NC SCHOOL EXECUTIVE: PRINCIPAL /ASSISTANT PRINCIPAL EVALUATION PROCESS TRAINING
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Transcript of NC SCHOOL EXECUTIVE: PRINCIPAL /ASSISTANT PRINCIPAL EVALUATION PROCESS TRAINING
NC SCHOOL EXECUTIVE:PRINCIPAL /ASSISTANT PRINCIPAL
EVALUATION PROCESSTRAINING
1**Materials revised October 2010**This training template is to be used at the discretion of the LEA for local training purposes. **Additional resources are available at www.ncpublicschools.org/profdev/training
WELCOMEYvette Stewart
Lead Professional Development ConsultantEducator Recruitment and Development Division
North Carolina Department of Public InstructionOctober 5, 2010
October 13, 2010October 21, 2010 2
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Webinar Information
• Webinars are recorded
• Mute is enabled for all participants
• Features you will use and see:
– Questions Bar
– Q&A
• Session will not automatically end if we run past time
• Materials available @ www.ncpublicschools.org/profdev/training/principal
• Email personal questions or concerns to [email protected]
Agenda
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1. Background Information2. Overview of North Carolina Standards for
School Executives3. Components of the Evaluation Process4. Closing Questions
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State Board of Education’s Mission Statement The guiding mission of the North
Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for workand postsecondary education and prepared for life in the 21st Century.
Produce globally competitive students
Be led by 21st century professionals
Be governed and supported by 21st Century Systems
Background Information
• Standards approved on December 2006
• Evaluation instrument approved on:– July 2008: Principals– September 2010: Assistant Principals
• September 2010: Online System
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Key Components
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www.p21.org
www.ncteachingconditions.org
Code of Ethics @www.ncpublicschools.org/profdev
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The Evaluation Process will…
Reflections from the field…
Dr. Jeff PealDr. Jeff PealAssociate Superintendent, Alexander County Schools
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NC Standards for School Executives Standard 1: Strategic LeadershipStandard 2: Instructional LeadershipStandard 3: Cultural LeadershipStandard 4: Human Resource LeadershipStandard 5: Managerial LeadershipStandard 6: External Development LeadershipStandard 7: Micro-Political Leadership
a) School Vision, Mission, and Strategic Goalsb) Leading Changec) School Improvement Pland) Distributive Leadership
Standard 1 – Strategic Leadership
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How does a principal / assistant principal
model or demonstrate Strategic Leadership?
Discussion Question:
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NC Standards for School ExecutivesStandard 1: Strategic Leadership
Standard 2: Instructional LeadershipStandard 3: Cultural LeadershipStandard 4: Human Resource LeadershipStandard 5: Managerial LeadershipStandard 6: External Development LeadershipStandard 7: Micro-Political Leadership
a) Focus on Learning and Teaching, Curriculum, Instruction and Assessment
b) Focus on Instructional Time
Standard 2 – Instructional Leadership
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What does this look like?
How can you measure this?
Instructional Leadership ScenarioTransformation High School has 920 students. The principal, Will Succeed, is a first year principal and was hired two weeks before the start of school. The school has had four different principals over the past 3 years -- Principal Succeed will be the fifth. One of the current staff members applied for the principal position and is resentful that Principal Succeed is on board. The superintendent told him he was expected to significantly improve the school’s reading and math scores by any means necessary this year. When conducting classroom walkthroughs during the first month of school, Principal Succeed notices that most teachers consistently and routinely rely on lecture as the primary mode of instruction. He also notices that they utilize very little technology. He also noticed that most teachers do not utilize higher order thinking questions with the students, which is a practice that all staff has been trained on. He reminded the staff at faculty meeting about their training and two months later, in his next round of observations, he sees the same reliance on lecture as an instructional method, little use of higher order thinking questioning, and an even smaller amount of technology being used. Walking by the second period English 1 classroom, he found out the teacher, Mr. Full O’Excuses, was not at school. The inclusion teacher, Ms. DoWell Anyway, had started class by assigning students a warm up activity on sentence corrections. Ms. DoWell Anyway and Principal Succeed decided on a plan for the remainder of the class period as the students worked on the assignment. Mr. Full O’Excuses arrived during third period unprepared to teach the next lesson, as he left his plan book on his counter at home.
