Principal Leadership Evaluation

1. { Principal Leadership Evaluation

2. Research and Development • The team: Porter, Murphy, Goldring, Elliott, Polikoff, May, O’Toole, Cravens • Wallace Foundation $1.5 million for 2005 to 2008. • Institute for Education Sciences currently funding psychometric studies for the period of 2008 to 2012.

3. 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

4. The Conceptual Model

5. 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

6. 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

7. 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.

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

12. Results

13. Results

14. Reference Slides

15. Performance Level Descriptors • Distinguished • Proficient • Basic • Below basic 50% identified as Proficient or Distinguished

16. Performance Level Descriptors (cont) • Basic • 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. • Below basic • 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.

17. 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

18. Further Reliability and Validity Studies in Progress • IES-funded Studies on VAL-ED: • Use of Evidence Study • Does checking sources of evidence improve the quality of the principal effectiveness ratings? • Known Group Study • Does the VAL-ED distinguish principals who are identified by others as more or less effective? • Test/Retest Reliability • Consequences Study • Study of how the VAL-ED was used and to what effect • Longitudinal Study • Does effectiveness as measured by the VAL-ED predict future gains in student achievement? • Convergent/Divergent Validity Study