North Carolina Superintendent and Instructional Central Office Staff Evaluation Process

1. North Carolina Superintendent and Instructional Central Office Staff Evaluation Process

2. WELCOME Yvette Stewart Lead Professional Development Consultant Educator Recruitment and Development Division ystewart@dpi.state.nc.us 919-807-3278 www.ncpublicschools.org/profdev/training/superintendent North Carolina Department of Public Instruction October 2010

3. 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/superintendents • Email personal questions or concerns to professional_development@dpi.state.nc.us

4. Agenda Background Information Overview of North Carolina Standards for Superintendents Review of the Evaluation Processes Closing Questions

5. Future-Ready Students for the21st Century 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 work and postsecondary education and prepared for life in the 21st century. We are all accountable!

6. Background Information • Standards approved in 2007 • Instrument approved September 2010 • Optional for 2010-2011 school year. (20+ districts participating) • Evaluation instruments also approved for: • June 2007: Teachers • July 2008: Principals • September 2010: Assistant Principals • September 2010: Online System (not currently for Superintendents and Instructional CO)

7. ALIGNMENT

8. Key Components www.p21.org www.ncteachingconditions.org

9. New Standards and Evaluation Systems Formative, Growth PD Alignment Data-driven

10. Administrator Education Programs Ed.D Teacher Education Programs Administrator Education Programs M.S.A. ALIGNMENT Superintendent Evaluation System (Including Central Office Staff) Teacher Evaluation System School Executive Evaluation System (Principals and Asst. Principals)

11. Reflections from the field… Chuck Graham Associate Superintendent, Surry County Schools Dr. Jean Williams VP for Research and Evaluation, McREL

12. North Carolina Standards for School Superintendents

13. Standard 1: Strategic Leadership Superintendents create conditions that result in strategically re-imaging the district’s vision, mission, and goals to ensure that every student graduates from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century. They create a climate of inquiry that challenges the community to continually re-purpose itself by building on the district’s core values and beliefs about the preferred future and then developing a pathway to reach it. Elements: District Strategic Plan Leading Change Distributive Leadership

14. Of Every 100 9th Graders in North Carolina… Source: NCHEMS Information Center for Higher Education Policymaking and Analysis. Student Pipeline - Transition and Completion Rates from 9th Grade to College. www.higheredinfo.org/dbrowser/index.php?submeasure=119&year=2006&level=nation&mode=data&state=0. 2010 14

15. Interesting Facts (NC) • In 1950: 60% Unskilled jobs • Today: < 20% • One result: In North Carolina, the demand for middle- and high-skilled workers is outpacing the state’s supply of workers educated and experienced at that level. • 81% of North Carolina’s jobs are middle- or high-skill (jobs that require some postsecondary education or training). • Yet only 36% of North Carolina adults have some postsecondary degree (associate’s or higher).

16. Governor Perdue’s Education Initiative Ready – increase number of students who can read, write and do math at the end of grade 3 Set – increase number of students performing at or above grade level Go – increase number of students taking college credit courses in high school, graduating from high school, going to a 4-year college/university or community college

17. DISCUSSION QUESTION: In what ways can a Superintendent or Instructional Central Office staff member model or demonstrate Strategic Leadership?

18. Standard 2: Instructional Leadership Superintendents set high standards for the professional practice of 21st Century instruction and assessment that result in an accountable environment. They create professional learning communities resulting in highly engaging instruction and improved student learning. They set specific achievement targets for schools and students and then ensure the consistent use of research-based instructional strategies in all classrooms to reach the targets. Element: Focus on Learning and Teaching, Curriculum, Instruction and Assessment

20. Standard 2 – Instructional Leadership Statewide Information Systems Centrally-provided, Statewide Technology Infrastructure Instructional Improvement System State Longitudinal Data System Statewide Student Information System

21. Standard 2 – Instructional Leadership • Accountability and Curriculum Reform Effort (ACRE) • NC Common Education Data Analysis and Reporting System (CEDARS) • Common Core Standards • Formative and Summative Assessment