• Question: What instructional issues did you pick up on and how would you go about addressing the issue? 15
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NC Standards for School Executives
Standard 1: Strategic LeadershipStandard 2: Instructional Leadership
Standard 3: Cultural LeadershipStandard 4: Human Resource LeadershipStandard 5: Managerial LeadershipStandard 6: External Development LeadershipStandard 7: Micro-Political Leadership
a) Focus on Collaborative Work Environmentb) School Culture and Identityc)Acknowledges Failures; Celebrates Accomplishments and Rewardsd)Efficacy and Empowerment
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Teacher Conditions 2010
www.ncteachingconditions.org
Please rate how strongly you agree or disagree with the following statements:
Responses from NC Educators SurveyedAgree Strongly
AgreeStrongly Disagree
Disagree
Teachers have time available to collaborate with colleagues 18% 43% 10% 29%Teachers have sufficient access to instructional technology, including computers, printers and internet access
34% 46% 5% 15%
This school does a good job of encouraging parent/guardian involvement
36% 54% 2% 8%
School administrators support teachers’ efforts to maintain discipline in the classroom
31% 50% 5% 14%
Teachers are encouraged to participate in school leadership roles 35% 55% 2% 7%The faculty and leadership have a shared vision 24% 59% 3% 14%
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Principal Conditions 2010TABLE 2. AREAS PRINCIPALS IDENTIFIED NEEDING ADDITIONAL SUPPORT
Percent Indicating a need for Support 2010
Percent Indicating a need for Support
2008 Difference
Teacher remediation/coaching 45.7 32.0 13.7 Student assessment 44.0 30.0 14.0 Data-driven decision making 42.1 48.0 - 5.9 Teacher evaluation 40.0 11.0 29.0 Instructional leadership 35.8 32.0 3.8 Budgeting 34.1 28.0 6.1 Working with parents and the community 32.2 20.0 12.2 School improvement planning 31.4 24.0 7.4 School scheduling 29.7 27.0 2.7 Creating positive learning environments 27.8 23.0 4.8 Staffing (hiring, etc.) 15.7 14.0 1.7
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www.ncteachingconditions.org
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Principal ConditionsTABLE 1. THE AMOUNT OF TIME PRINCIPALS DEVOTE TO VARIOUS ACTIVITIES IN AN AVERAGE WEEK
None Less than 1 hoursMore than 1 but less than or
equal to 3 hours
More than 3 but less than or equal to 5 hours
More than 5 but less than or equal to 10 hours
More than 10 hours
Instructional planning with teachers 1.1 15.8 43.2 25.9 12.2 1.8
Observing and coaching teachers 0.1 4.0 29.2 34.9 24.1 7.7
Covering classes for certified or non-certified absences on-site
37.0 46.2 11.7 3.5 1.3 0.2
Meetings with or sponsored by central office
2.4 28.1 46.5 18.0 4.4
0.6
Personnel issues 2.7 18.8 33.6 25.6 13.9 5.4
Administrative duties 0.0 0.7 5.7 17.4 26.9 49.3
Meetings with parents and the community
0.1 5.1 27.7 33.8 25.4 8.3
Student discipline issues 0.5 13.5 32.5 27.4 17.2 8.9
Working directly with students (i.e. teaching, tutoring, etc.)
