pde phase ii principal effectiveness cristine wagner-deitch dr. eric rosendale region 9 1
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PDE Phase II Principal EffectivenessCristine Wagner-DeitchDr. Eric Rosendale Re
gion
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Learning IntentionsParticipants will…
• Understand that principal evaluation is an informative process – not an isolated event.
• Become familiar with the process and tools associated with Phase II.
• Utilize the Principal Effectiveness Rubric to create methods and practices that align to district/school efforts toward increased teacher effectiveness and student achievement.
• Begin to develop a district/school plan which builds capacity around the Principal Effectiveness Rubric.
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Today’s Agenda…
• Overview and Rationale for the Project• Establishing a Common Definition of Principal Effectiveness• Focus on an Evidence-Based System• Differentiation of Evaluative Processes• The Role of Principal Growth• The Importance of Transparency• Systems Planning and Reflection
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What to Expect
This training will be:• a chance to reflect on
principal effectiveness.• a way to make
connections between teacher & principal effectiveness frameworks.• an opportunity to
examine current system based on “best practice.”
This training will not be:• simply about
compliance.• a session focused only
on how to “fill out the forms.”• about providing the
“right” answers.
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Setting Norms for Our Group
Please…
• Participate and ask questions.• Understand that there are unknowns.
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Training Materials
Section 1: Powerpoint SlidesSection 2: Training MaterialsSection 3: Research DocumentsSection 4: Rubrics
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Project Goal
To develop an educator effectiveness model that will reform the way we evaluate school professionals as well as examine the critical components of training and professional growth.
The term “educator” includes teachers, education specialists, and principals.
“The term “principal” shall include a building principal, an assistant principal, a vice principal or a director of vocational education.”
~HB 1901
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Definition of Terms
• Effectiveness:“Effective principals are those who boost academic achievement for all students, increase the effectiveness of their teaching staffs, and consistently take leadership actions shown to improve outcomes for students” (Reeves, 2010).
• Supervision: Collegial, focused on growth, ongoing, formative
• Evaluation:Requires summative judgment, based on evidence
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Opening Activity: What’s Your System?
• What is your current principal evaluation process?
• Use the worksheet to• list the steps in your system.• organize your list using your school calendar.
• Reflect: • How does your current system advance your district goals and
promote principal growth?
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TM pg. 2
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Principal Effectiveness: Setting the Stage
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Educator Effectiveness Overview
Where we are in 2012-2013•Teacher Effectiveness – Phase III •Principal Effectiveness – Phase II•Specialist Effectiveness – Phase I
Anticipated Statewide Implementation•Teacher Effectiveness – 2013-2014•Principal Effectiveness – 2014-2015•Specialist Effectiveness – 2014-2015
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Principal EffectivenessWhy Important and Why Now?
• Effective school leadership has an impact on developing a culture focused on student achievement. However as stated by Douglas Reeves from the Leadership and Learning Center:
“Most leadership assessments are infrequent, late, unhelpful and largely a source of administrative bother.”
• Given the efforts taking place with teacher effectiveness, this becomes an opportune time for Pennsylvania to also develop its first universal instrument for principal effectiveness. 12
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Principal Effectiveness Why Important and Why Now? (continued)
• As the Commonwealth continues its work with the establishment of universal effectiveness instruments, it is essential that building and system leaders have initial and on-going training to guarantee sustainability and reliability.
• http://www.wallacefoundation.org/principal-story/executive-video/Pages/default.aspx
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Our Approach Review of Previous Work
• Reviewed existing state models from North Carolina, Delaware, Washington, Tennessee, and Colorado
• Analyzed elements of the various models from the following perspectives: • The nine PA School Leadership Standards; Specifically the Core & Corollary Leadership
Standards as mandated by Act 45 of 2007• The leader’s role in improving student achievement• The desire for measureable and constructive feedback to staff
• Conducted an extensive review of research linked to principal effectiveness.