22. Standard 3: Cultural Leadership Superintendents understand and act on the important role a system’s culture has in the exemplary performance of all schools. They understand the people in the district and community, how they came to their current state, and how to connect with their traditions in order to move them forward to support the district’s efforts to achieve individual and collective goals. While supporting and valuing the history, traditions, and norms of the district and community, a superintendent must be able to “reculture” the district, if needed, toalign with the district’s goals of improving student and adult learning and to infuse the work of the adults and students with passion, meaning and purpose Elements: Focus on Collaborative Work Environment Acknowledges Failures; Celebrates Accomplishments and Rewards Efficacy and Empowerment

23. Teacher Conditions 2010 www.ncteachingconditions.org

24. Principal Conditions 2010 1 2 1 www.ncteachingconditions.org

25. Principal Conditions 2010 49.3 www.ncteachingconditions.org

26. Standard 4: Human Resource Leadership “Leadership determines the direction; organization determines the potential; people determine the success.” John Maxwell, Developing the Leader Within You and Developing the Leader’s Around You.

27. Standard 4: Human Resource Leadership Superintendents ensure that the district is a professional learning community with processes and systems in place that result in the recruitment, induction, support, evaluation, development and retention of a high-performing, diverse staff. Superintendents use distributed leadership to support learning and teaching, plan professional development, and engage in district leadership succession planning. Elements: Professional Development/ Learning Communities Recruiting, Hiring, Placing and Mentoring of Staff Teacher and Staff Evaluations

28. Standard 4 – Human Resource Leadership • Professional Learning Communities (PLCs) • New Evaluation Systems • DLP • Leadership Academies • IHE Program Revisioning

29. Standard 5: Managerial Leadership Superintendents ensure that the district has processes and systems in place for budgeting, staffing, problem solving, communicating expectations, and scheduling that organize the work of the district and give priority to student learning and safety. The superintendent must solicit resources (both operating and capital), monitor their use, and assure the inclusion of all stakeholders in decisions about resources so as to meet the 21stCentury needs of the district. Elements: School Resources and Budget Conflict Management & Resolution Systematic Communication District Expectations for Students & Staff

30. Standard 5 – Managerial Leadership RESOURCES STAKEHOLDERS PROCESSES

31. Standard 6: External Development Leadership A superintendent, in concert with the local board of education, designs structures and processes that result in broad community engagement with, support for, and ownership of the district vision. Acknowledging that strong schools build strong communities, the superintendent proactively creates, with school and district staff, opportunities for parents, community members, government leaders, and business representatives to participate with their investments of resources, assistance, and good will. Elements: Parent and Community Involvement and Outreach Federal, State, and District Mandates

32. Standard 6 – External Development Leadership Question for Discussion: What do you expect to see or have seen from district staff to heighten external development or collaborate with partners (including parents)?

33. Standard 7: Micro-political Leadership The superintendent promotes the success of learning and teaching by understanding, responding to, and influencing the larger political, social, economic, legal, ethical, and cultural context. From this knowledge, the superintendent works with the board of education to define mutual expectations, policies, and goals to ensure the academic success of all students. Element: Superintendent Micro-political Leadership

34. Standard 7 – Micro-Political Leadership The question is not whether organizations will have politics but rather what kind of politics they will have…Constructive politicians recognize and understand political realities. They know how to fashion agendas, create networks of support, and negotiate effectively with both allies and adversaries. …they will need to consider potential (strategies), and, most important, their own values and ethical principles. Bolman L., & Deal, T. (1997). Reframing Organizations. San Francisco: Jossey-Bass (p. 193) 34

35. The Evaluation Process 1. Superintendent Self-Assessment 5. Final Evaluation and Goal-Setting Meeting 2. Meeting Between Superintendent and District School Board North Carolina Superintendent Evaluation Process 4. District School Board Rating of Superintendent 3. Consolidated Performance Assessment

36. Both should: Know and understand the North Carolina Standards for Superintendents Receive training on the evaluation process Superintendent/CO Evaluator (School Board Members, Supts) Prepare for Step 2: Self-Assessment Meeting with Supt or board to agree upon guidelines for evaluation Ensure 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 towards attaining goals Identify the superintendent/central office staff’s strengths and areas for improvement and make recommendations for improving performance Develop and implement strategies to improve personal performance/attain goals in areas individually or collaboratively identified Ensure the content of the Summary Evaluation Worksheet contains accurate information and accurately reflects their performance Finalize goals and end-of year evaluation with superintendent or board as soon as achievement data is received Participate in evaluation discussions and guide the superintendent/central office staff member in establishing goals for the subsequent year ROLES

