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2. 360° Feedback “360° is an excellent diagnostic and development tool for educational leadership in public schools and school districts. Not only do those who are new to educational leadership develop a more comprehensive and accurate self-image, the school leadership framework helps develop a much deeper understanding of the commitments of leadership.” (National Center for School Leadership)

3. 360° Assessment • VAL-ED is a 360° Feedback Tool: • Taken by the principal, the principal’s supervisor, and all teachers • Provides the best feedback to principles • Incorporates inputs from the school’s entire professional community • All respondents assess the same facets of principal leadership • VAL-ED reports allow principals to compare their ratings against the ratings given by teachers and supervisors • Allows the principal to get informative feedback on his/her areas of excellence and areas with need for improvement

4. Learning–Centered Leadership • Learning-Centered Leadership is defined as: • Staying consistently focused on learning, teaching, curriculum, and assessment • Making all dimensions of schooling (administration, organization, etc.) work in the service of improved student learning

5. The Conceptual Model

6. Standards for School InterstateSchoolLeadersLicensure Consortium Adopted Common Standards November 2, 1996 • Focus on: • The centrality of the school leader • The changing role of the school leader • The collaborative nature of school leadership • High standards and expectations • Informed performance-based system of evaluation

8. 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.

9. The VAL-ED Feedback Tool • 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

10. Purpose and Uses • The VAL-ED reports principal performance through: • Norm-referenced scores • Criterion-reference scores • VAL-ED can be used annually or more frequently to: • Facilitate a data-based performance evaluation • Measure performance growth • Guide professional development • The VAL-ED is a key component of a comprehensive leadership evaluation system.

11. 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

12. 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 andinstitutions 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

13. 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.

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

15. Example Survey

16. Leadership Behavior Framework

17. Performance Level Descriptors • Distinguished • A distinguished leader exhibits leadership behaviors of core components and key processes at levels of effectiveness that over time are virtually certain to influence teachers to bring the school to a point that results in strong value-added to student achievement and social learning for all students. • Proficient • A proficient leader 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 all students.

18. 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.

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

20. Effectiveness Ratings

21. Results

22. Results

23. Comparisons of Respondent Groups

24. Leadership Behaviors for Possible Improvement

25. Supporting Research& Publications • Porter, A.C., Polikoff, M.S., Goldring, E., Murphy, J., Elliott, S.N., & May H. (In Press). Developing a psychometrically sound assessment of school leadership: The VAL-ED as a case study. Educational Administration Quarterly. • Polikoff, M.S., May, H., Porter, A.C., Elliott, S.N., Goldring, E., & Murphy, J. (In Press). An examination of differential item functioning in the Vanderbilt Assessment of Leadership in Education. Journal of School Leadership. • Murphy, J., Goldring, E., Cravens, X., Elliott, S.N., & Porter, A.C. (In Press). The Vanderbilt Assessment of Leadership in Education: Measuring learning-centered leadership. East China Normal University Journal. • Goldring, E., Cravens, X., Murphy, J. Porter, A., Elliott, S., & Carson, B. (2009). The evaluation of principals: What and how do states and urban districts assess leadership? Elementary School Journal, 110(1), 19-39. • Goldring, E., Cravens, X. C., Murphy, J., Elliott, S. N., Porter, A. C. & Carson, B., (2008). The evaluation of principals: What and how do states and urban districts assess leadership? The Elementary School Journal (Accepted) • Goldring, E., Porter, A.C., Murphy, J., Elliott, S.N., & Cravens, X. (2007, March). Assessing learning-centered leadership: Connections to research, professional standards, and current practice. New York, N.Y.: Wallace Foundation. • Goldring , E., Porter, A., Murphy, J., Elliot, S., & Cravens, X. (In Press).  Assessing Learning-Centered Leadership: Connections to Research, Standards and Practice.  Leadership and Policy in Schools. • Goldring, E. Porter, A. Pollikoff, M (2008). Report on the Study to Evaluate the Performance Level Descriptors for the VAL-ED. New York, NY: Wallace Foundation. • Murphy, J., Elliott, S.N., Goldring, E., & Porter, A.C. (2007). Leadership for learning: A research-based model and taxonomy of behaviors. School Leadership & Management, 27 (2), 179-201. • Murphy, J., Elliott, S. N., Goldring, E., & Porter, A. C. (in press) Leaders for productive schools. International Encyclopedia of Education (3rd ed.). Oxford, Elsevier. • Murphy, J., Elliott, S.N., Goldring, E.B., & Porter, A.C. (2006). Learning-centered leadership: A conceptual foundation. New York, NY: Wallace Foundation. • Murphy, J.F., Goldring, E.B., Cravens, X.C., Elliott, S.N., Porter, A.C. (2007, August). The Vanderbilt Assessment of Leadership in Education: Measuring Learning-Centered Leadership. Journal of East China Normal University. • Porter, A.C., Goldring, E.B., Murphy, J., Elliott, S.N., & Cravens, X. (2006). A framework for the assessment of learning-centered leadership. New York, NY: Wallace Foundation. • Porter, A.C., Goldring, E.B., Elliott, S.N., Murphy, J., Polikoff, M., and Cravens, X. (2008). Setting Performance Standards for the VAL-ED Assessment of Principal Leadership, New York: NY: Wallace Foundation. • Porter, A.C., Goldring, E.B., Murphy, J., Elliott, S.N., Polikoff, M., and May, H. (2008). VAL-ED Assessment of Principal Leadership Technical Manual, New York, NY: Wallace Foundation. • Elliott, S.N., Porter, A.C., Goldring, E.B., Murphy, J., Polikoff, M., and May, H. (2008). VAL-ED Users’ Guide, New York, NY: Wallace Foundation. These and other publications are all available for download at http://www.valed.com.