• MET Project• RAND• Wallace• Calder
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Our Approach Review of Research
• Highlights from the Measures of Effective Teaching (MET) Report:
• Principals have the greatest indirect impact on student learning.• An emphasis is needed for evaluators to be accredited and
reaccredited after a set period of time to prevent rater drift.• Having multiple observers helps to validate the growth,
improvement, and evaluation process.
Resource: http://www.metproject.org/reports.php
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Our Approach Review of Research (continued)
• Highlights from the April 2010 Policy Brief, Center for Analysis of Longitudinal Data in Education Research (CALDER):
• More effective principals are able to staff schools with more effective teachers
• Experience is a predictor of principal effectiveness• The principal's job is complex; Effectiveness depends on sense of efficacy
on tasks and how time is allocated for tasks• Principal evaluations of teachers can offer valuable feedback on teacher
performance, as opposed to student test scores alone
Resource:http://www.caldercenter.org/publications/calder-policy-brief-8.cfm 16
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Our Approach Engaging Stakeholders and Expertise
• Educational experts from national, state, and locals levels provided reviews of various work throughout the process.
• On June 18, 2012 Pennsylvania conducted its first statewide stakeholder meeting, which included representation from LEAs of various sizes and locations.
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Our Approach Incorporating Act 82 of 2012
• Within Act 82, new requirements for Educator Effectiveness have been defined for teachers, principals, and education specialists.
• Within the Act, it defines various categories that need to be addressed within principal evaluation systems:• Planning and Preparation• School Environment• Delivery of Service• Professional Development
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Building Level Data15%
Correlation be-tween Teacher PVAAS scores and Teacher
Danielson rating15%
Elective Data/ SLOs20%
Obser-vation/
Evi-dence50%
Observation/ EvidenceDomains1. Strategic/ Cultural Leadership2. Systems Leadership3. Leadership for Learning4. Professional and Community
Leadership
Building Level DataPSSA AchievementPVAAS GrowthGraduation RatePromotion RateAP Course ParticipationSAT/PSAT
Principal Effectiveness System
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CorrelationPVAAS
Elective Data/SLOsDistrict Designed National TestsDistrict RubricsIEP GrowthProjectsPortfoliosSurveysPDE Standards for Review And Approval
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Principal Effectiveness Instrument Creation of a Framework
• Combing all the background previously identified, a draft framework was developed that establishes a set of four leadership domains:
• Domain 1: Strategic/Cultural Leadership• Domain 2: Systems Leadership• Domain 3: Leadership for Learning• Domain 4: Professional and Community Leadership
• The framework contains specific components (with corresponding descriptors) to be included in each of the four domains.
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Principal Effectiveness Instrument:Alignment with Act 82 and PIL Program
Draft – Fo
r
Reference O
nly
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Forms pg. 14
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PA CORE StandardsThe leader …
• has the knowledge and skills to think and plan strategically, creating an organizational vision around personalized student success.
• is grounded in standards-based systems theory and design and is able to transfer that knowledge to his/her job as the architect of standards-based reform in the school.
• knows how to access and use appropriate data to inform decision-making at all levels of the system. 22
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Corollary StandardsThe Leader…• creates a culture of teaching and learning with an emphasis
on learning.
• manages resources for effective results.
• collaborates, communicates, engages, and empowers others inside and outside of the organization to pursue excellence in learning.
• operates in a fair and equitable manner with personal and professional dignity.
• advocates for children and public education in the larger political, social, economic, legal, and cultural context.
• supports professional growth of self and others through practice and inquiry.
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Principal Effectiveness Why Important and Why Now? (continued)
• As the Commonwealth continues its work with the establishment of universal effectiveness instruments, it is essential that building and system leaders have initial and on-going training to guarantee sustainability and reliability.
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Phase II Requirements
• Both the central office supervisor AND the principal(s) collect and share evidence for 3-5 components on the rubric.• One must fall under “Leadership for
Learning.”• Supervisor submits results of
collaborative assessment(s) using levels of performance for the 3-5 components chosen.
• Supervisor and principal(s) provide feedback on the rubric and the process.
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Why Evaluate Principals?
