PowerPoint Presentation

Principal Professional Growth and Effectiveness System(PPGES)KVEC SUMMER SUMMIT(9:00-11:00 Slides 1-20) Welcome to the PPGES Training. Information presented will be used to guide the state wide pilot. Data from the pilot will inform decisions of the Principal Effectiveness Steering Committee and their recommendations to the Kentucky Board of Education. The KY. Board of Education will enact policy and regulation in preparation for the full 2014-15 implementation. 1

Principal Professional Growth and Effectiveness System Effectiveness is the goal.

Evaluation is merely the means.

The goal of the evaluation system is to help educators become more effective. The evaluation system is just the means to help achieve that goal. Research support the need for effective principals in building and maintaining an environment for student achievement. Now we will look at the evaluation system, itself.SUPPORTFEEDBACKAnalyzeMonitorApply

The goal of this system is to support the continuous growth and development of each principal by monitoring, analyzing, and applying pertinent data compiled within a system of meaningful feedback.

3Principal Evaluation Roundtable Discussion Activity

Directions: Quickly review the focus questions on the handout provided. Write down your initial thoughts and reactions to the questions and be prepared to discuss them with the group. There is space for additional questions you may want to discuss.

Lets begin today with a simple focus activity. Follow the directions on your Principal Evaluation Roundtable Discussion Activity Worksheet. First write down your initial thoughts on the question. I will tell you when to share your thoughts with your table group.

(Allow no more than 5 minutes for this activity) Debrief with a few answers. 4How Does It All Fit? Principal Performance StandardsData SourcesTELL Kentucky SurveyVAL-ED SurveyProfessional Growth Plan & Self-ReflectionStudent Growth GoalsSite Visits

Feedback Conferences

We will begin todays information with a look at the new Principal Performance standards which are based on the work on Dr. James Strong. Once you have a working knowledge of the seven Principal Professional Standards, the other topics will address individual data sources. We concludes with a section on conferences the context for providing you with meaningful feedback to promote your professional growth and effectiveness.

Lets begin our focus on standards.5

We must move our practice toward the standards (our lighthouse); not change the intent of the standards to match our practice. How Important are StandardsStandards and Principals EffectivenessHandbook pages 21-28Please Turn to page 2 in your handbook for a quick look at the standards. 8Main ComponentsSample Performance IndicatorsExamples may include, but are not limited to:The principal: 4.1Demonstrates and communicates a working knowledge and understanding of Kentucky school laws and regulations, and school/district policies and procedures. 4.2Establishes, in collaboration with the school council, and enforces policies and procedures to ensure to ensure a safe, secure, efficient, and orderly facility and grounds.4.3Monitors and provides efficient supervision for all physical plant and related activities through an appropriate process.IneffectiveDevelopingAccomplishedis the expected level of performance.ExemplaryIn addition to meeting the requirements for Accomplished...The principal inadequately supports, manages, or oversees the schools organization, operation, or use of resources.The principal inconsistently supports, manages, or oversees the schools organization, operation, or use of resources.The principal fosters the success of all students by supporting, managing, and overseeing the schools organization, operation, and use of resources.The principal excels at organizational management, demonstrating proactive decision-making, coordinating efficient operations, and maximizing available resources.Performance RubricStandard 4: Organizational ManagementThe principal fosters the success of all students by supporting, managing, and overseeing the schools organization, operation, and use of resources.Performance StandardPerformance Indicators9There are three main components of the Principal Professional Growth and Effectiveness System. You will see a similar rubric on page 3 figure 2 on the handbook.

Performance standards define the criteria expected when principals perform their major duties. There are seven performance standards for principals. When principals are evaluated, they are evaluated against the performance standards.

Next are performance indicators. They provide examples of observable, tangible behavior that indicate the degree to which principals are meeting each teaching standard. We often call these the look-fors. They are the kinds of things one would look for if the principal was successfully performing the standards. In this evaluation system, we do not use the performance indicators as a checklist. In other words, the evaluator should not look at the list of indicators and say I only saw two of the five indicators, therefore, the principal must be ineffective. Performance ratings are made at the performance standard level, NOT at the performance indicator level.

The third main component are the performance rubrics. We will talk more about them shortly. During the summative evaluation, the evaluator will use a preponderance of evidence to judge where the principal should be rated. Note that the rubric description under the effective level is the exact wording of the performance standard. This is because effective is the expected level of performance.

Principal Performance Standards1. Instructional Leadership2. School Climate3. Human Resources Management4. Organizational Management5. Communication and Community Relations6. Professionalism 7. Student Growth10These are the seven performance standards. We will talk about each one individually. We will have time following this presentation to unpack each of these performance standards in much greater detail.Terms Used in Performance LevelsIneffectiveThe principal consistently performs below the established standards or in a manner that is inconsistent with the schools missions and goals.Unacceptable PerformanceDoes not meet requirements contained in job description as expressed in evaluation criteriaResults in minimal student progressMay contribute to a recommendation for employee not to be considered for continued employmentCategoryDescriptionDefinitionDevelopingThe principal often performs below the established standard or in a manner that is inconsistent with the schools missions and goals.Below Acceptable PerformanceRequires support in meeting the standardsResults in less than quality work performanceRequires professional growth being jointly identified and planned between principal and evaluatorAccomplishedThe principal meets the standard in a manner that is consistent with the schools mission and goals.Proficient PerformanceMeets the requirements contained in job description as expressed in evaluation criteriaBehaviors have positive impact on learners and school climateWilling to learn and apply new skillsExemplaryThe principal maintains performance, accomplishments, and behaviors that consistently and considerably surpass the established standard. Exceptional PerformanceSustains high performance over period of timeEmpowers teachers and studentsServes as role model to others11Enhancing Teacher Quality: QuestioningTQR Teacher Quality Resources, LLC (c) 2005These are the Definitions used in the Performance levels. Principals who are exemplary consistently and considerably surpass the performance standard. These principals serve as role models to others.Principals who are accomplished are high quality principals. They consistently meet the standard.Principals who are developing are inconsistent meeting the standards. They need assistance in meeting the standards.Principals who are ineffective consistently perform below the standard.

Principal Performance Standards (Handbook pages 20-28)Indicators are samples and not an exhausted list.Principals are not expected to demonstrate each performance indicator.Performance Standards are measured by Student Growth, VAL-Ed, and Working Conditions Growth Goals. The standards will also inform professional growth planning, site visits/observation, feedback conversations, and on-going assessments of the principals performance.

