Introduction to 2013-14Principal Performance Review (PPR)

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Today’s agenda

1. Context and components of 2013-14 Principal PerformanceReview (PPR) under 3012-c

2. Summative ratings, timelines and next steps

3. Frequently Asked Questions

4. Q&A

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Today’s agenda

1. Context and components of 2013-14 Principal PerformanceReview (PPR) under 3012-c

2. Summative ratings, timelines and next steps

3. Frequently Asked Questions

4. Q&A

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History of the DOE’s Principal Performance Review

The 2013-14 PPR uses core components of the multiplemeasures principal performance review system that has

been in place in NYC for the last six years

ProgressReports

32%

Current PPR

QualityReview22%

Goals andObjectives

New System

LocalMeasures of

StudentLearning

20%M

easures ofState or LeadershipAttention to

Populationsw/ Particular

Needs5%

Compliance10%

31% Comparable PracticeMeasures of 60%

StudentLearning

20%

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Goals of 2013-14 PPR

1. Instructionally valuable: Supports educators in making instructional decisions

2. Supports educator development: Helps educators improve their practice

3. School-level autonomy: Creates options to support school-level autonomy wherepossible

4. Reliable and valid: Measures educator effectiveness consistently and accurately

5. Fair: Does not disadvantage educators based on population of students served

6. Transparent: Clear/understandable to educators

7. Feasible: Can be implemented without undue burden

These goals are designed to support a common vision:An effective principal in every school for every student.

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Key requirements of the 2013-14 PPR

Measures of State Measures of Other SystemLeadership Student Learning Requirements

Practice (60%) (20%)

Minimum of two Measures based on All superintendents will besupervisory visits using growth on state/NYCDOE certified annually on the

Quality Review rubric assessments

Superintendents andtrained administrators

conduct school visits Local Measures ofStudent Learning

(20%)

Select NYCDOE ProgressReport measures focused

on performance andprogress

new system

Principals rated“developing” or“ineffective” will

implement a PrincipalImprovement Plan in the

subsequent year

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40% of a principal’s overall rating will be based onMeasures of Student Learning (MOSL)

• Every principal will have two differentmeasures of student learning

• Local measures, which includeperformance and progress components

• State or comparable measures, whichare focused on student growth

• In total, the measures value bothprogress and performance, with an

2013-14 PPR

20%

60%20%emphasis on the progress schools

make with students

• Multiple measures provide principalswith different sources of feedback and amore valid and robust picture of

principal performance

State or Comparable Measures

Local Measures

Measures of Leadership Practice

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Local measures (20%) are based on key ProgressReport metrics

Elementary, Middle, K-8 Schools

• ELA/math average proficiency

• ELA/math median growth percentile -all students

• ELA/math median growth percentile -students in school’s lowest third

High Schools & Transfer Schools**

• 4- and 6-year graduation rate (as ofJune)

• % students earning 10+ credits***

K-2 Schools****

• DOE-approved assessments

District 75

• NYSAA % proficient

• ELA/math average proficiency (EMS)

• Regents performance (HS, as ofJune)

• ELA/math median growth percentile(EMS)

** For transfer high schools, only 6-year graduation rates will be used*** Similar to the Progress Report, six of the ten credits must be in three of the four core subjects

**** More information will be provided this summer; for early childhood schools including Grade 3, ELA/mathaverage proficiency will be used.

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Details of local measures Progress Report metrics

Elementary, Middle, K-8 Schools, some D75

• ELA/math average proficiency (65% of Local Measures) - This measure represents theaverage proficiency rating for all students attributed to the school in ELA and math.

• ELA/math median growth percentile, all students (17.5%) - This measure calculates themedian growth percentile students in a school. A student’s growth percentile compares his orher growth to the growth of all students in the City who started at the same level of proficiencythe year before.

• ELA/math median growth percentile, students in school’s lowest third (17.5%) - Thismeasure calculate the median growth percentile of the lowest-performing third of studentswithin each grade and subject in the school.

High Schools & Transfer Schools

• 4- and 6-year graduation rate, as of June (65% of Local Measures)*

• % students earning 10+ credits (35%) - This measures the percentage of students at a schoolwho accumulate 10 or more academic credits in a school year. At least six of the ten creditsmust be earned in three of the four core subjects (English, math, science and social studies).This level of credit accumulation keeps students on track to graduate in four years.

