Principal Evaluation

1. Principal Evaluation August 2012 Iowa Joseph Murphy Vanderbilt University

2. IOWA • August 2012

3. State & district policy Standards District & state policy evaluation Conditions of Work governance incentives professional development l i c e n s u r e Career Line preparation internship induction (residency) accreditation/program approval professional development teacher leadership preparation relicensure mentoring District & state policy Education State & district policy Standards

4. LEVERAGE POINT MODEL National Iowa data data

5. Think, Pair, Share • Describe the current evaluation system in your district. • List two things that you don’t like about it. • On a scale of 1 (not useful) to 10 (very useful), how useful is it in:  showing you who your really strong principals are  ensuring principal accountability  providing targeted professional growth for principals  promoting improvement at each school  promoting district-level improvement initiatives

6. Principal Evaluation: The National Story

7. PRINCIPAL EVALUATION: The National Story PART A: Problems with Current Evaluation Designs PART B: “Construction Crew” Work in Other States

8. PART A: Problems with Current Evaluation Systems

9. Understudied LeveragePoint

10. Content • Little evidence that systems evaluate what is important, i.e. not valid • Insufficient attention to leadership for learning, especially curriculum and instruction

11. Process • Limited architecture – focus on one approach (e.g. goals) • Perfunctory – not a deep process

12. Impact • Principals not receiving useful feedback • Not promoting professional growth of principals • Not promoting organizational improvement

13. PART B: Construction Crew Work

14. Principal Evaluation“Construction Crew” Work

15. Learning-Centered Leadership

16. Leadership 1. Leadership matters. 2. In difficult times, leadership matters even more. 3. In periods of significant organizational transition, leadership is the major controllable factor in explaining organizational performance.

17. Leadership 4. Instructionally-focused and change- oriented leadership are especially effective frames for education. 5. Team leadership seems to offer promise for enhancing organizational performance. 6. Assessment provides a strategic leverage point for strengthening leadership.

18. School Experience • Accountability • External conditions • Standards • Curriculum • Instruction • Culture Value-added Distribution Level Knowledge Personal Characteristics Leadership Behaviors Student Success • Achievement • Graduation • College attendance • Post graduation success Values & Beliefs Classroom “Context” • School • Type • Level • Nature District & State • Student composition • Staff composition “precursors” “’behaviors” “influence pathway” “’outcomes” Figure 1. Learning Centered Leadership Framework

19. Table 1– Knowledge Base for the Assessment System I. Vision for Learning II. Instructional Program III. Curricular Program IV. Assessment Program V. Communities of Learning VI. Resource Acquisition and Use VII. Organizational Culture VIII. Social Advocacy

20. I. Vision for Learning A. Developing vision B. Articulating vision C. Implementing vision D. Stewarding vision

21. II. Instructional Program A. Knowledge and involvement B. Hiring and allocating staff C. Supporting staff D. Instructional time

22. III. Curricular Program A. Knowledge and involvement B. Expectations, standards C. Opportunity to learn D. Curriculum alignment

23. IV. Assessment Program A. Knowledge and involvement B. Assessment procedures C. Monitoring instruction and curriculum D. Communication and use of data

24. V. Communities of Learning A. Professional development B. Communities of professional practice C. Community-anchored schools

25. VI. Resource Acquisition and Use A. Acquiring resources B. Allocating resources C. Using resources

26. VII. Organizational Culture A. Production emphasis B. Learning environment C. Personalized environment D. Continuous improvement

27. VIII. Social Advocacy A. Stakeholder engagement B. Diversity C. Environmental context D. Ethics

28. ISLLC Educational Leadership Policy Standards: 2008 As Adopted by the National Policy Board for Educational Administration

29. STANDARD 1: An education leader promotes the success of every student by facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by all stakeholders Functions: • A. Collaboratively develop and implement a shared vision and mission • B. Collect and use data to identify goals, assess organizational effectiveness, and promote • organizational learning • C. Create and implement plans to achieve goals • D. Promote continuous and sustainable improvement • E. Monitor and evaluate progress and revise plans

30. STANDARD 2:An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. • Functions: • A. Nurture and sustain a culture of collaboration, trust, learning, and high expectations • B. Create a comprehensive, rigorous, and coherent curricular program • C. Create a personalized and motivating learning environment for students • D. Supervise instruction • E. Develop assessment and accountability systems to monitor student progress • F. Develop the instructional and leadership capacity of staff • G. Maximize time spent on quality instruction • H. Promote the use of the most effective and appropriate technologies to support teaching • and learning • I. Monitor and evaluate the impact of the instructional program

31. STANDARD 3: An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment. Functions: • A. Monitor and evaluate the management and operational systems • B. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources • C. Promote and protect the welfare and safety of students and staff • D. Develop the capacity for distributed leadership • E. Ensure teacher and organizational time is focused to support quality instruction and • student learning