• Quality Assurance• Professional Learning
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5 “Best Practices” forPrincipal Evaluation1) Common definition2) Focus on evidence3) Differentiation of evaluative processes4) Role of principal in their own growth5) Transparency
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5 “Best Practices” forPrincipal Evaluation
1) Common definition2) Focus on evidence3) Differentiation of evaluative processes4) Role of principal in their own growth5) Transparency
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Best Practice #1: Common Definition
Start with a common definition of principal effectiveness that is
studied, and understood, by all stakeholders.
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Best Practice #2: Evidence
Let evidence, not opinion, anchor the process.
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Characteristics of Principal Effectiveness
What do you view as the five most important characteristics/behaviors
of effective principals?
TM pg. 3
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Group Consensus• Compile a list of characteristics and behaviors and indicate top
three with most impact on student learning.
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State of the Research: Article Review and Discussion• Guiding Question:
How do OUR perceptions of principal effectiveness match with the research literature?
• State of the Research (Choose One) • The Principal as Leader: Guiding Schools to Better
Teaching and Learning (Wallace Foundation)• First Year Principals in Urban Districts: How
Actions and Working Conditions Relate to Outcomes, Summary Document (Rand Corp)
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Research
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State of the Research: Article Review and Discussion
• Highlight at least three key ideas that you’d like to discuss at your tables as you read.
• When everyone is finished, discuss the key points everyone highlighted.
• Bring your discussion to closure by examining the characteristics on chart paper and discussing the following question:
How do OUR perceptions of principal effectiveness compare with the research literature? 34
TM Pg. 4
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Principal Effectiveness Review of Research (continued)
• Highlights from the Wallace Foundation Report: “The School Principal as Leader” include the following competencies for effective school leaders:
• Share a vision of academic success for all students• Create a climate hospitable to education• Cultivate leadership in others• Improve instruction• Manage people, data, and processes to foster school improvement
Resource:http://www.wallacefoundation.org/knowledge-center/school-leadership/effective-principal-leadership/Documents/The-School-Principal-as-Leader-Guiding-Schools-to-Better-Teaching-and-Learning.pdf
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Principal Effectiveness Review of Research (continued)
• Highlights from the RAND Corporation Report: “First Year Principals in Urban School Districts”:
• The report provided an analysis of the relationship between first year principals and achievement within urban school districts.• Results showed that when a principal leaves, student
achievement suffers 2-3 years.
Resource: http://www.rand.org/content/dam/rand/pubs/technical_reports/2012/RAND_TR1191.pdf
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The Domains
1) Strategic/Cultural Leadership2) Systems Leadership3) Leadership for Learning4) Professional and Community Leadership
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Review: Evidence or Opinion?
1. Principal Jones’ teachers all seem to feel positive about the direction that he is taking them to improve student academic outcomes.
2. Faculty meeting agendas and handouts list safety policies and procedures.
3. Building data teams held regularly scheduled meetings to develop proficiency plans for at-risk students, using specific protocols.
4. Principal Rogers has difficulty with completing evaluation reports within the required timeline.
5. Principal Sally states, “I have involved teachers in planning professional development.” 38
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Exploring the Domains
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CharacteristicsConnections to
Teacher Effectiveness
Evidence of Proficient
Evidence of Distinguished
Domain
TM pg. 5Forms T & P
Rubric
PA’s Principal Effectiveness Framework
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How to Make the Process Formative and Informative• Refer back to your district evaluation system & discuss:
• Where does the principal rubric “fit”?• How might you enhance your process through evidence
collection?• What barriers exist, and how might you address them?• How can you be sure that your principal has met a goal?
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TM pg. 2
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Connecting the Frameworks, Domains, and Components
Framework for Teaching
• 4 Domains• 22 Components• Levels of Performance• Research-based• Focused on professional
growth• Promotes positive impact
on student learning• Distinguished extends
beyond “self”
PA Principal Effectiveness Framework
• 4 Domains• 19 Components• Levels of Performance• Design incorporates current
research• Focused on professional
growth• Promotes positive impact
on student learning• Distinguished extends
beyond “self”
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5 “Best Practices” forPrincipal Evaluation1) Common definition2) Focus on evidence3) Differentiation of evaluative processes4) Role of principal growth5) Transparency
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Best Practice #3: Differentiation of process• How do you differentiate the principal evaluation process?