While decisions around summative ratings have not been made at this time, principals will eventually receive their summative rating based on the measures. Please take a few minutes to read each Performance Standard and the sample performance indicator for that stnadard. 12Performance Standard 1 Instructional LeadershipThe principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic growth and school improvement.Turn to Page 21 of the handbook and review the sample sample indicators. (Select a few to mention).1.1Leads the collaborative development and sustainment of a shared vision for educational improvement and works with staff, students, parents, school councils and other stakeholders to develop a mission and programs consistent with the school and district improvement plan.1.2Collaboratively plans, implements, supports, monitors, and evaluates instructional programs that enhance teaching and student academic progress, and lead to continuous school improvement. 1.3Analyzes current academic achievement data and instructional strategies to make appropriate educational decisions to improve classroom instruction, increase student achievement, and improve overall school effectiveness.1.4Demonstrates knowledge of research-based instructional best practices 1.5Works collaboratively with staff to identify student needs and to design, revise, and monitor instruction to ensure effective delivery of the required curriculum. 1.6 Supports teachers to access resources (e.g., time, fiscal, human) for the successful implementation of effective instructional strategies.1.7 Monitors and evaluates the use of assessment of and for learning (e.g., diagnostic, formative, summative assessments) to inform instructional practices and to provide timely and accurate feedback to students and parents.* 1.8Works with school council to design and implement effective and efficient schedules that protect and maximize instructional time.1.9Provides the instructional focus and creates the culture for continuous learning of all members of the school community. 1.10Supports professional learning and instructional practices that incorporate the use of multiple sources of data and result in increased student growth.1.11Participates, as appropriate, in professional learning alongside teachers when instructional strategies are being taught for future implementation.1.12Demonstrates the importance of professional growth by providing adequate time and resources for teachers and staff to participate in professional learning (i.e., peer observation, mentoring, coaching, study groups, learning teams). 1.13Evaluates the impact professional learning has on the staff/school improvement and student academic progress.13Performance Standard 2 (Page 23)School ClimateThe principal fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders.These are the sample indicators. Select a few to mention.2.1Incorporates knowledge of the social, cultural, leadership, and political dynamics of the school community to cultivate a positive academic learning environment.2.2Consistently models and collaboratively promotes high expectations, mutual respect, concern, and empathy for students, staff, parents, and community.2.3Uses shared decision-making and collaboration to build relationships with all stakeholders and maintain positive school morale.2.4 Promotes a culture of collaboration, trust and shared leadership.2.5Supports the staff through continuous improvement efforts. 2.6Addresses barriers to teacher and staff performance and provides positive working conditions to encourage retention of highly effective personnel. 2.7In collaboration with the school council, as appropriate, ensures a school safety plan is developed and implemented in alignment with district policy. 2.8Involves students, staff, parents, and the community to create and sustain a positive, safe, and healthy learning environment which reflects state, district, and local school policies, and procedures. 2.9In collaboration with the school council, leads the development and/or implements best practices in school-wide behavior management that are effective within the school community and communicates behavior management expectations to students, teachers, and parents.2.10Is visible, approachable, and dedicates time to listen to the concerns of students, teachers, and other stakeholders.2.11Maintains a positive, inviting school environment that celebrates, promotes and assists in the development of the whole child/student, and values every child/student as an important member of the school community.14Performance Standard 3Human Resources ManagementThe principal fosters effective human resources management by assisting with selection and induction, and by supporting, evaluating, and retaining quality instructional and support personnel.These are the sample indicators. Select a few to mention.3.1Actively participates in an effective and efficient selection process in consultation with the school council.3.2Assigns highly-effective staff in a fair and equitable manner based on student and school needs, assessment data, and local and state requirements. 3.3Supports formal building-level employee induction processes and informal procedures to support and assist all new personnel. 3.4Provides a mentoring process for all new and targeted instructional personnel.3.5Manages the supervision and evaluation of staff in accordance with local and state requirements.3.6Properly implements the teacher and staff effectiveness systems, supports the important role evaluation plays in teacher and staff learning, and evaluates performance of personnel using multiple data sources.3.7Documents evidence of teacher effectiveness, provides timely, on-going formal and informal feedback on strengths and areas of growth, and provides support, access to resources, and professional learning opportunities for teachers and staff to improve job effectiveness.3.8Makes appropriate recommendations relative to personnel transfer, retention, promotion, and dismissal consistent with established policies and procedures and with student academic growth as a significant consideration.3.9Recognizes and supports highly effective teachers and staff and cultivates their leadership potential. 3.10Maximizes human resources by building on the strengths of teachers and staff members through the collaborative development and implementation of the professional growth plan that aligns with the school and/or district plan. 15Performance Standard 4Organizational ManagementThe principal fosters the success of all students by supporting, managing, and overseeing the schools organization, operation, and use of resources.These are the sample indicators. Select a few to mention.4.1Demonstrates and communicates a working knowledge and understanding of Kentucky school laws and regulations, and school/district policies and procedures. 4.2Establishes, in collaboration with the school council, and enforces policies and procedures to ensure a safe, secure, efficient, and orderly facility and grounds.4.3Monitors and provides efficient supervision for all physical plant and related activities through an appropriate process.4.4Identifies potential organizational, operational, or resource-related problems and addresses them in a timely, consistent, and effective manner.4.5Reviews fiscal records regularly to ensure accountability for all funds.4.6In collaboration with the school council, plans and prepares a fiscally responsible budget to support the schools mission and both long- and short-term goals through effective resource allocation. 4.7Follows state and local policies with regard to finances, school accountability, and reporting. 4.8Implements strategies for the inclusion of staff and stakeholders in various planning processes, shares in management decisions, and delegates duties as applicable, resulting in an effective and efficient workplace.16Performance Standard 5Communication and Community RelationsThe principal fosters the success of all students by communicating and collaborating effectively with stakeholders.These are the sample indicators. Select a few to mention.5.1Plans for and solicits staff, parent, and stakeholder input to promote effective decision-making and communication when appropriate. 5.2Communicates the mission and shared vision, long-and short-term goals, and the school improvement plan to all stakeholders.5.3Disseminates information to staff, parents, and other stakeholders in a timely manner through multiple channels and sources.5.4Involves students, parents, staff and other stakeholders in a collaborative effort to establish positive relationships.5.5Maintains visibility and accessibility to students, parents, staff, and other stakeholders. 5.6Speaks and writes in an explicit and professional manner to students, parents, staff, and other stakeholders.5.7Provides a variety of opportunities for parent and family involvement in school activities.5.8Collaborates and networks with colleagues and stakeholders to effectively utilize the resources and expertise available in the local community.5.9Advocates for students and acts to influence local, district, and state decisions affecting student learning.5.10 Assesses, plans for, responds to, and interacts with the larger political, social, economic, legal, and cultural context that affects schooling based on relevant evidence.17Performance Standard 6ProfessionalismThe principal fosters the success of all students by demonstrating professional standards and ethics, engaging in continuous professional learning, and contributing to the profession.These are the sample indicators. Select a few to mention.6.1Creates a culture of respect, understanding, sensitivity, and appreciation for students, staff, and other stakeholders, and models these attributes on a daily basis. 6.2Works within professional and ethical guidelines to improve student learning and to meet school, district, and state requirements. 6.3Maintains a professional appearance and demeanor.6.4Models professional behavior and cultural competency to students, staff, and other stakeholders.6.5Maintains confidentiality.6.6 Maintains a positive, optimistic, and straight-forward attitude.6.7Provides leadership in the exchange of ideas and information with staff and other professionals.6.8Works in a collegial and collaborative manner with other administrators, school personnel, and other stakeholders to communicate, promote, and support the shared vision, mission, and goals of the school district. 6.9Assumes responsibility for personal professional growth through accurate self-reflection on professional practice, and engages in continuous learning.6.10Contributes and supports the development of the profession through service as an instructor, mentor, coach, presenter, and/or researcher. 6.11Remains current with research related to educational issues, trends, and practices and maintains a high level of technical and professional knowledge.18Performance Standard 7Student GrowthThe principals leadership results in acceptable, measurable student academic growth based on established standards.These are the sample indicators. Select a few to mention.7.1Uses appropriate techniques for gathering and analyzing data from multiple sources to use in making decisions related to student academic growth and school improvement. 7.2Collaboratively develops, implements, and monitors the school improvement plan that addresses student gaps, growth, and achievement.7.3In collaboration with their evaluator, sets student growth goals and benchmarks, and implements appropriate strategies to accomplish desired outcomes.7.4Ensures teachers student achievement goals are aligned with school/district-level goals for increased student academic progress and for meeting state benchmarks.7.5Collaborates with teachers and staff to monitor and improve multiple measures of student growth through the analysis of data, the application of educational research, and the implementation of appropriate intervention and enrichment strategies.7.6Demonstrates responsibility for school academic achievement through proactive interactions with faculty/staff, students, and other stakeholders.7.7Uses faculty meetings, team/department meetings, and professional learning activities to focus on student growth outcomes.7.8Provides evidence that students are meeting specific, measurable, realistic, and appropriate achievement goals.7.9Communicates assessment results to all appropriate stakeholders.19 Look Fors and Red FlagsDirections: As a small group, generate a list of 1) observable behaviors (or evidence) that indicate the principal is meeting expectations for the following performance standard and 2) observable behaviors (or evidence) that indicate that the principals performance is below expectations in regard to the performance standard.