5.3 30.9 32.1 17.4 9.4 5.0
49.3
www.ncteachingconditions.org
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NC Standards for School ExecutivesStandard 1: Strategic LeadershipStandard 2: Instructional LeadershipStandard 3: Cultural Leadership
Standard 4: Human Resource LeadershipStandard 5: Managerial LeadershipStandard 6: External Development LeadershipStandard 7: Micro-Political Leadership
a) Professional Development/Learning Communities
b) Recruiting, Hiring, Placing and Mentoring of Staff
c) Teacher and Staff Evaluations
New Teacher Evaluation Instrument
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NC Standards for School ExecutivesStandard 1: Strategic LeadershipStandard 2: Instructional LeadershipStandard 3: Cultural LeadershipStandard 4: Human Resource Leadership
Standard 5: Managerial LeadershipStandard 6: External Development LeadershipStandard 7: Micro-Political Leadership
a) School Resources and Budget
b) Conflict Management & Resolution
c) Systematic Communication
d) School Expectations for Students & Staff
Standard 5 – Managerial Leadership
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"My father had a simple test that
helps me measure my own
leadership quotient:
When you are out of the office,
he once asked me, does your staff
carry on remarkably well without you?"
Martha Peak, Group Editor, AMA Magazines, Management Review, October 1992
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NC Standards for School ExecutivesStandard 1: Strategic LeadershipStandard 2: Instructional LeadershipStandard 3: Cultural LeadershipStandard 4: Human Resource LeadershipStandard 5: Managerial Leadership
Standard 6: External Development LeadershipStandard 7: Micro-Political Leadership
a) Parent and Community Involvement and Outreach
b) Federal, State, and District Mandates
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NC Standards for School ExecutivesStandard 1: Strategic LeadershipStandard 2: Instructional LeadershipStandard 3: Cultural LeadershipStandard 4: Human Resource LeadershipStandard 5: Managerial LeadershipStandard 6: External Development Leadership
Standard 7: Micro-Political Leadership
a) School Executive Micro-political Leadership
Standard 7 – Micro-political Leadership
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The Evaluation Process
Principal/Assistant Principal Evaluator
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Develop and implement strategies to improve personal performance/attain goals in areas individually or collaboratively identified
Ensure that the content of the summary rating form contains accurate information and accurately reflects their performance
Identify the principal/assistant principal’s strengths and areas for improvement and make recommendations for improving performance
Supervise the process and ensure that all steps in the process are conducted according to the approved process
Gather data, artifacts, evidence to support performance in relation to standards and progress in attaining goals
Both should:1. Know and understand the North Carolina Standards for School Executives2. Receive training on the evaluation process
Prepare for and participate in :Pre-Evaluation ConferenceMid-Year and Final Evaluation Conferences
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Definitions and Terms• School Executives – principals and assistant principals
licensed to work in North Carolina • Self-Assessment – Personal reflection about one’s
professional practice to identify strengths and areas for improvement conducted without input from others
• Practices – statements of what one would see an effective educator doing in each standard
• Competencies – knowledge and skills one needs to effectively implement the practices
• Evaluation Rubric – A composite matrix of the standards, components and elements of the North Carolina Standards for school administrators
Definitions and Terms
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• Performance Goals - Goals for improvement in professional practice based on the self-assessment and/or supervisor recommendation
• Evidence – documents that demonstrate or confirm the work of the person being evaluated and support the rating on a given element
• Summary Evaluation Form – A composite assessment of the principal/assistant principal’s performance based on the evaluation rubric and supporting evidence
• Artifact – A natural by-product of work, not just for the purpose of an evaluation
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What are artifacts?
Evidence of collaboration with school
improvement and/or
leadership team
School Survey Data
Evidence of stakeholder involvement
Professional Development
Communication Logs
Data of School Improvement
Planning
PLCs
Use of research-based practices and
strategies
Student Achievement
DataNCTWCS Data
Teacher Retention Data
(and plan of action)
Participation in school
improvement planning
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Performance Rating Scale
Developing
Proficient
Accomplished
Distinguished
Demonstrated adequate growth during the period of performance, but did not demonstrate competence on standard(s) of performance
Demonstrated basic competence on standards of performance
Exceeded basic competence on standards for performance most of the time
Consistently and significantly exceeded basic competence on standards of performance
Not Demonstrated
Did not demonstrate competence on, or adequate growth
toward, achieving standard(s) of performance
*Requires documentation
Knowledge and skills replicatedExemplar of performance
Innovation + High Performance
Skill not mature or unsuccessful
Solid, effective application + success
Never demonstrated
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1. Orientation2. Pre-Evaluation Planning
Group Orientation – receive materials Complete Self-Assessment Develop Professional Development
Plan (Goals) Understand your evaluator’s
expectations for the Consolidated Performance Assessment
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Self-Assessmenta. School Vision, Mission and Strategic Goals: The school’s identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to establish these attributes, and the ways they are embodied in the life of the school community.