37. What are artifacts? Communication Logs Evidence of collaboration with supervisor and/or leadership team Evidence of stakeholder involvement Development of district PLCs Participation in district improvement planning External reviews and audits Professional Development Plan and Goals District strategic plan Student and Teacher Performance Data Use of research-based practices and strategies NCTWCS Data (District-wide) Graduation Dropout Teacher Retention Data

38. BothSuperintendents and Instructional Central Office Staff member will: 1. Superintendent Self-Assessment Prepare for Initial Meeting • Self-Assessment • Goal Setting • Prepare for Consolidated Performance Assessment 5. Final Evaluation and Goal-Setting Meeting 2. Meeting Between Superintendent and District School Board North Carolina Superintendent Evaluation Process 4. District School Board Rating of Superintendent 3. Consolidated Performance Assessment

39. {Example of self-assessment}

40. #2: Goal-Setting (Initial Meeting) • Address Standards and Elements • Measurable Goals • Key Strategies • Actions/Activities • Timeline Setting Goals

41. 1. Superintendent Self-Assessment #3: DevelopConsolidated Performance Assessment: • Artifacts • Evidence, Data • Summary 5. Final Evaluation and Goal-Setting Meeting 2. Meeting Between Superintendent and District School Board North Carolina Superintendent Evaluation Process 4. District School Board Rating of Superintendent 3. Consolidated Performance Assessment

42. #4: Scoring the Rubric The scoring system for the Superintendent rubric is a 3-step process designed to use the ratings of all school board members in a fair and objective manner. This process involves: • Each school board member will independently rate the superintendent on each descriptor. • The final rating for each standard is the median rating of all of the school board member ratings. • Once the median scores for all of the standards are determined, the overall score is determined based on the median scores for all of the standards. The Superintendent should rate the Instructional Central Office Staff by: • Marking the box beside all descriptors on the rubric under each element in evidence. • The evaluator must determine an overall element rating and an overall standard rating for all 7 standards.

43. The Evaluation Rubric Elements Standards Descriptors Ratings

44. Performance Rating Scale Consistently and significantly exceeded basic competence on standards of performance Distinguished Not Demonstrated Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance *Requires documentation Knowledge and skills replicated Exemplar of performance Exceeded basic competence on standards for performance most of the time Accomplished Innovation + High Performance Demonstrated basic competence on standards of performance Proficient Solid, effective application + success Demonstrated adequate growth during the period of performance, but did not demonstrate competence on standard(s) of performance Developing Never demonstrated Skill not mature or unsuccessful

45. Scoring by Superintendent Step 1: The Superintendent will rate the Instructional Central Office Staff member on all descriptors by marking the box beside each element in evidence.

46. To score, a superintendent will…

47. Step 2: The superintendent must determine an overall element rating and an overall standard rating for all 7 standards.

48. Performance Rating Scale Consistently and significantly exceeded basic competence on standards of performance Distinguished Not Demonstrated Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance *Requires documentation Knowledge and skills replicated Exemplar of performance Exceeded basic competence on standards for performance most of the time Accomplished Innovation + High Performance Demonstrated basic competence on standards of performance Proficient Solid, effective application + success Demonstrated adequate growth during the period of performance, but did not demonstrate competence on standard(s) of performance Developing Never demonstrated Skill not mature or unsuccessful

49. Scoring by School Board Member Step 1: Each school board member will independently rate the superintendent on each descriptor.

50. Performance Rating Scale Consistently and significantly exceeded basic competence on standards of performance Distinguished Not Demonstrated Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance *Requires documentation Knowledge and skills replicated Exemplar of performance Exceeded basic competence on standards for performance most of the time Accomplished Innovation + High Performance Demonstrated basic competence on standards of performance Proficient Solid, effective application + success Demonstrated adequate growth during the period of performance, but did not demonstrate competence on standard(s) of performance Developing Never demonstrated Skill not mature or unsuccessful