Follow Directions on the Handout. Allow 10 minutes to work at the tables and share findings. Charts will be posted throughout the room with look fors and red flags. Participants will place post it notes on each chart that are applicable to the correct heading. 20Question?How will principal performance be documented?11:00-12:00 Slides 21-40 (VAL-ED and TELL)

Now lets take a look at how principal performance will be documented.21Data Sources for PrincipalsObservations/ School Site VisitsRanges from watching how principals interact with others, to observing programs and shadowingShould include formal interview or less structured discussion of jobTwo per year; minimum duration of one hourSurveysProvide information about perceptions of job performanceInclude VAL-ED or TELL Kentucky and additional surveys as desiredPart of Reflective Practice and Professional Growth Planning TemplateDocumentationProvides principals with key voice in evaluation 1-3 artifacts per performance standardAnnotations as needed for clarificationGoal Setting for Student Growth

Principal student growth goals are comprised of a state and local contribution from their school CSIP. Evaluator and principal review and agree on local goal trajectory for the year. Goals also reviewed at middle and end of year to determine progressSelf-ReflectionReveals principals perceptions of their job performancePrincipals share self-reflection with supervisorsPart of Reflective Practice and Professional Growth Planning TemplateProfessional Growth PlanHelps translate growth needs into practical activities and experiencesProfessional goals developed collaboratively with evaluator Part of Reflective Practice and Professional Growth Planning Template22Here are the data sources that will be used for principal evaluation. We will talk about each one in greater detail in a subsequent presentation.

Surveys: Surveys provide information to principals about perceptions of job performance. Principals should use their reflection on the survey results to inform their professional growth plan. During alternating years, the principal or the school working conditions will be surveyed using the Vanderbilt Assessment of Leadership in Education (VAL-ED) or TELL Kentucky, respectively. Principals may also administer additional surveys as they see fit. Principals fill out a survey summary as part of Reflective Practice and Professional Growth Planning Template.

Self-Reflection: Self-reflection is a critical self-examination of practice on a regular basis to deepen knowledge, expand repertoire of skills and incorporate findings to improve practice and should inform the development of the professional growth plan. Furthermore, self-reflection can help a principal to target areas for professional learning. Principals should conduct their self-reflection using the Reflective Practice and Professional Growth Planning Template provided in Part III. Principals should conduct a self-reflection by October 1 as part of their growth plan and should refer to it throughout the year to see if their strategies for improving performance are effective. As part of the self-reflection, principals should reflect on results from VAL-ED and/or TELL Kentucky surveys. Principals share their self-reflections with their supervisors as they collaboratively develop their individual professional growth plan.

Professional Growth Plan: The purpose of a professional growth plan is to facilitate the translation of growth needs identified through self-reflection and other processes into practical activities and experiences that are of value to principals in strengthening their competencies in the identified growth need areas. The Professional Growth Plan, developed collaboratively with the evaluator, should address realistic, focused, and measurable professional goals. The plan should connect data from multiple sources. (e.g,. survey results, self-reflection on the standards, data on student growth and achievement, and professional growth needs). These goals should become the focus of professional growth activities, support, and on-going reflection. Using the Reflective Practice and Professional Growth Planning Template, this process should be completed by October 1, reviewed at mid-year for any needed revision of strategies, and reviewed at the end of the year for professional goal accomplishment.

Observations/School Site Visits: Observations/school site visits, applied in a variety of settings, provide information on a wide range of contributions made by principals. Observations/school site visits may range from watching how a principal interacts with others to observing programs and shadowing the administrator. Evaluators are encouraged to conduct multiple site visits to the principals school. During a site visit, evaluators should discuss various aspects of the job with the principal. This can take the form of a formal interview or a less structured discussion. Through questioning, the evaluator may help the principal reflect on his or her performance, which may provide insight into how the principal is addressing the standards. Such a discussion may also help the principal to think through the artifacts he or she might submit to the evaluator to demonstrate proficiency in each standard. In addition, evaluators can use the principals responses to the questions to determine issues they would like to further explore with the principals faculty and staff. Following the site visit, evaluators should provide timely and specific feedback to the principal. Evaluators should conduct at least two observations/site visits with a minimum duration of one hour. The first should occur prior to the mid-year review.

