Evaluating Principal Effectiveness

Report
Evaluating principal
effectiveness
Focal Point 2012
For many, we are
their last best hope.
They will need our
best work.
Battle for LA video
What is the point?
Purposes
Accurately, fairly, and rigorously assess
principal effectiveness
 Provide feedback and develop capacity
 Make decisions related to who will lead
schools
 Raise student achievement

Purposes
Being crystal clear with principals about
what the district values
 In some places differentiate compensation
 Meet legal requirements

What if principals were the key?
Support
Results
PRINCIPALS
Student Achievement
Metrics
Quality of Instruction
Philosophy/ Culture
Support
Support
Teachers
Results
Results
PRINCIPALS
Student Achievement
Metrics
Metrics
Quality of Instruction
Philosophy/ Culture
Support
Support
Other departments
Results
School Supervision
Metrics
Support
Metrics
PRINCIPALS
Results
Central Office
Student Achievement
Quality of Instruction
Philosophy/ Culture
Metrics
Seven Considerations
1. What does a great school look like?
2. What do effective principals do?
3. How will principal effectiveness be
monitored?
4. Is there a process in place for developing
principals?
Seven Considerations
5. What are the District’s Core Beliefs?
6. How is accountability defined?
7. What is the capacity of the evaluators?
How ready is your district?
Readiness Assessment
1.
2.
3.
4.
There is agreement amongst the leaders in our
district about what a great school looks like.
There is agreement amongst the leaders in our
district about what effective leaders do.
The leaders in our district are clear about how
effectiveness of what they do will be monitored.
There is a process in place to develop current
and perspective leaders in our district.
Readiness Assessment
5. Leadership of our district is in agreement
regarding the top three priorities for this year.
6. Leadership of our district is in agreement that
the above priorities are the three top
priorities that are most important for our
mission.
7. Leaders know and are in agreement with how
accountability for their work will be defined.
Readiness Assessment
8. There is agreement amongst the leadership in
our district that accountability and evaluation
are fair, accurate and rigorous.
9. Leadership at all levels of our district has the
capacity to lead and evaluate others.
10. Feedback on progress is provided regularly to
all leaders in our district.
11. Leaders in our district can clearly define their
roles and who will be evaluating them.
Readiness Assessment
The leaders in our district would say they
have the support they need to do their
jobs well.
13. Overall, our leadership is ready for an
evaluation instrument that is fair, accurate
and rigorous.
12.
The Focal Point
Principal Practice
Evaluation Instrument
Please refer to the handouts
The Focal Point Principal
Practice Evaluation Instrument

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
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Aligns to ISLLC Standards of 2008.
Is fair rigorous and accurate.
Is proven and tested.
Provides support for district leaders based on
needs assessment.
Is part an aligned system can be used to
increase overall systemic effectiveness.
Million Dollar Baby Video
What Focal Point says about
effective principals…
Great principals lead.
They improve the quality of
instruction.

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Keep the focus on
instruction
Are good at instruction
 Good, first instruction
 Curriculum alignment
Develops staff
Get results – improve
achievement
Establish the
“philosophy” and
culture of the school
Measuring Principal Effectiveness – the Metrics
Achievement
(50%)
Performance
(50%)
Metric
Performance rubric
Systems review
Retention of effective teachers
Total
Pts.
30
5
5
Improving teacher effectiveness
5
Congruence between teacher performance and
student achievement
5
State assessments
District assessments
School specific goals
Graduation rate or proficiency rate of 5th or 8th
graders
Accreditation
18
12
5
5
10
Performance areas
Leadership
 The instructional program
 Staff development
 Effective management
 Professional responsibilities