* For transfer high schools, only 6-year graduation rates will be used 9

Local measures are calculated using the Progress Reportmethodology

1. For each school type, a school’s result is compared to:• Up to 40 peer schools serving similar students, and

• The citywide average

2. A school’s result is compared primarily to peer schools, so that the varying challengesschools face in serving students is taken into account:

(% of peer range) x 75% + (% of city range) x 25%

3. The metrics are combined based on the weight of each one (as shown on theprevious slide) and a percentile rank is calculated. HEDI points and ratings are basedon a school’s percentile rank.

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State growth or comparable measures (20%) are selected bythe state or DOE based on grade level

• Principals of 4-8 Math and ELA and high schools will be evaluatedusing SED-provided growth or value-added scores. For high schools,

SED has proposed two new metrics for each principal:

• Growth Percentile on ELA and Integrated Algebra Regents

• Comparative Growth in Regents Exams Passed

The metrics will be weighted by the number of students.

• Principals of schools with other state tests will be evaluated usingDOE-provided growth scores on state assessments (e.g., 3rd grade Mathand ELA, NYSAA)

• Principals of schools without state tests (e.g., K-2 schools) will beevaluated using DOE-approved assessments**

** More information will be provided this summer

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Measures of Leadership Practice (60%): Superintendentswill rate principals annually using the QR rubric

2013-14 PPRSystem

20%

20% 60%

State or ComparableMeasures

Local Measures

Measures of LeadershipPractice

The Measures of Leadership Practice (60%) willconsist of a minimum of two supervisory visitsbased on the Quality Review rubric:

• In cases where schools have a scheduled QualityReview, it will count for one supervisory visit. Allother supervisory visits will be referred to as aPrincipal Practice Observation (PPO). The PPO

will be based on the Quality Review rubric, but willnot follow the structure of a formal Quality Review

• In 2013-14,one of the visits will be announced,one will be unannounced

• One visit must be conducted by thesuperintendent. In many cases, superintendents

will conduct both visits. Otherwise, some visits willbe conducted by cluster or central staff.Superintendents confer a rating for the 60% at theend of the year.

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Goals for supervisory visits

To yield feedback for principals that improves their practice and thusthe overall quality of the schools you lead

To ensure that our principal performance review is instructionally valuableand continues to focus the work of school leaders on what mattersmost: the instructional core and the systems and structures that facilitateimprovements to the core

To create a meaningful process that is feasible to implement for allconstituents without undue burden

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Principal Practice Observation guidance

• In general, the process will last no more than one school day and will consist of:• Principal interview(s)

• Classroom visitations and debriefs• Evaluator reflection

• PPO debrief

• Each of the above components will closely follow the Quality Review protocols for theprincipal interview, classroom visits and debrief and end of day one debrief. A

conversation between the principal and the evaluator will inform the evaluator’sclassroom visitation selections

• Prior to the visit, the superintendent or trained administrator will review key data trailssuch as Progress Reports, Quality Reviews, and prior supervisory visits

• The evaluator (superintendent or trained administrator) will use the Principal PracticeObservation tool to gather and record low-inference evidence aligned to the QualityReview indicators

• A network representative can be invited at the discretion of the principal to be presentduring a visit

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Sample of the Principal Practice Observation tool

Final draft will be shared in Principals’ Weekly in August

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Use of Principal Practice Observation tool

The Principal Practice Observation tool was created to provide guidancearound how to gather evidence on a principal’s practice in the context ofthe Quality Review rubric. The tool:

• Serves as an evidence gathering tool (in the same function as the QR recordbook) during supervisory visits

• Provides examples and questions directly connected to leadership practicesembedded in each indicator of the Quality Review rubric

• Allows strong leadership practices to be recognized in the context of new orstruggling schools

• Evidence gathered will ultimately be scored against the Quality Review rubricto yield 60% of a principal’s annual rating

• The questions embedded in the tool can also serve as a reflection exercise forprincipals

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Supervisory visits will yield actionable feedbackthroughout the year

• Following the Quality Review: exit conference at the end of day two;QR report within eight weeks

• Following the PPO: low inference, verbal feedback at the end of theday around what was seen and heard regarding each QR indicator

Note: At the end of the year, every principal will receive written summativefeedback from their superintendent.