Documentation: Documentation created in the day-to-day running of a school can provide evidence related to specific performance standards. While some documentation is collected by the district and reviewed outside of the evaluation process, it can also be used as a data source in principal evaluation. Identification of artifacts that support the individual principal growth plan and performance standards should be done as a collaborative effort between the evaluator and principal. The evaluator will identify and use artifacts available through the work cycle. At the same time the principal may have access to additional artifacts that support the identified goals/performance standards and can provide the evaluator with these. Principals will complete the Documentation Form prior to a conference with the evaluator. During the conferencing process, documentation for the performance standards will be reviewed and additional artifacts that may be needed by the evaluator will be discussed. Documentation may need to be annotated or discussed to clarify the principals practice and process for the evaluator.The principal will complete the Documentation Form to submit to the evaluator prior to the summative evaluation conference.

Goal Setting for Student Growth: Principals are responsible for setting at least one school growth goal that is tied directly to school improvement and improved student academic growth and/or to the schools comprehensive improvement plan that are developed and updated regularly. The evaluator and the principal meet to discuss the baseline data and review the annual goals. New goals are identified each year. The goal should be customized for the particular school and its student population. The principals and school goals should be aligned with district goals and the school improvement process. Goals should be reviewed at the beginning of the year, mid-year, and end of the year to determine the progress.

Data Collection ResponsibilityData Collection ProcedureForm(s)EvaluatorPrincipalSurveyReflective Practice and Professional Growth Planning TemplateSelf-ReflectionReflective Practice and Professional Growth Planning TemplateProfessional Growth PlanReflective Practice and Professional Growth Planning TemplateObservations/School Site VisitsObservation/Site Visit FormDocumentationDocumentation FormGoal SettingStudent Academic Growth Goal Setting FormData collection is a shared responsibility between principals and evaluators. 23Multiple Data SourcesEVIDENCEPrincipal EvaluationSurveysStudent GrowthGoal SettingSelf-ReflectionProfessional Growth PlanObservations/ School Site VisitsDocumentation24The principals evaluation system uses multiple data sources. We will talk about each source individually.

SurveysProvides feedback for professional growth and development; helps principals set goals for continuous improvement (formative evaluation)VAL-ED and Tell Kentucky will be administered during alternating yearsPrincipals may administer additional surveysPrincipals fill out Reflection on Survey Results portion of the Reflective Practice and Professional Growth Planning TemplateSurvey results should inform the Professional Growth PlanGathers client data regarding perceptions of the principals performance.25Surveys are an important data collection tool used to gather client data regarding their perceptions of the principals performance. Among the advantages of using a survey design include the rapid turnaround in data collection, the limited cost in gathering the data, and the ability to infer perceptions of a larger population from smaller groups of individuals. One of the benefits of using surveys is that the collected information may help the principal set goals for continuous improvement (i.e., for formative evaluation) in other words, to provide feedback directly to the principal for professional growth and development. Surveys also may be used to provide information to evaluators that may not be accurately obtained through other types of documentation.During alternating years, the principal or the school working conditions will be surveyed using the Vanderbilt Assessment of Leadership in Education (VAL-ED) or TELL Kentucky, respectively. These surveys will normally be completed by [date]. Principals may also administer additional surveys as they see fit. The principal will provide a summary of the surveys to the evaluator as part of the Reflective Practice and Professional Growth Planning Template.

Crosswalk to standards in the appendix for both TELL and VAL-ED.

VAL-EDPlease locate your Sample VAL-Ed Principal Report. Refer to the report as we walk through each page of the sample survey results.

VAL-EDAllow participants time to locate the sample Val-Ed Principal Report. 26Vanderbilt Assessment of Leadership in Education (VAL-ED)Multi-rater assessment of principals learning-centered behaviors360 feedback from teachers, principals, supervisorsCore components (what); Key processes (how)

The Vanderbilt Assessment of Leadership in Education (VAL-ED) provides 360 degree feedback of a principals learning-centered behaviors by using input from the principal, his/her supervisor, and teachers. The survey looks at core components (the what) that are listed on the slide, as well as key processes (the how).27Vanderbilt Assessment of Leadership in Education (VAL-ED) Page # 2The VAL-ED report addresses the questions of:Who responded?

What evidence was used to evaluate the principal?

The next several slides show how the results of the VAL-ED are reported. The results will tell the principal who responded, what evidence they used, and what the results say about the principals leadership behavior.

The second chart shows what evidence was used to evaluate the principal. This chart shows the evidence sources used by teachers. There is also a chart for the evidence sources used by the principal and by the supervisor.

28VAL-ED Results (Page #3)What do the results say about the principal's current leadership behaviors?

Total scores are interpreted against a national representative sample that included principals, supervisors, and teachers to give a percentile rank.Four performance levels: Below BasicBasicProficientDistinguishedScores associated with levels determined by national panel of principals, supervisors, teachersThe Principal's Overall Total Effectiveness score, based on the averaged ratings of all respondents is 3.79. This score is based on a 5-point effectiveness scale where 1=Ineffective; 2=Minimally Effective; 3=Satisfactorily Effective; 4=Highly Effective; and 5=Outstandingly Effective.

The Performance Level and National Percentile Rank for this score are also shown.

The same categories of results (mean score, performance level, percentile rank) are provide for core components and key processes.

29VAL-ED Results

5 point effectiveness rating 1 = ineffective2 = minimally effective3 = satisfactorily effective4 = highly effective5 = outstandingly effective (standard deviation)Page #4This slide shows mean effectiveness ratings for the principal, teacher, and supervisor ratings. The ratings for a core component are based on twelve items. In addition to looking at the overall ratings and comparing the different core components, it is important to examine areas where there are large differences in ratings between groups. Note how the chart also shows the distribution of ratings among teachers.

Page #430VAL-ED Results

Page # 5 This chart shows the mean ratings across key processes. Principals should examine the results in a similar manner as they did the core component results.31VAL-ED Integrated Summary (Page #6)

BB = Below Basic B = Basic P = Proficient D = Distinguished The lowest rated core components by key process are identified as leadership behaviors for possible improvementThis chart shows an integrated summary of the principals areas of strength and areas of growth.

The lowest rated core components by key processes are identified as leadership behaviors for possible improvement.

