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The Principal and Assistant Principal Evaluation Process: Integrating the Teacher Working Conditions Survey. Presenters. Donna Albaugh PD Consultant Donna.albaugh@dpi.nc.gov. Kimberly Simmons NCEES Consultant Kimberly.simmons@dpi.nc.gov. Outcomes. Tour NCEES Wiki

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  1. The Principal and Assistant Principal Evaluation Process: Integrating the Teacher Working Conditions Survey

  2. Presenters Donna Albaugh PD Consultant Donna.albaugh@dpi.nc.gov Kimberly Simmons NCEES Consultant Kimberly.simmons@dpi.nc.gov

  3. Outcomes • Tour NCEES Wiki • Review the NC School Executive Standards • Examine TWC Survey and trends • Review survey data and design SMART goals aligned with NCSES

  4. Today's Presentation: http://ncees.ncdpi.wikispaces.net/

  5. A New Vision of School Leadership

  6. NC School Executive Standards

  7. Developed in collaboration with the NC Professional Teaching Standards Commission and the NC State Board of Education

  8. Teaching conditions matter for students and for teachers. Understanding that not everyone sees them the same way is important in developing strategies and policies for school improvement.

  9. Purpose Since2002 • Provide additional data for • school and district • improvements. • Inform state level policy.

  10. Inform School and District Level Decisions

  11. TWCS Initial Trends • Change when schools use data as improvement tool

  12. Remember… By making data part of the school improvement planning process, findings from each working condition construct can be seamlessly integrated into the current and emerging school improvement programs at every school.

  13. TWCS Constructs 1. Time 2. Facilities & Resources 3. Community Support and Involvement 4. Manage Conduct 5. Teacher Leadership 6. Principal Leadership 7. Professional Development

  14. Initial Results from the 2012 NC TWC Survey Delivered to North Carolina State Board of Education on June 7, 2012

  15. Working Conditions Remain Stable in the State

  16. Time is at a Premium in NC Schools • 55 percent agree that efforts are made to minimize routine paperwork • 59 percent agree that the non instructional time provided is sufficient • 60 percent of principals agree that there is sufficient time to network and collaborate out of the district • 62 percent agree that class sizes are reasonable so that teachers can meet the needs of all students • While 71 percent of educators agree that teachers have time to collaborate, 54 percent spend an hour or less collaborating in an average week

  17. School Leadership Essential to Retaining Effective Teachers

  18. Schools Using TWC Data Improved Working Conditions the Most, Especially in Leadership

  19. Just a part of the process…

  20. Accessing the Results: www.ncteachingconditions.org

  21. Look at your Data • Constructs: • Time • Facilities and • Resources • Community Support and Involvement • Managing Student • Conduct • Teacher Leadership • School Leadership • Professional • Development • Identify 2 constructs that need your attention as a school leader.

  22. TWCS Constructs 1. Time 3. Community Support and Involvement 2. Facilities & Resources 4. Manage Conduct 5. Teacher Leadership 6. Principal Leadership 7. Professional Development

  23. Schools protect teachers’ time to plan, collaborate, and provide effective instruction. 1.Time Standard 2: Instructional Leadership Standard 3: Cultural Leadership 1a Teachers’ class sizes facilitate high quality instruction. 1b Teachers have sufficient time to provide all students with effective instruction. 1c Teachers have time during the school day to plan and collaborate. 1d Schools make efforts to streamline processes to increase instructional time and decrease required paperwork.

  24. 2. Facilities and Resourcesare provided for teachers to deliver quality instruction. 2a Materials and resources are available to facilitate quality instruction. 2b Technology facilitates 21st Century learning opportunities. 2c Physical environments support teaching and learning. 2d Teachers have access to a broad range of Professional Support Personnel. Standard 2: Instructional Leadership Standard 5 Managerial Leadership Standard 7: Micro-political Leadership

  25. 3. Community Support and InvolvementParents, guardians, and community members are engaged in substantive ways to support and influence the school. St 1: Strategic Leadership St 3: Cultural Leadership St 5: Managerial Leadership St 6: External Development Leadership 3a Parents, guardians, and community members support the teachers and school. 3b Parents, guardians, and community members are knowledgeable about classroom and school policies and practices. 3c Parents, guardians, and community members are provided opportunities to influence the success of the school.

  26. 4. Managing Student ConductSchools implement policies and practices to address student conduct issues and ensure a safe school environment. Standard 3: Cultural Leadership Standard 5: Managerial Leadership 4a School leadership and teachers develop and communicate policies and procedures regarding student conduct and school safety. 4b Administrators and teachers enforce policies and procedures regarding student conduct and school safety consistently. Developed in collaboration with the NC Professional Teaching Standards Commission 2 and the NC State Board of Education

  27. 5. Teacher LeadershipTeachers are involved in decisions that impact classroom and school practices. Standard 1: Strategic Leadership Standard 2: Instructional Leadership Standard 3: Cultural Leadership Standard 4: Human Resource Leadership Standard 5: Managerial Leadership Standard 7: Micro-political Leadership 5a Teachers demonstrate leadership in the classroom. (look familiar?- 1a NCPTS) 5b Teachers demonstrate leadership in the school. (look familiar?- 1a NCPTS) 5c Schools have efficient and effective decision-making processes that engage teachers.

  28. 6. School Leadership maintains trusting, supportive environments that advance teaching and learning. Standard 1: Strategic Leadership Standard 2: Instructional Leadership Standard 3: Cultural Leadership Standard 4: Human Resource Leadership Standard 5: Managerial Leadership Standard 6: External Development Leadership Standard 7: Micro-political Leadership 6a An atmosphere of trust and mutual respect is pervasive in the school. 6b Teachers’ performance is assessed objectively and effective feedback is provided that improves performance and enhances student learning. 6c School leadership articulates a vision and implements effective strategies for school improvement. 6d School leadership makes sustained efforts to improve teaching and learning conditions.

  29. 7. Professional DevelopmentQuality learning opportunities are available for teachers to enhance teaching and learning. Standard 2: Instructional Leadership Standard 4: Human Resource Leadership Standard 5: Managerial Leadership 7a Time and resources are provided for professional development, ensuring all teachers have access to continuous learning opportunities. 7b Professional development meets best practice standards for delivery and support. 7c Professional development enhances the ability of teachers to implement instructional strategies and improve student learning.

  30. 8. Instructional Practices and SupportSchools provide support for data analysis and teachers’ collaboration to improve teaching and learning. Standard 2: Instructional Leadership Standard 3: Cultural Leadership Standard 4: Human Resource Leadership Standard 5: Managerial Leadership 8a Teachers use formative and summative assessment data to drive instructional practice. 8b Teachers are supported to work collaboratively to develop, align, and improve instructional practices. 8c Teachers are assigned classes that maximize their likelihood of success with students.

  31. Let’s look at some Smart Goals • Increase parent participation in school events so that parent involvement increases from 35% to 50% by the end of first semester 2012 as noted by parent session attendance rosters.

  32. Analyses and Tools to Facilitate Data Use

  33. Contact Information: Donna Albaugh PD Consultant Donna.albaugh@dpi.nc.gov Kimberly Simmons NCEES Consultant Kimberly.simmons@dpi.nc.gov

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