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Today’s agenda

1. Context and components of 2013-14 Principal PerformanceReview (PPR) under 3012-c

2. Summative ratings, timelines and next steps

3. Frequently Asked Questions

4. Q&A

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Every principal will receive an overall summative ratingbased on multiple measures of principal effectiveness

Measures State orof Comparable

Leadership GrowthPractice Measure

(60%) (20%)

Locally-SelectedMeasure(20%)

SummativeEvaluation

Rating

Measures of State or Comparable Local Measures ofLeadership Measures of Student Student Learning Overall

Practice (60%) Learning (20%)* (20%)*

Ineffective 0 to 38 0 to 12 0 to 12 0 to 64

Developing 39 to 44 13 to 14 13 to 14 65 to 74

Effective 45 to 54 15 to 17 15 to 17 75 to 90

Highly Effective 55 to 60 18 to 20 18 to 20 91 to 100

Note:Principals who score ineffective on both measures of student learning will receivean overall rating of ineffective regardless of score

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Principal improvement plans (PIP) will be implemented in2014-15 for any principal rated developing or ineffectivein 2013-14

Principal Improvement Plans

• The PIP is a 12-month plan drafted by a principal’s superintendent andincludes supervisory meetings and feedback

• The purpose of a PIP is to assist principals to work to their fullest potential.The PIP provides assistance and feedback to the principal and establishes atimeline for assessing its overall effectiveness

• Superintendents are responsible for outlining the areas in need ofimprovement for the principal

• Superintendents will conduct both supervisory visits for principals ratedIneffective or Developing (beginning in 2014-15)

• Networks will be responsible for conducting two support visits to anyprincipal who has a PIP in 2014-15.

More information about Principal Improvement Plans will bereleased as the 2014-15 school year approaches

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High level PPR timeline for 2013-14

October 2013 - June 2014• Supervisory visits• Quality Reviews

• Feedback throughout the year

Summer 2014• Principals will receive summative feedback fromtheir superintendent around measures of leadershippractice

• Principals will receive preliminary data around localmeasures for data verification

September 2014• Final overall ratings are due on September 1st and made available to

principals• Developing and ineffective principals receive a PIP and a consultation

from their superintendent

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Next steps for principals

• Review the Quality Review rubric and the Principal PracticeObservation Tool (upon publication in August), as well as recent

Quality Review and Alternative Quality Review reports andreflect on strengths and areas for improvement

• Monitor Principals’ Weekly throughout the fall forannouncements around additional resources and information

related to the new principal evaluation system

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Today’s agenda

1. Context and components of 2013-14 Principal PerformanceReview (PPR) under 3012-c

2. Summative ratings, timelines and next steps

3. Frequently Asked Questions

4. Q&A

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Frequently asked questions about 2013-14 PPR

Do goals and objectives still count towards my annual rating?Goals and objectives no longer factor into a principal’s annual rating. Goal settingcontinues to be a part of the CEP.

Does the compliance checklist still count towards my annual rating?The compliance checklist no longer factors into a principal’s annual rating, but willcontinue to be implemented.

How will we account for compliance, attendance, and misconduct issues?Any misconduct including failure to comply with relevant policies and regulations isstill subject to disciplinary action including letters for file and disciplinary charges.Principals must also maintain compliance with key policies and laws in the areas

covered by the compliance checklists.

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Frequently asked questions about 2013-14 PPR

Final ratings for principals are due on September 1st. Does that deadline affectwhat goes into local measures towards 20% of my evaluation?

Due to the September 1st deadline for ratings to be completed for the prior year, summeroutcomes, including credit accumulation, test results and graduation results will not be

included in the results. We will not have this information in time to incorporate it.

What role does my network play in supervisory visits?Where a supervisory visit is a Quality Review, network leaders will continue to be invited

to attend the exit conference and utilize existing protocols. For a principal practiceobservation, networks can be invited at the discretion of the principal to be present duringa visit. The conversation during the supervisory visit should take place primarily betweenthe principal and the evaluator.

Can my superintendent consider additional evidence outside of my supervisoryvisit(s) towards my rating for leadership practice (60%)?

Yes - a superintendent may consider information or evidence not obtained at thesupervisory visit that is aligned to the QR Rubric. Superintendents have the discretion to

request additional evidence from principals.

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Frequently asked questions about 2013-14 PPR

What role should artifacts play during and after supervisory visits?Principals can point to existing artifacts in an authentic way during the QR or the PPO

to illustrate the impact of their practice but should not prepare artifacts for the solepurpose of the visit.

Can my AP, achievement coach, etc. participate in the principal interview forsupervisory visits?

Only the principal should be in attendance during the principal interview; during thistime they can speak to distributed leadership practices, if appropriate. Other membersof the school cabinet can be interviewed at the discretion of the evaluator.

My day is fully scheduled, but an evaluator just arrived at my school for anunannounced visit. What are expectations for how to proceed with the day?

Principals are expected to accommodate the superintendent or trained administrator forunannounced supervisory visits. At minimum, principals should set aside time for theprincipal interview and classroom visits. Principals should work with the conductor of

the visit to establish a schedule that works for both parties.

For additional questions, please email ppr@schools.nyc.gov.

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