The Connection to External Communities x Advocacy block is highlighted since we will use this as an example on the next few slides.32VAL-ED Leadership Behaviors for Possible Improvement Pages 7-8)Connections to External Communities X AdvocatingAdvocates for social services needed by students and families.Advocates for students in need of special services within the external community.Challenges teachers to work with community agencies to support students with low achievement.Challenges barriers from outside the school that can inhibit learning.Advocates to district decision makers to promote the needs of all students.Promotes mechanisms for reaching families who are least comfortable at school.This shows the Connections to External Communities x Advocacy prompts. The bolded statements were actually assessed in that particular form of the evaluation. The others are in the entire pool of behaviors for each core component by key process. All should be viewed as relevant areas for improvement.33Crosswalk between VAL-ED and Performance StandardsPlanningImplementingSupportingAdvocatingCommunicating MonitoringHigh standards for student learningInstructional LeadershipInstructional LeadershipInstructional LeadershipInstructional LeadershipCommunication & Community RelationsStudent GrowthRigorous CurriculumInstructional LeadershipInstructional LeadershipInstructional LeadershipInstructional LeadershipCommunication & Community RelationsStudent GrowthQuality InstructionInstructional LeadershipInstructional LeadershipHuman Relations Management/ Organizational ManagementHuman Relations Management/ Organizational ManagementCommunication & Community RelationsStudent GrowthCulture of Learning & Professional BehaviorSchool Climate/ProfessionalismSchool Climate/ProfessionalismSchool Climate/ProfessionalismCommunication & Community RelationsCommunication & Community RelationsSchool Climate/ProfessionalismConnections to External CommunitiesCommunication & Community RelationsCommunication & Community RelationsCommunication & Community RelationsCommunication & Community RelationsCommunication & Community RelationsCommunication & Community RelationsPerformance AccountabilityHuman Relations ManagementHuman Relations ManagementHuman Relations ManagementHuman Relations ManagementCommunication & Community RelationsStudent GrowthThis chart shows a crosswalk between the VAL-ED Core Components and Key Processes and the performance standards. This will help a principal to identify the performance standards in which he/she needs to grow. 34The VAL-Ed Report Activity 1. Who participated in the assessment of the principals leadership behavior?2. What evidence did the respondents report using to make their effectiveness ratings of the principal?3. How effective is the principals leadership behavior judged in comparison to a national sample of principals?4. How effective is the principals leadership behavior judged in comparison to the VAL- ED proficiency standards?5. To what degree did the three respondent groups-teachers, supervisors, and principals-agree with regard to these effectiveness ratings?6. Which areas of leadership behavior represent areas of relative strength and which represent areas of possible improvement?

VAL-EDWhen completed as designed by a representative and large portion of eligible respondents in a school, the VAL-Ed can provide useful results for the purpose of evaluation the performance of a principal and also identifying leadership behaviors for improvement. The results of VAL-Ed address six fundamental questions. Please use your sample report to answer these six questions.

35TELL KentuckyStatewide survey of certified school-based educators to assess teaching conditions at the school, district, and state level Questions are about the school environment, not about any one person or individual; no questions refer to a principal, rather questions refer to leadership at the schoolAdministrators receive many of the same questions as teachers, but have additional types of questions to asses how the district and state support themResponses for administrators are only reported at the state levelAll certificated school-based educators (teachers, administrators, media coordinators, counselors, etc.) can take the survey

Administrators use the same website (www.tellkentucky.org) to access the survey using one of the anonymous access codes provided. When the principal selects administrator as his/her school position, he/she will receive many of the same questions as teachers, but will also receive an additional bank of questions that have been specifically designed for administrators. These additional questions are intended for administrators to help assess district and state level supports needed to do their jobs well. The responses for administrators are only reported at the state level.

Results show answers to every question by school*, district, and state. (*For every school that reaches the minimum response rate of 50% and at least 5 teachers.)36Survey Summary Resultsxx High SchoolAll KY High Schools CountyKYTimeClass sizes are reasonable such that the teachers have the time available to meet the needs of all students.Teachers have time available to collaborate with colleagues.Teachers are allowed to focus on educating students with minimal interruptions.The non-instructional time provided for teachers in my school is sufficient.Efforts are made to minimize the amount of routine paperwork teachers are required to do.Teachers have sufficient instructional time to meet the needs of all students.Teachers are protected from duties that interfere with their essential role of educating students.xx%

xx%xx%

xx%xx%

xx%

xx%xx%

xx%xx%

xx%xx%

xx%

xx%xx%

xx%xx%

xx%xx%

xx%

xx%xx%

xx%xx%

xx%xx%

xx%

xx%Facilities and ResourcesProfessional DevelopmentInstructional Practices and SupportCommunity Support and InvolvementManaging Student ConductTeacher LeadershipSchool LeadershipNew Teacher SupportShows the percent of respondents that agreed with the statementEach major category has specific questions beneathThis shows the type of information on the survey summary results. Under each major category, the specific prompts are listed. The percentage of respondents that agreed with the statement are show for that particular school, all schools in KY of that level, the county, and the state. The first prompt under the Time category is highlighted because we will focus on it in the next slide.37Survey Detailed Results3%37% 53% 7% 9%31% 43% 17% 7%34% 48% 11% 10%31% 42% 16%Class sizes are reasonable such that teachers have the time available to meet the needs of all students.

XXX HS(n=60, dk=0)All KY HS(n=10279, dk=42)XXX County(n=213, dk=0)Kentucky(n=41793, dk=165)Strongly disagreeAgreeStrongly agreeDisagreeThis shows the type of information provided in the detailed results. As you can see, this set of results relates to the prompt under the Time category that was highlighted on the previous slide. You can see the percentage of respondents at each level that strongly disagreed, disagreed, agreed, and strongly agreed with the prompt. A similar chart is provided for each prompt. N is the number of respondents; dk is the number of dont know responses.38Crosswalk between TELL Kentucky and Performance StandardsTELL Kentucky CategoriesPerformance StandardsTimeInstructional LeadershipSchool ClimateFacilities and ResourcesInstructional LeadershipOrganizational ManagementProfessional DevelopmentInstructional LeadershipInstructional Practices and SupportInstructional LeadershipHuman Resources ManagementCommunity Support and InvolvementCommunication & Community RelationsManaging Student ConductSchool ClimateTeacher LeadershipHuman Resources ManagementOrganizational ManagementSchool LeadershipInstructional LeadershipHuman Resources Management Organizational ManagementNew Teacher SupportHuman Resources Management This shows a crosswalk between the TELL Kentucky categories and the principal performance standards.39TELL Survey ActivityDirections: For the Purpose of PPGES you will need to analyze your school 2013 TELL Kentucky Data to determine areas of possible leadership strengths and needs. Using the template provided examine each question and the corresponding score on to that question on the TELL report. These questions have been specifically linked to principal performance standards.

