principal provides one to three artifacts in each standard

• Annotations as needed for clarification

• Reviewed at mid-year and end of year

Demonstrates a principal’s skills, talents, and accomplishments through an organized collection of work.

Goal Setting for Student Growth

• Principals set at least one goal tied directly to student academic growth

• Goals should be SMART (specific, measurable, appropriate, rigorous--but realistic, and time-limited)

• New goals identified each year; reviewed with evaluator

• Evaluator and principal review goal progress at middle and end of year

Goals set squarely on measurable student performance provide a powerful way to enhance professional

performance and positively impact student academic growth.

Performance Portrait

Surveys

Self-Reflection


Observations/ School Site

Visits

Documentation

Goal Setting

April 30, 2013 .

Documents

Transcript of April 30, 2013 .