Idaho Principal Evaluation Process

Tyson CarterEducator Effectiveness Coordinator

Idaho State Department of Educationtcarter@sde.idaho.gov

208-332-6917http://www.sde.idaho.gov/site/educator_effectiveness/

Agenda

• Principal Evaluation Overview• Principal Observation

– Instructional Feedback Observation Tool

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PRINCIPAL EVALUATION OVERVIEW

Principal Evaluation Cycle

Three Phases for Scoring

Principal Evaluation: Framework

Domain 1: School Climate1a. School Culture1b. Communication1c. Advocacy

Domain 2: Collaborative Leadership2a. Shared Leadership2b. Priority Management2c. Transparency2d. Leadership Renewal2e. Advocacy

Domain 3: Instructional Leadership3a. Innovation3b. Instructional Vision3c. High Expectations3d. Continuous Improvement of Instruction3e. Evaluation3f. Recruitment and Retention

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Objectives

–Understand the principal observation process:• Instructional Feedback Observation

–Analyze, align, and rate observation evidence using the Instructional Feedback Observation process.

Instructional Feedback

• Teacher post-observation conferences are a critical link!– Connects evidence and ratings to concrete

changes in instruction and their impact on student learning

– Crucial opportunity for teachers to reflect and collaborate to identify strategies to improve instruction

– Rare opportunity for principals and teachers to engage in an in-depth, highly analytical discussion centered on instructional practice

Instructional Feedback• Principals vary widely in providing

instructional coaching and feedback—areas that may need support are:– Asking high-level questions

– Prompting teacher reflection

– Ensuring a balanced or teacher-driven conversation

– Identifying and modeling concrete, actionable changes in practice

– Connecting feedback to individualized supports and professional growth planning

• Principals need training, support, and ongoing coaching to provide high-quality instructional feedback

Observation Process: Quick Reference Guide

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Evidence Use

Professional Interactions

Differentiated

Questioning

Leading Conversation

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Written Feedback

Four-Step Observation Process• Step A—Prepare: Pre-observation meeting

(with principal)

• Step B—Collect: Observation of principal and teacher during post-observation conference

• Step C—Analyze: Coding, alignment of observation data, and assessment of performance

• Step D—Discuss: Post-observation meeting (with principal)

Observation Process: Prepare

• Communicate and Schedule– Work with principals to identify post-

observation conferences to attend. – Meet with the principal for the pre-

observation meeting.– Notify the teacher that you will be

attending.– Ensure that the teacher understands

you will be observing the principal’s work, not the teacher’s performance.

Do not surprise the principal and

teacher by showing up

unexpectedly to observe a teacher

observation postconference.

Observation Process: Collect

• Establish the right conditions to observe– In person, video tape, etc.– Review the Behavioral Indicators Quick

Reference

• Take detailed notes– Running Record

• Gather additional evidence and summarize– Collect copies of the teacher observation

documents

Observation Process: AnalyzeCoding & Rating

• Return to the notes immediately after the observation session to analyze.

• Review your running record and the teacher observation documents and “code” the notes: coding = connecting what you observed with the descriptions in the Performance-Level Rubric

• Use the “Behavioral Indicators Quick Reference” to make coding easier.

• Choose a rating for each indicators based on the evidence collected.

Observation Process: Discuss• Prepare for the Discussion

– Identify strengths and areas for growth

– Ask principal to complete self-assessment

• Hold post-observation conference after observation and discuss evidence.– Prompt the principal to share his/her

reflection– Reinforce strengths and provide

formative feedback on areas in need of improvement.

Plan for the post-observation

conference – use the performance

level rubric in order to model giving excellent

feedback.

Observation Process: Discuss• Principals learn best when feedback is:

– Tied to specific leadership standards• What should performance look like? How does the evidence

differ from this expectation?

– Specific, detailed, and fact-based• What evidence do you have to support your claim?

– Timely and frequent• Can the feedback be used to make adjustments tomorrow?• How often are principals receiving feedback?

– Constructive• What strategy or approach can you suggest as a next step?• What additional supports does the principal need?

Collecting Evidence Practice• Prepare to watch part of a post-observation

instructional feedback meeting: get out your pen and paper and/or computer.– Running Record

• Tips– Write/type quickly and think of a few shortcuts (T = teacher,

P = principal, and so on).– Don’t be neat.– Note what the principal says (especially questions asked),

teacher responses, and sources of evidence in the discussion.– Try to capture all four types of evidence.

Collecting Evidence Practice

https://vimeo.com/77080120

Reflection

• How might the principal observation – Instructional Feedback Observation impact a principal? Superintendent?

• How might this be implemented by capacity builders?

Tyson CarterSchool Improvement/Educator Effectiveness CoordinatorIdaho State Department of Education(208) 332-6917tcarter@sde.idaho.gov

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Questions?