TELLPrincipals will choose a working conditions (TELL) goal for improvement. We are not sure how this will work yet so the best answer at this point is to have the goal added to ASSIST. KDE is discussing that will need to have some work done by the ASSIST folks over the course of time. Probably that will not happen prior to the start of the pilot. 40HANDBOOK (Pages 29-43 FORMS)This afternoon we will focus on:

Student GrowthReflection and PGPSite VisitsConferences1:30-3:00 Slides 41-69

We will be covering a lot of material in a short period of time this afternoon. Carole and I will be available to follow up on any of the topics presented today. Please turn in your handbook to page 29. We will be referring to specific forms as we discuss the remaining data sources and processes. 41Developing Student Growth GoalsBuilding on State and Local ContributionsHandbook Pages 9-10 & 30 (form)

The content of this section is intended to guide Principals participating in the 2013-2014 state-wide Pilot as they collaborate with their superintendents to implement student growth goals that will have significant positive impact on student achievement. Please turn to page 9-10 as we review Goal Setting for Student Growth. 42Goal-Setting ProcessStep 1:Determine needsStep 2:Create specific growth goals based on baseline data

Step 5:Determine goal attainmentStep 3: Create and implement leadership and management strategies

Step 4:

Monitor progress through on-going data collection

43Explain that there are five steps in the goal-setting process.

Step 1: Determine needsStep 2: Create specific growth goals based on baseline dataStep 3: Create and implement leadership and management strategiesStep 4: Monitor progress through on-going data collectionStep 5: Determine goal achievement

What Makes Goals SMART?SpecificMeasureableAppropriateRigorous, but Realistic Time limited44Some participants will already have heard of the SMART criteria before, though possibly with some different definitions of the acronym. Explain that we will all use these terms in order to develop a common vocabulary to be used for evaluating SMART goals.

Participants have notes for the next five slides. They will be filling in a few words on each slide (shown in blue on the following slides). This is one of the few sections in which the presenter explains for an extended period of time, so having the participants take notes helps keep them focused.SPECIFIC: FocusDoes the goal focus on a specific expectation?45Does the goal focus on a specific expectation?MEASURABLEHas an appropriate instrument or measure been chosen to measure the goal?

46Has an appropriate instrument or measure been chosen to measure the goal?APPROPRIATEIs it within the principals control to effect change?

47Is the goal within the principals control to effect change?RIGOROUS, but REALISTICIs the goal feasible?Goldilocks PrincipleIs it a stretch goal?

48This is perhaps the most difficult piece of the goal because it requires the delicate balance between feasibility and rigor.TIME LIMITEDIs the goal contained to a single school-year?

49Is the goal contained to a single school-year?STUDENT GROWTH GOALSTATE LOCALThe State Contribution is derived from the schools Accountability score and requires no goal development by the principal. The Local Contribution is derived from Growth Goals developed around one of the interim targets housed in ASSIST.

For the purpose of the Pilot, the Student Growth measure is comprised of two contributions: a STATE contribution and a LOCAL contribution.

The State Contribution is derived from the schools Accountability score and requires no goal development by the principal.

The Local Contribution, however, is derived from Growth Goals developed around one of the interim targets housed in ASSIST.

Choosing which target, and developing the specifics around the goal itself, is a collaborative process between the principal and the superintendent.

50Required Kentucky Board of Education Goals for CSIPDecreasing achievement gaps (E-M-H)

Increase average combined reading and math K-PREP scores (E-M-H)

Increasing percentage of College and Career Ready students (M-H) Increase average freshman graduation rate(M-H)

The Kentucky Board of Education has established that each school, based on the grade-levels served, must address particular student growth goals and objectives.

For all four levels -- elementary, middle, and high schools -- those goals/objectives are:

Decreasing achievement gaps between disaggregated groups of students, and Increasing the average combined reading and math K-PREP scores.

Middle and High Schools must also address Increasing the percentage of College and Career Ready students and Increasing the average percentage of freshman graduation.51GOALAchievement GapK-PREP Combined Reading and MathCollege and Career ReadyFreshman Graduation Rate

OBJECTIVEIncrease or decrease in goal percentage for the current school yearSTRATEGYBest PracticeProfessional DevelopmentProgress MonitoringConsolidated PlanningILP Addendum OtherThe goal statement, found in the School Report Card, is already set by KBE with a 2017 trajectory.The annual objective % is determined by the Principal in collaboration with the Superintendent.The strategies are specific to what the PRINCIPAL will do to meet the stated goal and objective.

Principals will find these KBE goals and objectives in their School Report Card.

They will select ONE of the grade-level appropriate goals to use as the LOCAL contribution of their Student Growth Goal. The goal statements are already set by KBE with a 2017 trajectory.

The principal with then collaborate with the superintendent to determine what percentage of the overall trajectory will be targeted for student growth during the CURRENT school year. For example, if the original goal and trajectory is to decrease the achievement gap from a 2012 percentage of 45 to 15 percent by 2017, the principal and superintendent may decide to simply divide the 30 percent difference evenly and set an objective of decreasing the achievement gap in the 2013-2014 school year by 6 percent. Or, the decision might be made to be more aggressive initially and set the objective percentage at 10 percent.

The principal and superintendent must then agree to the specific strategies the principal will implement to reach the objective percentage. It is critical to remember that these are strategies which the PRINCIPAL HIMSELF or HERSELF will implement not statements of what teachers or others will do. Those strategies have already been addressed in the original CSIP document. 52One Year Lag

Write LOCAL CONTRIBUTION goal in SeptemberPlace goal into ASSISTSuperintendent conducts formative mid-year reviewSuperintendent conducts end- of-year review the following SeptemberThe work flow for a Principal does not always fit neatly with the time frames in which data actually arrives. Subsequently, there may be an actual one year lag between writing a student growth goal and having data to measure the success of that goal.

In reality, the time line might look something like this:

The principal collaborates with the superintendent to write the LOCAL CONTRIBUTION goal in September.

The goal is then entered into ASSIST later in the year.

The mid-year review is held and focuses on the status of implementation of the strategies the Principal has identified for goal and objective attainment.

