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NC SCHOOL EXECUTIVE: PRINCIPAL /ASSISTANT PRINCIPAL Evaluation Process 1 Slide 2 Six Step Introduction Walk 6 steps to connect Discuss Question #1 What data points do you reference when completing your self-assessment? Discuss Question #2 How do you plan strategically for your professional growth based on evidence? Discuss Question #3 Cite an example of how you are using data and goal setting for continuous improvement. Slide 3 Overview 21 st Century Education Understanding the Standards School Executive Evaluation Process NCEES Rating System 21 st Century Education Understanding the Standards School Executive Process NCEES Ratings Resources Slide 4 4 State Board of Educations Mission Statement The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century. Produce globally competitive students Be led by 21st century professionals Be governed and supported by 21st Century Systems Produce globally competitive students Be led by 21st century professionals Be governed and supported by 21st Century Systems Slide 5 21 st Century Education http://www.youtube.com/watch?v=O35n_tvOK74&feature=related Slide 6 A New Vision of School Leadership Slide 7 http://www.youtube.com/watch?v=O35n_tvOK74&feature=related# http://www.p21.org/ Slide 8 Cite evidence to prove that your school is a 21 st century learning environment. What are your strengths as a 21 st century leader? What are the skills you need to improve? Are you a 21 st Century Leader? Slide 9 9 The Evaluation Process will Inform revisions of higher education programs in developing the content and requirements of MSA degree programs. Guide professional development and coaching and mentoring programs for school executives. Focus the goals and objectives of districts as they support, monitor and evaluate their executives. Serve as a guide for principals and assistant principals (school executives) as they reflect upon and improve their effectiveness as school leaders. Slide 10 NC School Executive Standards 10 Strategic Leadership Standard One Instructional Leadership Standard Two Cultural Leadership Standard Three Human Resource Leadership Standard Four Managerial Leadership Standard Five External Development Leadership Standard Six Micro-political Leadership Standard Seven Academic Achievement Leadership Standard Eight Slide 11 Standard 1: Strategic Leadership School Vision, Mission, and Strategic Goals Leading Change School Improvement Plan Distributive Leadership Slide 12 12 Are able to share a vision of the changing world in the 21 st Century Create processes to ensure the schools identity Are a driving force behind major initiatives that help students acquire 21 st century skills School Leaders Slide 13 Artifacts Degree to which school improvement plan strategies are implemented, assessed and modified Evidence of an effectively functioning, elected School Improvement Team NC Teacher Working Conditions Survey School improvement plan, its alignment with district and state strategic priorities, and a plan for growth on items of concern as evidenced in the NC TWC Survey The degree to which staff can articulate the schools direction and focus on student testing data School Test Data North Carolina Teacher Working Conditions Survey Conditions Survey Effective School Improvement Team SIP implementation, assessment and modifications 13 Slide 14 What is your school mission and vision? How do you communicate the mission/vision to parents and the community? How does the vision and mission become actionable in your school? How do you empower your stakeholders with opportunities to carry the torch of the school vision and mission? Vision & Mission Statement Activity 14 Slide 15 Standard 2: Instructional Leadership Learning and Teaching, Curriculum, Instruction and Assessment Instructional Time Slide 16 Standard 2 Instructional Leadership 16 Instructional Leaders Challenges staff to reflect deeply on and define what knowledge, skills and concepts are essential to the complete educational development of students Systematically and frequently observes in classrooms and engages in conversation with students about their learning Creates processes to provide formal feedback to teachers concerning effectiveness of classroom instruction What does this look like? How can you measure this? Slide 17 Instructional Leadership Activity Read scenario #1 found on the agenda Create a T-Chart Identify the instructional issues found in the scenario Identify strategies you would use to address the issues Be prepared to share. 