Principal Leadership Evaluation

1. { • Principal Leadership Evaluation

2. The VAL-ED Vision… The construction of valid, reliable, unbiased, accurate, and useful reporting of results Summative and formative diagnostic profiles The ability to measure progress over time A variety of settings and circumstances Feasibility for widespread use Predicting important outcomes

3. The Conceptual Model

4. The VAL-ED Instrument • VAL-ED Features Include: • 72 items for principals/supervisor • 36 items for teachers • Principal, Teachers, & Supervisor respondents • An effectiveness scale (1 – 5) • 1 = Ineffective to 5 = Outstandingly effective. • Indications of the sources of evidence. • Two parallel forms. • Online Administration

5. Core Components • High Standards for Student Learning • Individual, team, and school goals for rigorous student academic and social learning • Rigorous Curriculum (content) • Ambitious academic content provided to all students in core academic subjects • Quality Instruction (pedagogy) • Effective instructional practices maximize student academic and social learning • Culture of Learning & Professional Behavior • Integrated communities of professional practice in the service of student academic and social learning • A healthy school environment in which student learning is the central focus • Connections to External Communities • Linkages to family and institutions in the community that advance academic and social learning • Performance Accountability • Leadership holds itself and others responsible for realizing high standards of performance for student academic and social learning

6. Key Processes • Planning: • Articulate shared direction and coherent policies, practices, and procedures for realizing high standards of student performance. • Implementing: • Engage people, ideas, and resources to put into practice the activities necessary to realize high standards for student performance. • Supporting: • Create enabling conditions; secure and use the financial, political, technological, and human resources necessary to promote academic and social learning. • Advocating: • Promote the diverse needs of students within and beyond the school. • Communicating: • Develop, utilize, and maintain systems of exchange among members of the school and with its external communities. • Monitoring: • Systematically collect and analyze data to make judgments that guide decisions and actions for continuous improvement.

7. Sources of Evidence • Reports from others • Personal observations • School documents • School projects and activities • Other sources • No evidence (automatically rates principal as ineffective)

8. Assessment Results: Descriptive Analysis Total Score Core Components Subscale Scores Key Process Subscale Scores Norm-Referenced Profiles Principal Teacher Supervisor Total respondent composite Criterion-Referenced Profiles Distinguished Proficient Basic Below basic

9. Response Rates

10. Evidence

11. Effectiveness Ratings

13. Results

14. Results

15. Performance Level Descriptors • Below basic (1.00-3.28)* • A leader at the below basic level of proficiency exhibits leadership behaviors of core components and key processes at levels of effectiveness that over time are unlikely to influence teachers to bring the school to a point that results in acceptable value-added to student achievement and social learning for students. *Note cut score as a rating of 3 which is deemed “satisfactory” on the survey equates to a below basic performance

16. Performance Level Descriptors (cont) • Basic (3.29-3.59)* • A leader at the basic level of proficiency exhibits leadership behaviors of core components and key processes at levels of effectiveness that over time are likely to influence teachers to bring the school to a point that results in acceptable value-added to student achievement and social learning for some sub-groups of students, but not all. *Note cut score as a rating of 3 which is deemed “satisfactory” on the survey equates to a below basic performance

17. Performance Level Descriptors • Proficient (3.60-3.99)* A proficient leader exhibits learning-centered leadership behaviors at levels of effectiveness that are likely to influence teachers positively and result in acceptable value-added to student achievement and social learning for all students *Note cut score

18. Performance Level Descriptors • Distinguished (4.00-5.00)* A distinguished leader exhibits learning-centered leadership behaviors at levels of effectiveness that are virtually certain to influence teachers positively and result in strong value-added to student achievement and social learning for all students. *Note cut score

19. Performance Levels Distinguished >4.0 14%* Proficient 3.6 36%* Basic 3.29 33%* Below Basic <3.29 17%* 50% identified as Proficient or Distinguished *National Average

20. Please Note Cut Scores Below Basic (1.00-3.28) Basic (3.29-3.59) Proficient (3.60-3.99) Distinguished (4.00-5.00) A mean score of “3” could equate to a “Below Basic” performance. The VAL-Ed cut scores are based on psychometric correlations from thousands of surveys. Please distinguish accurate rating when scoring, recognizing that a “3” is not a satisfactory rating.

21. Tip 1 • The teachers invited to complete the Val-ed should result in a representative and reasonably large sample, ideally greater than 75% of those in the school. When all the appropriate supervisors are included along with the principal, the result is a 360 degree assessment.

22. Tip 2 • Teachers must be know that their responses are anonymous. • To access the survey: valed.discoveryeducation.com

23. Sample Survey

24. Tip 3 • Respondents must be given adequate time to read, reflect on evidence, and rate the behaviors of the principal. The instrument is designed to take 30 to 45 minutes, but 1hour should be allocated to the task to ensure that all respondents have time to complete it.