Then the end-of-year review is held the following September when the data comes into the district and goal attainment can actually be measured. 53HANDBOOK (Pages 29-43 FORMS)This afternoon we will focus on:

Student GrowthReflection and PGPSite VisitsConferences1:30-3:00 Slides 41-69

We will be covering a lot of material in a short period of time this afternoon. Carole and I will be available to follow up on any of the topics presented today. Please turn in your handbook to page 29. We will be referring to specific forms as we discuss the remaining data sources and processes. 54Self-Reflection-Handbook P #31-32 Helps a principal judge the effectiveness and adequacy of his/her knowledge and performance for the purpose of self-improvement; helps target areas for professional development.Principals reflect on survey results and on performance standards Principals fill out Reflection on the Standards portion of the Reflective Practice and Professional Growth Planning TemplatePrincipals should select an area of growth identified in self-reflection upon which to focus professional growth goalsPrincipals share self-reflection with supervisor as they collaboratively develop the Professional Growth PlanPrincipals refer to self-reflection throughout the year to see if strategies for improvement are effective551:00-3:00 : Slides 42-67

Self-Reflection: Self-reflection is a process by which one may judge the effectiveness and adequacy of their performance, effects, knowledge, and beliefs for the purpose of self-improvement. By thinking about what works, what does not work, and what type of changes one might make to be more successful, the likelihood of knowing how to improve and actually making the improvements increases dramatically. Evidence suggests that self-reflection is a critical component of the reflection process and is strongly encouraged. Furthermore, self-reflection can help a principal to target areas for professional learning. Principals should conduct their self-reflection using the Reflective Practice and Professional Growth Planning Template.Principals should conduct a self-reflection by October 1 as part of their growth plan and should refer to it throughout the year to see if their strategies for improving performance are effective. As part of the self-reflection, principals should reflect on results from VAL-ED and/or TELL Kentucky surveys. Principals share their self-reflections with their supervisors as they collaboratively develop their individual professional growth plan.

What did teachers/staff perceive as major strengths?

What did teachers/staff perceive as major weaknesses?

List factors that might have influenced the results.

How will you use this information for continuous professional growth?

Reflection on Survey ResultsAbbreviated for training purposesNumber of Surveys DistributedNumber of Completed Surveys ReturnedPercentage of Completed Surveys ReturnedPart of the Reflective Practice and Professional Growth Planning TemplateThis is the form on which principals will reflect upon their survey results. This is part of the Reflective Practice and Professional Growth Planning Template.56Reflection on the StandardsHandbook P 32StandardSelf-AssessmentStrengths and areas for growthInstructional LeadershipThe principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic growth and school improvement.IDAI2. School ClimateThe principal fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders.IDAE3. Human Resource ManagementThe principal fosters effective human resources management by assisting with selection and induction, and by supporting, evaluating, and retaining quality instructional and support personnel.IDAEAbbreviated for training purposesPart of the Reflective Practice and Professional Growth Planning TemplateThis is the form on which principals will reflect upon their effectiveness and adequacy of practice in the performance standards. This is part of the Reflective Practice and Professional Growth Planning Template. They will rate themselves as exemplary, accomplished, developing, or ineffective.57Professional Growth PlanHandbook Page #33Helps facilitate the translation of growth needs into practical activities and experiences to strengthen the principals competencies.Principals select an area of growth identified in self-reflection upon which to focus professional growth goalsDeveloped collaboratively with the evaluatorGoals should be SMART (specific, measurable, appropriate, rigorous--but realistic, and time-limited)Should use data from multiple sourcesGoals become the focus of professional growth activities, support, and on-going reflectionPrincipals fill out Connecting Priority Growth Needs to Professional Growth Planning portion of the Reflective Practice and Professional Growth Planning Template58The purpose of a professional growth plan is to facilitate the translation of growth needs identified through self-reflection and other processes into practical activities and experiences that are of value to principals in strengthening their competencies in the identified growth need areas. The Professional Growth Plan, developed collaboratively with the evaluator, should address realistic, focused, and measurable professional goals. The plan should connect data from multiple sources. (e.g,. survey results, self-reflection on the standards, data on student growth and achievement, and professional growth needs). These goals should become the focus of professional growth activities, support, and on-going reflection. Using the Reflective Practice and Professional Growth Planning Template, this process should be completed by October 1, reviewed at mid-year for any needed revision of strategies, and reviewed at the end of the year for professional goal accomplishment.

Professional Growth Goal:SpecificMeasurableAppropriateRigorous, but RealisticTime limitedAction PlanProfessional LearningWhat do I want to change about my leadership or role that will effectively impact student learning?What is my personal learning necessary to make that change?Strategies/Actions What will I need to do in order to learn my identified skill or content?How will I apply what I have learned?How will I accomplish my goal?Resources/SupportWhat resources will I need to complete my plan?What support will I need?Targeted Completion DateWhen will I complete each identified strategy/ action?Administrators Signature:Date:Superintendents Signature:Date:Part C: Connecting Priority Growth Needs to Professional Growth Planning1) Initial Reflection: Based on the areas of growth identified in Part B, complete this section at the beginning of the school year.

Professional Growth Goal:What do I want to change about my practices that will effectively impact student learning?How can I develop a plan of action to address my professional learning?How will I know if I accomplish my objective?

Page #33. This is part one of the Professional Growth Plan. Part 2 is completed at mid year to identify progress toward the student growth goal. Part #3 is the summative reflection completed at the end of the year to describe the level of attainment for the professional growth goal. 59Reflection on the StandardsHandbook Page #33-#34Abbreviated for training purposesDateStatus of Professional Growth GoalRevisions/Modifications2) On-going Reflection: Complete this section at mid-year to identify progress toward each Professional Growth Goal.Date:End of Year Reflection:Next Steps:3) Summative Reflection: Complete this section at the end of the year to describe the level of attainment for each Professional Growth Goal.This is where the principal will annotate his/her on-going reflection and end-of year reflection on Professional Growth Goals.60HANDBOOK (Pages 29-43 FORMS)This afternoon we will focus on:

Student GrowthReflection and PGPSite VisitsConferences1:30-3:00 Slides 41-69

We will be covering a lot of material in a short period of time this afternoon. Carole and I will be available to follow up on any of the topics presented today. Please turn in your handbook to page 29. We will be referring to specific forms as we discuss the remaining data sources and processes. 61PPGES Site Visits