17 Slide 18 How will you Learn about the Common Core? 18 www.TeachingChannel.org https://www.teachingchannel.org/videos/common-core-state-standards-middle-schoo l Slide 19 http://www.ncpublicschools.org/acre/ How Will you Learn about the Common Core? Slide 20 20 Standard 3: Cultural Leadership Focus on Collaborative Work Environment School Culture and Identity Acknowledges Failures; Celebrates Accomplishments and Rewards Efficacy and Empowerment Slide 21 Learning Walk Focus Activity What specific teacher behaviors do you observe that positively or negatively affect the school climate? How do you reward positive teacher/student behaviors or redirect negative teacher/student behaviors? How do you develop a sense of efficacy and empowerment among staff to shape the schools identity, culture and performance that ensures that teachers have the necessary professional development opportunities that directly enhance their teaching? What strategies are you utilizing to ensure that your teachers have the time to collaborate and/or work in PLCs? Slide 22 Summary Results Comparison Report Results from 2010 Slide 23 Detailed Results Slide 24 Whats Working? Whats Not? Slide 25 Accessing the Results: www.ncteachingconditions.org www.ncteachingconditions.org Slide 26 TWCS Data Analysis After reviewing the TWCS data for your school: Identify 2 constructs that need your attention as a school leader. How do they compare to the 2010 results? What do you think caused the results to be what they are? What is the first thing you will do as a leader to improve this perception? Slide 27 27 Standard 4: Human Resource Leadership Professional Development/Learning Communities Recruiting, Hiring, Placing and Mentoring of Staff Teacher and Staff Evaluations Slide 28 28 Slide 29 New Teacher Evaluation Instrument 29 Standard 4 Slide 30 Rubric for Evaluating North Carolina Teachers Element Standard Descriptor Rating Scale Slide 31 31 Slide 32 32 Standard 5: Managerial Leadership School Resources and Budget Conflict Management & Resolution Systematic Communication School Expectations for Students & Staff Slide 33 Standard 5 Managerial Leadership 33 LeadershipManagement Knowledge And Expertise Collaboration Processes Clear Expectations Vision " My father had a simple test that helps me measure my own leadership quotient: When you are out of the office, he once asked me, How does your staff carry on remarkably well without you?" Martha Peak, Group Editor, AMA Magazines, Management Review, October 1992 Slide 34 34 Standard 6: External Development Leadership Parent and Community Involvement and Outreach Federal, State, and District Mandates Slide 35 35 Proactively creates systems that engage parents/guardians and all community stakeholders in a shared responsibility for student and school success Parent and Community Involvement and Outreach Continually assesses the progress of district initiatives and reports results to district-level decision makers. Federal, State and District Mandates Designs protocols and processes that ensures compliance with state and district mandates Federal, State and District Mandates Slide 36 36 Standard 7: Micro-Political Leadership Systems and relationships Schools Identity, culture, and performance Slide 37 Standard 7 Micro-political Leadership 37 Can your leadership be described by any of these? Highly visibleEmpowers staff Easily accessibleRecognizes staff diversity Builds systemsKnows professional needs Addresses issuesKnows staff interests Sensible to staffs personal and professional needs Develops shared decision making Slide 38 Micro-Political Scenario Activity Read scenario #2 found on the agenda Discuss the scenario with your colleagues Identify the strategies implemented by the school leader Consider the following questions: What does this say about this school leader? What is important to her? What would you do differently? Share your thoughts with the group Slide 39 School executives will contribute to the academic success of students. The work of the school executive will result in acceptable, measurable progress for students based on established performance expectations using appropriate data to demonstrate growth. STANDARD 8: ACADEMIC ACHIEVEMENT LEADERSHIP 39 Slide 40 40 An executive's rating on the eighth standard is determined by a school- wide student growth value as calculated by the statewide growth model for educator effectiveness. All local school boards shall use student growth values generated through a method approved by the State Board of Education. Slide 41 Principal Rating Categories - Standard 8 Principals 5 Rating Categories Not Demonstrated Developing Proficient Accomplished Distinguished 3 Rating Categories Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth 165432 7 Instructional Leadership Cultural Leadership Human Resource Leadership Managerial Leadership External Development Leadership Micro- political Leadership Strategic Leadership 8 Academic Achievement Leadership Slide 42 Principal Ratings Standard 8 rating will be determined using school-wide EVAAS growth School-wide EVAAS Growth Yearly Rating Does not Meet Expectations Meets Expected Growth Exceeds Expected Growth 8 12/6/2015 page 42 Slide 43 Ratings verses Status RatingsStatus Teachers 6 separate ratings to help teachers grow each year Principals 8 separate ratings to help principals grow each year A single overall status that is determined once a principal or teacher has three years