AWSP Leadership Framework for Principal Evaluation “School Culture”

1. Gene Sharratt, Ph.D. Director, WSU Superintendent Program Project Director, AWSP Leadership Framework gsharratt@wsu.edu AWSP Leadership Framework for Principal Evaluation“School Culture”

4. Topics for this session: • How research supports the framework (specific to school culture) • How Washington’s eight principal evaluation criteria are addressed (with a focus on school culture) • Key strengths of the framework (emphasis on school culture) • The role of evidence gathering when putting the framework into practice

5. How do I grow? Am I good enough?

6. 6696 5895 Outside Inside Growth Accountability

7. 5895 Student growth In 3 criteria

9. Leadership Framework Presentation Research Background AWSP Framework Intent

10. Research Background on Principal Evaluation Rigorous empirical evidence regarding best practices in principal evaluation is extremely thin with regard to the influence on important school outcomes. The quality of the conduct of principal evaluation may be more important than its content; strong, trusting and collaborative relationships between principals and their district office evaluators is especially critical to the success of the evaluation process.

11. Research Background on Principal Evaluation Establishing a balance between the formative and summative functions of evaluation appears to result in greater principal and evaluator ownership and motivation regarding the evaluation process. Principal evaluation systems appear to be most effective when they are based upon clear standards and expectations of performance and aligned with key goals and needs of principals, schools, districts and the community. Davis, S., Kearney, K., Sanders, N., Thomas, C. & Leon, R. (2011). The policies and practices of principal evaluation: Executive summary. San Francisco, CA: WestEd.

12. Intent of the AWSP Framework • Promotes a growth model linked to professional development • Provides for public and professional accountability • Allows for greater participation in joint goal setting, meaningful discussions, increased collaboration, planning, teamwork and relationship building • Provides clarity around common language and expectations

13. Intent of the AWSP Framework • Is technically, professionally and legally defensible • Allows for reflection in professional practice • Leads to improvements in staff and student outcomes • Addresses variations in school context • Is valid and reliable • Moves from evaluation “to them” to evaluation “with them.”

14. Leadership Framework Presentation Research Background AWSP Framework Intent Criterion 1 –School Culture • Recommended Components • Rubric • Research Base • Resources Use of “Student Growth Data” • Comparison of Certification and Evaluation • Recommendations for Effective Principal Evaluations 4 Rs

22. Criterion 1 Research | Creating a Culture

23. Criterion 1 Research | Creating a Culture

24. Use of Student Growth Data • “Student growth data must be a “substantial factor” in evaluating principals for a least three of the eight evaluation criteria.” • Criteria 3 – Planning with Data (3.4) • Criteria 5 – Improving Instruction (5.2) • Criteria 8 – Closing the Gap (8.3)

28. Recommendations and Suggestions for Effective Principal Evaluations Putting the Pieces Together

29. 1. Evaluation should stimulate and guide a principal’s professional development.

30. 2. Evaluation protocols should be aligned with important school and student outcomes (e.g., student achievement and effective instruction).

31. 3. Evaluators should acquire appropriate feedback from multiple stakeholders.

32. 4. Evaluations are enriched and strengthened when evidence is collected through multiple methods (e.g. portfolios, self-assessments, 360-degree feedback, and outcome-based assessments).

33. 5. Evaluation systems should be flexible enough to account for variations in school contexts and environments.

34. 6. Principals should be engaged partners in the process of establishing evaluation goals and objectives and assessing their own performance.

35. 7. The quality of the conduct of principal evaluation may be more important than its content; strong, trusting and collaborative relationships between principals and their district office evaluators is especially critical to the success of the evaluation process.

36. 8. Evaluation procedures and tools should be reliable and valid.

37. 9. Evaluation systems should be based on established standards of administrative practice and on objective and measurable performance objectives.

38. 10. School district leaders should regularly assess the alignment between the district’s principal evaluation system and the critical goals and needs of principals, the schools, the district and the community.

39. 10. School district leaders should regularly assess the alignment between the district’s principal evaluation system and the critical goals and needs of principals, the schools, the district and the community.

40. Topics for this session: What I hope you heard. • How research supports the framework • Research base is provided for each criterion and each indicator under the criteria. (example: School Culture) • How Washington’s eight principal evaluation criteria are addressed • Seven of the eight Washington criteria came directly from the AWSP Framework. (School Culture first criteria) • There is now a strong match between the framework and the eight criteria. • Key strengths of the framework • This is a Washington state framework designed by and for Washington administrators, responsive to Washington state statutes. • The role of evidence gathering when putting the framework into practice • The intent behind the framework is professional growth. Evidence related to the various components will not only assist in assigning scores on the rubric, it will lay the foundation for professional growth.

41. AWSP Framework • Strengths of the framework • Areas of concern • Recommendations for changes, clarity, format, etc. • Comments and questions

42. Gene Sharratt gsharratt@wsu.edu To be continued….

43. BREAK

44. Building A Culture of Support Around Learning

46. COLLABORATION IS KEY!

47. “School Leadership Matters!” School leadership matters a great deal in leading a learning culture where staff and students improve in practice and performance.

48. Every School has a culture!

49. Culture Matters – Why? Raises student achievement Improves teacher and staff satisfaction

50. Culture People drive culture! Culture drives everything!