• by building goals?
• based on principal’s level of experience?
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5 “Best Practices” forPrincipal Evaluation1) Common definition2) Focus on evidence3) Differentiation of evaluative processes4) Role of principal in their own growth5) Transparency
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Best Practice #4: Role of the Principal in Their Own Growth
•Who does the thinking?•Who does the learning?
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Remember the teacher effectiveness process…
What would the principal
effectiveness process look like?
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Pre-Observation
Observation
Preparing for Post-
Observation conference
Post-Conference
Collaborative Assessment
Walk-through
TM pg. 6-8
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PDE Phase II Process• Principal’s self-assessment• Together, supervisor and principal choose 3-5 components on the
rubric for Phase II • Review and embed principal effectiveness framework in current
district evaluation process• Beginning of Phase II meeting with supervisor and principal to set
goals (January 2013) and map out evidence that will be collected and used throughout Phase II to measure effectiveness.
• Supervisor and principal meet midway to provide feedback, grounding conversation in the principal framework and the evidence collected so far (March 2013). Adjust goals and/or evidence list, if needed.
• Supervisor and principal meet at EOY (June 2013) to discuss evidence collected and determine levels of performance for selected components.
• Data submission to PDE (Deadline: June 30, 2013)
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Principal Growth• Use Danielson’s Framework for Teaching process to create a
similar process for principals.
• Suggestions include:• Principals use rubrics and highlighters to self-assess their
effectiveness.• Principals use data to set priorities based on component in the
rubric.• Both supervisor and principal gather and share supporting
evidence. (On-going)• Supervisors use highlighted rubrics to identify areas of agreement
(based on evidence).• Supervisor and principal collaboratively assess the principal’s
effectiveness for individual components49
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Systems Approach to Principal Effectiveness: • How do you link individual principal’s building goals to district
goals?• What’s the timing of the principal evaluation process given
that data should be a valuable part of the goal-setting process?
• How frequently do you meet with the principal throughout the year to discuss and provide feedback on components of the rubric?
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TrainingPg. 8
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5 “Best Practices” forPrincipal Evaluation1) Common definition2) Focus on evidence3) Differentiation of evaluative processes4) Role of principal in their own growth5) Transparency
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Best Practice #5: Transparency
Principals must learn the rubrics and the process.
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How will your principal effectiveness system facilitate
on-going, two-way communication and feedback?53
A lack of transparency results in distrust and a deep sense of insecurity.
~Dalai Lama
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District Planning for Phase II and Beyond…
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Reflect on Your Plan• Is your process grounded in research?• Do principals’ goals align to the principal effectiveness rubric?• Is your process collaborative?• Does the principal play a leading and active role?
• Is it evidence-based?• What evidence will be acceptable?• Who will collect evidence?• When will evidence be collected?
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TM pg. 8
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Reflect on Your Plan
• Is the process likely to promote growth?• Can you expect an impact (direct and indirect) on teacher
effectiveness? Student achievement?• How will you know?
• What is the timeline for use and implementation through June 30, 2013?• What is your timeline for future years?
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http://www.wallacefoundation.org/principal-story/executive-video/Pages/default.aspx
TM pg. 8
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Learning IntentionsParticipants will…
• Understand that principal evaluation is an informative process – not an isolated event.
• Become familiar with the process and tools associated with Phase II.
• Utilize the Principal Effectiveness Rubric to create methods and practices that align to district/school efforts toward increased teacher effectiveness and student achievement.
• Begin to develop a district/school plan which builds capacity around the Principal Effectiveness Rubric.
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Today’s Training Developed by:
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Cristine Wagner-Deitch724-774-7800clw@bviu.org
Dr. Eric Rosendale724-774-7800egr@bviu.org
Contact Information
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