32. STANDARD 4: An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources. Functions: • Collect and analyze data and information pertinent to the educational environment • B. Promote understanding, appreciation, and use of the community’s diverse cultural, social, • and intellectual resources • C. Build and sustain positive relationships with families and caregivers • D. Build and sustain productive relationships with community partners

33. STANDARD 5: An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner. Functions: • A. Ensure a system of accountability for every student’s academic and social success • B. Model principles of self-awareness, reflective practice, transparency, and ethical behavior • C. Safeguard the values of democracy, equity, and diversity • D. Consider and evaluate the potential moral and legal consequences of decision-making • E. Promote social justice and ensure that individual student needs inform all aspects of schooling

34. STANDARD 6: An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context. Functions: • A. Advocate for children, families, and caregivers • B. Act to influence local, district, state, and national decisions affecting student learning • C. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt • leadership strategies

35. Metropolitan Institute for Leadership in Education (MILE) and the GSU Teacher Quality Partnership (TQP) GrantDeveloped by Southland Administrators in Consultation with Dr. Joseph Murphy, Vanderbilt University and aligned with state of Illinois PERA 2010 Initiative Coordinator, Dr. Donna Joy Principal Performance-Based Evaluation Prototype 2011-2012

37. Guiding Principles of the Evaluation System Foundations • Highlight teaching and learning • Include student growth as a significant factor • Be standards based: ISLLC and Illinois Performance Standards for School Leaders • Underscore learning-centered leadership

38. Guiding Principles of the Evaluation System Process ● Be evidence based ● Have set benchmarks agreed upon in advance  ● Be transparent ● Foster a culture of collaboration between the principal and the supervisor ● Be valid and reliable ● Be comprehensive but not overly complex ● Be both formative and summative ● Include multiple measures ● Tap into multiple constituents ● Have well-defined timelines ● Provide ongoing feedback to the principal ● Be site specific, connected to the needs of the specific school ● Be flexible enough to allow for adjustments

39. Guiding Principles of the Evaluation System Outcomes • Motivate principals to improve • Promote targeted professional growth opportunities • Promote school improvement • Enhance academic and social learning of students • Result in positive or negative consequences

40. Components of the Evaluation System • VAL-ED – 25% Assessment on ISLLC Standards/Illinois Performance Standards for School Leadership • Organizational and Professional Goals (25%) Assessment on meeting an organizational goal (5-20%) Assessment on meeting a professional development goal (5-20%) • Student Growth (50%) Assessment on growth in student achievement

41. Components of the Evaluation System Component 1 (25%): • 360 degree assessment of principal’s leadership on instructional leadership • Provides nationally normed measures of principal performance • In-depth discussion of VAL-ED later this morning

42. Components of the Evaluation System Components 2 & 3 Organizational and Growth Goals – One each – 25% total Source of goals: • Student outcomes • District and school improvement plans • Board of education and superintendent objectives • Surveys (e.g., of school climate, parent satisfaction, and so forth) • Previous evaluations (i.e., data from assessments of components in the evaluation system) • Accreditation reports

43. Components of the Evaluation System Components 2 & 3 Organizational and Growth Goals – One each – 25% total Characteristics of Effective Goals: • Be linked to the Illinois Performance Standards for Schools Leaders and ISLLC Standards. • Be organizationally grounded and emphasize the direct contributions of the leader. • Be anchored in an analysis of multiple sources around relevant data. • Be specific, measurable, attainable, realistic, timely, and challenging. • Have a longitudinal focus. • Be mutually determined through collaborative dialogue. • Be collaboratively reviewed with frequent and specific feedback.

44. Components of the Evaluation System Growth In Student Achievement – 50% Source of Goals: • State norm-referenced and criterion-referenced tests • Promotion and high school completion • RTI/progress monitoring data • College entrance examinations • End-of-course examinations • Advanced placement examinations • Other local assessments

45. The Evaluation Process

46. The Evaluation Process Goal Setting(by June 30) Steps: • Review data sources prior to meeting • Bring relevant data to the meeting • Discuss and agree on: • Goals • Sources of evidence • Performance measures

47. The Evaluation Process Formative Conference: (by November 30) Steps: • Examine evidence and discuss the progress on target measures. • Review any new data available. • Make adjustments to the goals as necessary. • Add resources and supports to make goals attainable.

48. The Evaluation Process VAL-ED Assessment (In December) Completion of the VAL-ED assessment by the supervisor, principal and teachers in December.

49. The Evaluation Process Principal’s Pre-Summative Self-Evaluation (by February 1) Steps: • Gather evidence • Reflect on progress • Provide written self-assessment

50. The Evaluation Process Summative Evaluation (by March 1) Steps: • Meet and discuss self-reflection of principal • Evaluator shares her/his perspective • Sign off, using scoring system