CHAPTER 7 FINANCIAL ANALYSIS TECHNIQUES Presenters name Presenters title dd Month yyyy.
Presenters
36
The Principal and Assistant Principal Evaluation Process: Integrating the Teacher Working Conditions Survey
description
The Principal and Assistant Principal Evaluation Process: Integrating the Teacher Working Conditions Survey. Presenters. Donna Albaugh PD Consultant [email protected]. Kimberly Simmons NCEES Consultant [email protected]. Outcomes. Tour NCEES Wiki - PowerPoint PPT Presentation
Transcript of Presenters
The Principal and Assistant Principal Evaluation Process:
Integrating the Teacher Working Conditions
Survey
Outcomes
• Tour NCEES Wiki
• Review the NC School Executive Standards
• Examine TWC Survey and trends
• Review survey data and design SMART goals aligned with NCSES
A New Vision of School Leadership
NC School Executive Standards
Developed in collaboration with the NC Professional Teaching Standards Commission and the NC State Board of Education
Teaching conditions matter for students and for teachers.
Understanding that not everyone sees them the same way is important in developing strategies and policies for school improvement.
Purpose Since2002
•Provide additional data for school and district improvements.
•Inform state level policy.
Inform School and District Level Decisions
TWCS Initial Trends
•Change when schools use data as improvement tool
Remember…
By making data part of the school
improvement planning process, findings
from each working condition construct can
be seamlessly integrated into the current and
emerging school improvement programs
at every school.
TWCS Constructs
1. Time 2. Facilities & Resources
4. Manage Conduct
6. Principal Leadership
5. Teacher Leadership
7. Professional Development
3. Community Support and Involvement
Initial Results from the 2012 NC TWC Survey
Delivered to North Carolina State Board of Education on June 7, 2012
Working Conditions Remain Stable in the State
Time is at a Premium in NC Schools
• 55 percent agree that efforts are made to minimize routine paperwork
• 59 percent agree that the non instructional time provided is sufficient
• 60 percent of principals agree that there is sufficient time to network and collaborate out of the district
• 62 percent agree that class sizes are reasonable so that teachers can meet the needs of all students
• While 71 percent of educators agree that teachers have time to collaborate, 54 percent spend an hour or less collaborating in an average week
School Leadership Essential to Retaining Effective Teachers
Schools Using TWC Data Improved Working Conditions the Most, Especially in Leadership
Just a part of the process…
Look at your Data
• Identify 2 constructs that need your attention as a school leader.
Constructs:•Time
•Facilities and Resources
•Community Support and Involvement
•Managing Student Conduct
•Teacher Leadership
•School Leadership
• Professional Development
TWCS Constructs
1. Time
2. Facilities & Resources
4. Manage Conduct
6. Principal Leadership
5. Teacher Leadership
7. Professional Development
3. Community Support and Involvement
1.Time1a Teachers’ class sizes facilitate high
quality instruction.
1b Teachers have sufficient time to provide all students with effective instruction.
1c Teachers have time during the school day to plan and collaborate.
1d Schools make efforts to streamline processes to increase instructional time and decrease required paperwork.
Standard 2: Instructional Leadership
Standard 3: Cultural Leadership
Schools protect teachers’ time to plan, collaborate, and provide effective instruction.
2. Facilities and Resourcesare provided for teachers to deliver quality instruction.
2a Materials and resources are available to facilitate quality instruction.
2b Technology facilitates 21st Century learning opportunities.
2c Physical environments support teaching and learning.
2d Teachers have access to a broad range of Professional Support Personnel.
Standard 2: Instructional Leadership
Standard 5 Managerial Leadership
Standard 7: Micro-political Leadership
3. Community Support and InvolvementParents, guardians, and community members are engaged in substantive ways to support and influence the school.
3a Parents, guardians, and community members support the teachers and school.
3b Parents, guardians, and community members are knowledgeable about classroom and school policies and practices.
3c Parents, guardians, and community members are provided opportunities to influence the success of the school.
St 1: Strategic Leadership
St 3: Cultural Leadership
St 5: Managerial Leadership
St 6: External Development Leadership
4. Managing Student ConductSchools implement policies and practices to address student conduct issues and ensure a safe school environment.
4a School leadership and teachers develop and communicate policies and procedures regarding student conduct and school safety.
4b Administrators and teachers enforce policies and procedures regarding student conduct and school safety consistently. Developed in collaboration with the NC Professional Teaching Standards Commission 2 and the NC State Board of Education
Standard 3: Cultural Leadership
Standard 5: Managerial Leadership
5. Teacher LeadershipTeachers are involved in decisions that impact classroom and school practices.
5a Teachers demonstrate leadership in the classroom. (look familiar?- 1a NCPTS)
5b Teachers demonstrate leadership in the school. (look familiar?- 1a NCPTS)
5c Schools have efficient and effective decision-making processes that engage teachers.
Standard 1: Strategic Leadership
Standard 2: Instructional Leadership
Standard 3: Cultural Leadership
Standard 4: Human Resource Leadership
Standard 5: Managerial Leadership
Standard 7: Micro-political Leadership
6. School Leadership maintains trusting, supportive environments that advance teaching and learning.
6a An atmosphere of trust and mutual respect is pervasive in the school.
6b Teachers’ performance is assessed objectively and effective feedback is provided that improves performance and enhances student learning.
6c School leadership articulates a vision and implements effective strategies for school improvement.
6d School leadership makes sustained efforts to improve teaching and learning conditions.
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
7. Professional DevelopmentQuality learning opportunities are available for teachers to enhance teaching and learning.
7a Time and resources are provided for professional development, ensuring all teachers have access to continuous learning opportunities.
7b Professional development meets best practice standards for delivery and support.
7c Professional development enhances the ability of teachers to implement instructional strategies and improve student learning.
Standard 2: Instructional Leadership
Standard 4: Human Resource Leadership
Standard 5: Managerial Leadership
8. Instructional Practices and SupportSchools provide support for data analysis and teachers’ collaboration to improve teaching and learning.
8a Teachers use formative and summative assessment data to drive instructional practice.
8b Teachers are supported to work collaboratively to develop, align, and improve instructional practices.
8c Teachers are assigned classes that maximize their likelihood of success with students.
Standard 2: Instructional Leadership
Standard 3: Cultural Leadership
Standard 4: Human Resource Leadership
Standard 5:Managerial Leadership
Let’s look at some Smart Goals
• Increase parent participation in school events so that parent involvement increases from 35% to 50% by the end of first semester 2012 as noted by parent session attendance rosters.
Analyses and Tools to Facilitate Data Use
