Alabama Teacher LeadersVAL-ED Instructional Leadership Survey

January 2013

Objectives

• Review background and research on VAL-ED• Understand the purpose • Learn about the core components and key processes • Review results and reports• Understand the process of administration• Learn about training and support

Instructional Leadership

“School principals are second only to classroom teachers as the most influential school factor

in student achievement”

(Hallinger & Heck, 1998)

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

IES Funded Studies on VAL-

ED

Use of Evidence Study

Known Group Study

Test/Retest Reliability Study

Consequences Study

Longitudinal Study

Convergent/Divergent Study

See the research at www.valed.com.

Purpose of VAL-ED

• VAL-ED utilizes a multi-rater, evidence-based approach to measure the effectiveness of school leadership behaviors known to influence teacher performance and student learning.

• This instrument will provide supervisors with comprehensive, constructive feedback to equip principals to grow as instructional leaders.

• The results offer principals a detailed assessment of perceived performance based on the ISLLC standards using a 360 model that encompasses the entire professional school environment.

• VAL-ED also offers longitudinal reporting to measure progress over time.

Uses of VAL-ED• VAL-ED reports principal performance through:

– Norm-referenced scores – Criterion-reference scores– Longitudinal scores

• VAL-ED will be administered twice per year in order to:– Facilitate a data-based performance evaluation– Measure performance growth– Guide professional development

Group Response ComparisonsThe VAL-ED is a 360° Feedback Tool:

• Taken by the principal, the principal’s supervisor, all certified classroom teachers, and certified, non-classroom instructional staff

• Provides the best feedback to principals• 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

Standards for School Leadership

Interstate School Leaders Licensure 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

The Conceptual Model

Survey Example

VAL-ED Constructs

• Core Components

• Key Processes

• Sources of Evidence

VAL-ED 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 and institutions 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

VAL-ED 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.

Sources of Evidence

• Reports from others• Personal observations• School documents• School projects and activities• Other sources• No evidence

Sources of Evidence

• At least one source of evidence must be checked for an item before making an Effectiveness Rating.

• If No Evidence is checked, then Ineffective or Don’t Know must be marked in the Effectiveness column.

Evidence

Effectiveness Rating

Respondents mark an Effectiveness Rating on a scale of 1 to 5.

1 = Ineffective

5= Outstandingly effective

Effectiveness Scores

Assessment Results

Descriptive AnalysisTotal ScoreCore Components Subscale ScoresKey Process Subscale Scores

Norm-Referenced ProfilesPrincipal, Teacher, and SupervisorTotal respondent composite

Criterion-Referenced ProfilesDistinguishedProficientBasicBelow basic

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.

• 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.

Results

Leadership Behaviors for Possible Improvement

Effectiveness Ratings

Survey Administration

• Internet Connection

• Website

• Access code

• 30-35 minutes for Teachers

• 45-60 minutes for Principals and Supervisors

Survey Administration

• Codes are distributed by the school/district coordinator

• Distribution Methods

• Lost Codes

• Anonymity

Taking the Survey

• Access the VALED homepage– www.Valed.DiscoveryEducation.com

– Read the Instructions– Click “Begin Survey”– Read each item– Indicate the Source or Sources of Evidence– Mark the Effectiveness Rating

Closing

Questions?

Thank you!!

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(case sensitive)