Principal Practice Within Wisconsin’s Educator Effectiveness Framework

1. Principal Practice Within Wisconsin’s Educator Effectiveness Framework Joe Schroeder, PhD Associate Executive Director, AWSA

2. SessionLearning Targets I) Gain familiarity with Wisconsin’s developing principal practice rubric II) Identify sources of evidence for various components of principal practice III) Identify key considerations andinitial steps for moving forward in the new era

5. Why the Focus on Principal Effectiveness? Although many factors contribute to student learning, leadership is the second most powerful school-level factor in student learning. (Hallinger & Heck, 1996; Horng, Klasick, & Loeb, 2010)

6. Why the Focus on Principal Effectiveness? Strong school leadership is essential for • Cultivating high-performing schools • Attracting and retaining high-quality teaching staff • Building community support for education efforts (Clifford, Behrstock-Sherratt, & Fetters, 2012)

7. Why the Emphasis on Evaluating Principal Practice? • Evaluation practices vary greatly across schools and districts • Professional standards (such ISSLC and/or state standards) often not aligned with evaluation practices • Little empirical evidence that current evaluation models and instruments are effective or technically sound (WestEd, 2011)

8. Why the Emphasis on Evaluating Principal Practice? The professional literature highlights the importance of principal evaluation in changing practice from thehistorical emphasis on managerial responsibilities to more recent expectations that principals are instructional leaders, who are responsible and accountable for student learning. (WestEd, 2011)

9. Principal Practice Part I: Familiarity with Wisconsin’s Principal Effectiveness Framework & Rubric

11. ISLLC Standards(Interstate School Leaders Licensure Consortium) • Human Resource Leadership • Instructional Leadership • Personal Behavior • Intentional and Collaborative School Climate • School Management

12. Purposes for Professional Standards • Provide a common language and understanding about effective principal practice • Supportprofessional growth through self-assessment, reflection and collaboration • Link various sources of evidence to principal practice that result in improved student achievement

13. Take a Closer Look What structure do you see?

14. Structure of Wisconsin’sPrincipal Effectiveness Framework 2 Domains 5 Components 23 Elements 4-Point Rubric for Each Element

15. Domain 1: Teacher Effectiveness Component 1.2 Instructional Leadership 1.2.1 Living a Vision and Mission for ALL Students 1.2.2 High Expectations for Academic Achievement 1.2.3 Classroom Observations and Feedback 1.2.4 Instructional Time 1.2.5 Teacher Collaborations 1.2.6 Data Usage in Teams 1.2.7 Rigorous Student Learning Objectives

16. 4-Point Rubric for Each Element Ineffective Minimally Effective Effective Highly Effective

18. Effective Principal Practice at the Component Level • Relationships to the ISSLC Standards • Overall themes you notice

19. Reflection and Consolidation:Session I What priorities do you see needed as your district prepares for full implementation of principal practice supervision in coming months and years?

20. Principal Practice Part II: Identifying Sources of Evidence

24. Evidence vs. Opinion

26. Potential Sources of Evidence1.1 Human Resource Leadership School Improvement Plan Recruitment Methods Observations of Staff / Faculty

27. Potential Sources of Evidence1.2 Instructional Leadership Memos, Newsletter, Website Samples of SLOs Team Meeting Agendas

28. Reflection and Discussion • Identify where we might look forevidence of the standard elements 2) Share your thoughts with a neighbor

30. Principal Practice Part III:Moving Forwardin the New Era

31. Foci for PD in the New Era Understanding the relevant framework, evaluation process, and means for feedback

32. Foci for PD in the New Era Identifying forms of rating bias, areas of common rating errors, and evidence sources most appropriate

33. Foci for PD in the New Era Practice observing and rating evidence sources, with feedback, according to the relevant effectiveness framework.

34. Foci for PD in the New Era Exploring how elements identified through the evaluation process can focus PD and support to enhance student learning in your school(s).

35. Foci for PD in the New Era Practice coaching conversations as a tool for improving principal practice

36. Considerations / Next Steps Diagnose Develop Intervene

37. Diagnose

38. Leadership and Learning Matrix (Reeves, 2010) Organizational Results AntecedentsofExcellence

39. Develop

40. Intervene

41. Reflection and Consolidation:Session II What priorities do you see needed as your district prepares for full implementation of principal practice supervision in coming months and years?

42. joeschroeder@awsa.org 608.729.6656