Observations/School Site VisitsHandbook Pages 35-42Provides information on a wide variety of contributions made by principals.Applied in a variety of settingsMay range from watching principals interactions with others to observing programs and shadowing the principalEvaluators discuss various aspects of the job via formal interview or less structured discussion Allows principal opportunity to discuss successes and challengesProvides insight into how principal is addressing standards; provide further areas for evaluators to exploreHelps principals think through potential artifactsAt least two observations/site visits per year of at least one hour durationEvaluator provides feedback to principal63Observations/school site visits, applied in a variety of settings, provide information on a wide range of contributions made by principals. They may range from watching how a principal interacts with others to observing programs and shadowing the administrator.Evaluators are encouraged to conduct multiple site visits to the principals school. During a site visit, evaluators should discuss various aspects of the job with the principal. This can take the form of a formal interview or a less structured discussion. Through questioning, the evaluator may help the principal reflect on his or her performance, which may provide insight into how the principal is addressing the standards. Such a discussion may also help the principal to think through the artifacts he or she might submit to the evaluator to demonstrate proficiency in each standard. In addition, evaluators can use the principals responses to the questions to determine issues they would like to further explore with the principals faculty and staff. Furthermore, it is recognized that in many cases it takes time to effect change in a school, and by having an honest, open discussion, the principal is provided with an opportunity to explain the successes and trials the school community has experienced in relation to school improvement. It also provides an opportunity for the evaluator to offer feedback. Suggested guiding questions an evaluator may want to address are included on the Observation/Site Visit Form. Following the site visit, evaluators should provide timely and specific feedback to the principal. Evaluators should conduct at least two observations/site visits with a minimum duration of one hour. The first should occur prior to the mid-year review.

Methods for collecting evidence might include:maintaining an ongoing narrative/script of the principals interactions.

documenting specific critical behaviors that support effectiveness in the performance standards.cross-referencing observed behaviors with support documents.

Day-to-day snapshot

Direct ObservationShadowingRecommended PracticeConduct at least two site visits per year.a minimum duration of one hour each

The first visit should occur prior to the mid-year review.

Observation/Site Visit FormPerformance Standard 1. Instructional LeadershipThe principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic growth and school improvement.Suggested Guiding Questions/Prompts:Please describe any innovative and effective leadership strategies that you have used this year.What opportunities have you created this year for collaboration among teachers?How have you strived this year to improve the teachers effective instructional practices associated with different subject areas?How do you make sure curriculum standards are taught by the teachers and mastered by the students?How do you monitor teachers performance and provide constructive feedback to them?What types of teacher learning and development activities or programs have participated in this year? What have you learned?How do you involve the expertise of teacher leaders?Comments: Abbreviated for training purposes68Here is a sample Observation/Site Visit Form.

DocumentationProvides evidence of performance related to specific standards principals voice in evaluationProvides opportunity for self-reflection, demonstration of quality work, and is a basis for two-way communication with evaluatorIdentification of artifacts collaborative effort between principal and evaluatorPrincipal provides one to three artifacts in each standardAnnotations as needed for clarificationReviewed at mid-year and end of yearDemonstrates a principals skills, talents, and accomplishments through an organized collection of work.69Documentation created in the day-to-day running of a school can provide evidence related to specific performance standards. While some documentation is collected by the district and reviewed outside of the evaluation process, it can also be used as a data source in principal evaluation. Identification of artifacts that support the individual principal growth plan and performance standards should be done as a collaborative effort between the evaluator and principal. The evaluator will identify and use artifacts available through the work cycle. At the same time the principal may have access to additional artifacts that support the identified goals/performance standards and can provide the evaluator with these. Principals will complete the Documentation Form prior to a conference with the evaluator. During the conferencing process, documentation for the performance standards will be reviewed and additional artifacts that may be needed by the evaluator will be discussed.

HandoutThis afternoon we will focus on:

Student GrowthReflection and PGPSite VisitsConferences1:30-3:00 Slides 41-69

We will be covering a lot of material in a short period of time this afternoon. Carole and I will be available to follow up on any of the topics presented today. Please turn in your handbook to page 29. We will be referring to specific forms as we discuss the remaining data sources and processes. 70Conferencing The Principal Professional Growth and Effectiveness System require that at least 3 conferences will take place throughout the year. Beginning of the Year Conference1. Purpose of the Meeting

2. Discuss reflections of data

3. Discuss and come to agreement on the Student Growth Goal and Action Plan

4. Discuss reflections of the Seven Performance Standards

5. Discuss and come to agreement on the Professional Growth Goal and Action Plan

6. Questions/Concerns/Comments

7. Set tentative date for Mid-Year Review

At the beginning of the year the superintendent and principal will meet to collaborate on the student growth plan and the professional growth plan. At this time goals will be agreed upon and actions, supports and resources needed, will be discussed. Principals prepare for this meeting by reviewing their data (surveys, student achievement data, prior feedback, nonacademic data, etc) and completing the reflective portion of the Student Growth/ Professional Growth Template. Draft goals should be created for superintendent collaboration and feedback. Superintendents prepare by reviewing past evaluations and the schools comprehensive plan and report card, and district initiatives and their impact on the principal and his/her school.

72Mid-Year Review1. Purpose of the Meeting

2. Discuss first observation/site visit and provide feedback

3. Share progress toward Student Growth Goal

4. Share progress toward Professional Growth Goal

5. Discuss documentation of each standard determine if any other documentation is needed

6. Questions/Concerns/Comments

7. Set tentative date for End of -Year Review

Superintendent and principal will meet again mid year to review progress on both the Student Growth plan and the Professional Growth plan. The goal is to provide systematic feedback. Using the multiple data sources discussed previously, the superintendent will complete the Principal Mid-Year Performance Review to indicate if a principal has shown evidence of each of the performance standards. This form does not include an actual rating of performance. The superintendent should share the results of her or his assessment with the principal by January 30. Plans for the next observation/site visit should be scheduled.

73End of Year Review1. Purpose of the Meeting

2. Discuss second observation/site visit and provide feedback

3. Share progress toward Student Growth Goal

4. Share progress toward Professional Growth Goal

5. Discuss progress of each standard determine if any other documentation is needed

6. Discuss the evaluation based on 1) VAL-ED; 2) Student Growth local and state contribution; 3) Working Conditions Goal. (Remember no rating scale has been developed)

7. Questions/Concerns/Comments

For the Pilot year an End-of-Year Review will occur that mirrors the Mid-Year Review The principal will complete the Documentation Form to submit to the superintendent prior to the End-of-Year review. Additionally, the principal should provide documentation supporting progress made toward both the student growth goal and professional growth goal. As decisions are made about the summative rating, information about summative decisions will be forwarded to all districts.

74Timeline-Handbook Page 17Now that we have learned about the measures of Principal Effectiveness turn to page 17 in the handbook to review the suggested timeline for pilot implementation. Performance Portrait

SurveysSelf-ReflectionProfessional Growth PlanObservations/ School Site VisitsDocumentationGoal SettingMultiple data sources provide for a comprehensive and authentic performance portrait of the principals work.

76Focus on EffectivenessOutstanding Teachers & Leaders= Student Results