LEADERSHIP
A1. ESTABLISHES A SHARED VISION OF SUCCESS
 Reinforces core beliefs
Wt.
2x
 Guides staff to a shared vision
1x
 Establishes goals and clarifies purpose
1x
A2. LEADS CHANGE
Wt.
 Leads change
2x
A3. MAXIMIZES HUMAN POTENTIAL
Wt.
 Maximizes potential
1x
 Inspires staff
1x
A4. DEMONSTRATES OTHER LEADERSHIP SKILLS
Wt.
 Communicates well and practices sense-making
2x
 Makes effective decisions
1x
 Demonstrates broad perspective
1x
THE INSTRUCTIONAL PROGRAM
B1. MAINTAINS A COMPREHENSIVE PROGRAM OF INSTR.
Wt.
 Establishes a standards-based and aligned curriculum
2x
 Helps staff understand and learn what great looks like
1x
 Develops a program of instruction that meets the needs of all students
1x
B2. IMPROVES THE QUALITY OF INSTRUCTION
Wt.
 Provides effective instructional feedback
2x
 Improves the quality of instruction
3x
 Conducts effective formal observations and evaluations
2x
B3. PROVIDES FOR ASSESSMENT OF INSTRUCTION
Wt.
 Ensure student proficiency is progress-monitored and accurately
assessed
1x
EFFECTIVE MANAGEMENT
D1. MANAGES RESOURCES EFFECTIVELY
Wt.
 Manages personnel and material resources
 Aligns budget with instructional program and professional
development
D2. TIME MANAGEMENT
1x
Wt.
 Develops effective school and class schedules
1x
 Manages his individual time well
1x
2x
D3. SCHOOL CLIMATE
 Maintains a safe and orderly learning environment
2x
PROFESSIONAL RESPONSIBILITIES
E1. MAINTAINS POSITIVE RELATIONS w/ DIST. AND COMMUNITY
Wt.
 Maintains positive relations with District personnel
1x
 Builds positive relations with parents and school stakeholders
2x
E2. GROWS PROFESSIONALLY
Wt.
 Maintains personal professional development
1x
 Contributes to the profession
1x
PRINCIPAL EFFECTIVENESS
Criteria
Weight
Leadership
3x
Instructional Program
3x
Staff Development
2x
Effective Management
1x
Professional Responsibilities
1x
2013-2014
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How does your new, ideal
evaluation system differ
from the system you have
now?
2013-2014
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What are the top
three things you
would want to be
evaluated on?
Would anything need
to change in the way
you are currently
evaluated?
How will your
evaluator know
when you have
done well?
How will principal effectiveness be
monitored?
New Jersey Interim Report
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Measures of effective practice (40%)
 Recommendation
to adopt the Educational
Leadership Policy Standards (ISLLC)
 Districts to choose from a list of stateapproved rubrics, templates, and tools
 May receive a waiver if the District has a more
rigorous locally developed tool
New Jersey Interim Report
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Retention of effective teachers (10%)
 Principal’s
effectiveness in improving teacher
effectiveness
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Growth of teachers’ rating
 Principal’s
effectiveness in recruiting and
retaining effective teachers
 Principal’s effectiveness in exiting ineffective
teachers
New Jersey Interim Report
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Measures of Student Achievement (50%)
 Aggregated
performance on statewide
assessments (35%)
 School-specific achievement goal (15%)
Such as graduation rate increase
 Could be multiple measures
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Support Metrics
What does support look like?
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Professional development of principals?
 Trainings
 Job-embedded
coaching
 Professional learning community
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Instructional support?
 Help
in coaching teachers
 Curriculum alignment
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Curriculum maps and assessments
What does support look like?

Human capital management?
 Recruitment
and selection of teachers
 Removing ineffective teachers
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Defined autonomy?
 Focus
on results
 Budget and other resources
What does support look like?
Leadership development?
 Accurate evaluations?
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 Clear
expectations
 Effective feedback
 Use of data
 Mid-year reviews
 System review
What does support look like?

The District working systemically?
 Focus
 Aligned
system
Central Office goals related to support?
 Competent evaluators with time to coach?
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The need is great.
The challenges many . . .
They will need your
best work.
Lead well!
Contact Information
www.FocalPointEd.com
 719 492-7967
 303 442-0131
 Dr. Andrea Kutinsky
 [email protected]
 Dr. David Roudebush
 [email protected]

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