of growth data to populate 6 or 8 Categories for Status 1.In Need of Improvement 2.Effective 3.Highly Effective Slide 44 Principal Status In Need of Improvement Effective Highly Effective Standards 1-7 In the year 165432 7 Strategic Leadership Instructional Leadership Cultural Leadership Human Resource Leadership Managerial Leadership External Development Leadership Micro- political Leadership Any rating lower than proficient Standard 8 Three-year rolling average And/Or Does Not Meet Expected Growth 888 2 years ago 1 year ago This year ++ / 3 ) ) Proficient or Higher on Standards 1-7 And Meets or Exceeds Expected Growth Accomplished or Higher on Standards 1-7 And Exceeds Expected Growth Slide 45 New Resources for Teacher Effectiveness Rapid Response Email Address: educatoreffectiveness@dpi.nc.gov New Educator Effectiveness Website: http://www.ncpublicschools.org/educatoreffect/ Slide 46 Reflection Time is the most talked about issue facing teachers and administrators today. What does your leadership say about time? Have you created an equitable schedule that maximizes learning, teacher collegiality, and smooth transitions in your building? If a parent spent the day in your building would they leave saying that you orchestrated smooth, friendly student entry, dismissal, meal times, transitions, and recess each day? 46 Slide 47 Principal collects data agreed upon as evidence to support goals Superintendent/designee visit The Goal Setting Worksheet is an optional form to identify professional growth goals based on data gathered from artifacts and other sources. Meeting to distribute materials outlining the evaluation process Self Assessment- Required Document Performance Goals (PG) The NC P/AP Goal Form is an optional form, however highly recommended. Meeting to discuss 1. Self Assessment 2. Goal Development 3. Evidence and Data/ Artifacts Principal/AP and Superintendent/ designee agree on components of meeting and confirm level of performance. Meeting to discuss progress of goal attainment. School-wide student growth data should be available for review. Brief summary of Steps 4 and 5 Should be provided to the superintendent/ designee well in advance of Step 7 Meeting at the school site to discuss: 1. Self Assessment Required Document 2.Consolidated Performance Assessment (agree upon progress towards performance goals for the year) 3.Summary Evaluation Form -Required Document Initial Meeting Pre-Evaluation Planning Orientation Data Collection Mid-Year Conference Summary Evaluation Conference Prepare a Consolidated Performance Assessment Principal Evaluation Process Step 2 Step 3 Step 4 Step 5 Step 6 Step 7 Red- Required Document Green- Optional Forms Black- Required Process Obtained under Steps 4 and 5 The Mid-Year Evaluation: Progress Toward Achieving Goals form is an optional form used, by the evaluator, to document progress. Step 1 The Principal/Assistant Principal Evaluation Process Documentation is an optional form used to document site visits and Conf. dates Slide 48 48 Slide 49 49 Slide 50 Data Points for Principal/Assistant Principal Self-Assessment Principal/Assistant Principal Summary Rating Form from Previous Year Recent Student Achievement Results Teacher Working Conditions Survey Data School Survey Data Slide 51 SMART Goal Practice As a table group Locate the SMART goal template on the agenda Write one SMART goal regarding one of the following issues: Parent participation in school events Student attendance Teacher use of formative assessment Slide 52 52 Slide 53 53 Slide 54 54 Slide 55 Suggested Conversation Points What does your data tell you about your effort toward attaining your goals? How have your goals impacted your teachers, students and parents? How does your performance in the targeted area compare to last years performance? What changes have you observed in teacher performance as a result of your leadership? What changes have you observed in student performance as a result of your leadership? 55 Slide 56 Performance Ratings (Mid-year) Progressing (P) Not Progressing (NP) N/A (Not Addressed or Not Applicable) 56 Acceptable progress Supportive evidence Progress is not significant or evident Discuss adjustments to actions, plan, support, etc. Standard 4 required All 8 standards rated at end of year Slide 57 57 Slide 58 58 Performance Rating Scale Developing Proficient Accomplished Distinguished Demonstrated adequate growth during the period of performance, but did not demonstrate competence on standard(s) of performance Demonstrated basic competence on standards of performance Exceeded basic competence on standards for performance most of the time Consistently and significantly exceeded basic competence on standards of performance Not Demonstrated Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance *Requires documentation Knowledge and skills replicated Exemplar of performance Innovation + High Performance Skill not mature or unsuccessful Solid, effective application + success Never demonstrated Slide 59 59