Developing Proficient Accomplished Distinguished Not Demonstrated(Comment Required)
□Develops his/her own vision of the changing world in the 21st century that schools are preparing children to enter.
. . . and□Leads and implements a process for developing a shared vision and strategic goals for student achievement that reflect high expectations for students and staff.
□Maintains a focus on the vision and strategic goals throughout the school year.
. . . and□Creates with all stakeholders a vision for the school that captures peoples’ attention and imagination.
□Designs and implements collaborative processes to collect and analyze data, including the Teacher Working Conditions survey, about the school’s progress for the periodic review and revision of the school’s vision, mission, and strategic goals.
. . . and□Ensures that the school’s identity (vision, mission, values, beliefs and goals) actually drive decisions and inform the culture of the school.
□Initiates changes to vision and goals based on data to improve performance, school culture and school success.
• Individually• Discuss:
– Self-assessment– Preliminary goals– and agree upon the
Consolidated Performance Assessment evidence/process (including timelines, procedures, expectations, etc.)
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3. Initial Meeting4. Data Collection
• District form or sample form (p. 47, 48 Manual)
• No more than 3 goals per year– Does not include school-wide goals– Change initiatives underway at school
• Standard 4 – Required Goal– Teacher turnover rate (improve or maintain)
• (P) Progressing or (NP) Not Progressing
• Discussed at Mid-Year Conference37
Goal Setting
Data Collection
• Artifacts– Evidence of performance– Feedback from a variety of sources– Demonstrate any element or standard
• Site Visits/Observations– Feedback: Evaluation rubric
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On-going
Mid-Year Conference• Required conference• Focused on the status of goal
attainment and mid-year adjustments
• Principals and Assistant Principals should have evidence toward goal attainment that reflects the process detailed on their goal plan.
• Be prepared to discuss leading indicators and the impact the goal is having on the school.
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Performance Ratings: Mid-Year
Progressing (P)
Not Progressing (NP)
N/A (Not Addressed or Not Applicable)
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•Acceptable progress•Supportive evidence
•Progress is not significant or evident•Discuss adjustments to actions, plan, support, etc.
•Standard 4 – required•All 7 standards rated at end of year
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Consolidated Performance Assessment
The principal/assistant principal will:
• Synthesize information from a variety of sources
• Provide to evaluator in advance of final conference
Assessment used to evaluate final performance
Suggested conversation points betweenSuperintendent and PrincipalPrincipal and Assistant Principal
– What does your data tell you about your effort toward attaining your goals?
– How have your goals impacted your teachers, students and parents?
– How does your performance in the targeted area compare to last year’s performance?
– What changes have you observed in teacher performance as a result of your leadership?
– What changes have you observed in student performance as a result of your leadership?
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Summary Evaluation Conference
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The evaluator will:1.Rate each element2.Determine overall standard rating3.Summarize information and artifacts
Performance Ratings: End of Year
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Developing
Proficient
Accomplished
Distinguished
Not Demonstrated
Did not demonstrate competence on, or adequate growth
toward, achieving standard(s) of performance
*Requires documentation
Knowledge and skills replicatedExemplar of performance
Innovation + High Performance
Skill not mature or unsuccessful
Solid, effective application + success
Never demonstrated
• Questions & Answers
• Final Comments
• Contact Information
www.ncpublicschools.org/profdev/training/principal Director
Dr. Lynne Johnson
PD ConsultantsEliz Colbert Yvette Stewart Savon Willard
919-807-3278 [email protected]
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