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NC SCHOOL EXECUTIVE:PRINCIPAL /ASSISTANT PRINCIPAL
Evaluation ProcessTraining
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Can We Agree?
To be actively involved Value differences Agree to disagree Listen Don’t take it personally Be honest Stay focused on established purpose and goals Refrain from conducting side bar conversations
Before We Begin…
Visit: http://region1rttt.ncdpi.wikispaces.net/ Add the Region 1 wikispace to your favorites. Click “Region 1 Events” in the left menu. Click “School Executive Principal/AP Training”
to access the presentation.
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Meeting Logistics• Virtual Parking Lot
• Record Reflections: Penzu Journal
http://penzu.com/content/products/journals
• Full day meeting with breaks (am and pm)
• Lunch is provided
• Evaluation Opportunity -Your input is essential and valued!
Six Step IntroductionWalk 6 steps to meet a new colleagueDiscuss Question #1
• How would you rate your current knowledge of the Principal /AP Evaluation System?
(1 no experience, 2- some working knowledge, and 3- I can train others but need a bit more information)
Discuss Question #2
• What are your concerns about the Principal/AP Evaluation process and why?
Discuss Question #3
• What excites you about the Principal /AP Evaluation process and why?
Overview For TodayStandards –One-Two-Three-Four-Five-Six-Seven-Eight-Evaluation Process
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State Board of Education’s 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 workand 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
21st Century Education
http://www.youtube.com/watch?v=O35n_tvOK74&feature=related
A New Vision of School Leadership
http://www.youtube.com/watch?v=O35n_tvOK74&feature=related# http://www.p21.org/
Is your school a 21st century learning environment?
What are your strengths as a 21st century leader?
What are the skills you need to improve?
Penzu Reflection
Are you a 21st Century Leader?
The Principal and Assistant Principal evaluation process helps to grow and develop 21st century
leaders.
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The Evaluation Process will…
NC School Executive Standards
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Standard 1: Strategic Leadership
• School Vision, Mission, and Strategic Goals• Leading Change• School Improvement Plan• Distributive Leadership
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School Leaders
School Leaders
School Leaders
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 school’s direction and focus on
• student testing data18
Mission Statement Activity
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Standard 2: Instructional
Leadership:
• Learning and Teaching, Curriculum, Instruction and Assessment
• Instructional Time
Standard 2 – Instructional Leadership
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How can you measure this?
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
• .•
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How will you Learn about the Common Core?
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www.TeachingChannel.orghttps://www.teachingchannel.org/videos/common-core-state-standards-middle-school
http://www.ncpublicschools.org/acre/
How Will you Learn about the Common Core?
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Standard 3: Cultural Leadership
• Focus on Collaborative Work Environment• School Culture and Identity• Acknowledges Failures; Celebrates
Accomplishments and Rewards• Efficacy and Empowerment
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 school’s 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?
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Summary Results Comparison Report – Results from 2010
Detailed Results
What’s Working? What’s Not?
Accessing the Results: www.ncteachingconditions.or
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TWCS Constructs• Time• Facilities and Resources• Community Support and Involvement• Managing Student Conduct• Teacher Leadership• School Leadership• Professional • Development
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?
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Standard 4: Human Resource Leadership
• Professional Development/Learning Communities
• Recruiting, Hiring, Placing and Mentoring of Staff
• Teacher and Staff Evaluations
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New Teacher Evaluation Instrument
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Rubric for Evaluating North Carolina Teachers
Rating Scale
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Standard 5: Managerial Leadership
• School Resources and Budget• Conflict Management & Resolution• Systematic Communication• School Expectations for Students &
Staff
Standard 5 – Managerial Leadership
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"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
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Standard 6: External Development Leadership
• Parent and Community Involvement and Outreach
• Federal, State, and District Mandates
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Standard 7: Micro-Political Leadership
• Systems and relationships• Schools Identity, culture, and
performance
Standard 7 – Micro-political Leadership
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Can your leadership be described by any of these?
Highly visible Empowers staffEasily accessible Recognizes staff diversityBuilds systems Knows professional needsAddresses issues Knows staff interestsSensible to staffs personal and professional needsDevelops shared decision making
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
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
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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.
Principal Rating Categories - Standard 8
▲
Principals
5 Rating CategoriesNot Demonstrated
Developing
Proficient
Accomplished
Distinguished
3 Rating CategoriesDoes Not Meet Expected Growth
Meets Expected Growth
Exceeds Expected Growth
1 65432 7InstructionalLeadership
Cultural Leadership
Human Resource
Leadership
ManagerialLeadership
External Development
Leadership
Micro-political
Leadership
Strategic Leadership 8
Academic Achievement
Leadership
Principal Ratings
• Standard 8 rating will be determined using school-wide EVAAS growth
School-wideEVAAS Growth
Yearly Rating•Does not Meet Expectations
•Meets Expected Growth
•Exceeds Expected Growth
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04/20/23 • page 49
Ratings verses Status
Ratings Status• Teachers
6 separate ratings to help teachers grow each year
• Principals8 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 Status1. In Need of Improvement
2. Effective
3. Highly Effective
04/20/23 • page 50
Principal Status
In Need of Improvement
EffectiveHighly
Effective
Standards 1-7In the year
1 65432 7Strategic Leadership
InstructionalLeadership
Cultural Leadership
Human Resource
Leadership
ManagerialLeadership
External Development
Leadership
Micro-political
Leadership
Any rating lower than proficient
Standard 8Three-year rolling average
And/Or
Does Not Meet
Expected Growth8 8 82 years
ago1 year
agoThisyear
+ + /3)
)
Proficient or Higher
on Standards1-7
And
Meets or Exceeds Expected Growth
Accomplishedor Higher
on Standards1-7
And
Exceeds Expected Growth
New Resources for Teacher Effectiveness
“Rapid Response” Email Address:
New Educator Effectiveness Website:
http://www.ncpublicschools.org/educatoreffect/
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?
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•Principal collects data agreed upon as evidence to support goals•Superintendent/designee visit
The Goal Setting Worksheet is an optionalform to identify professional growth goalsbased on data gathered from artifacts andother 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 Document2.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 DocumentGreen- Optional FormsBlack- 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
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Principal/Assistant Principal Self-Assessment
Data Points for Principal/Assistant Principal Self-Assessment
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
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Suggested Conversation PointsWhat 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 year’s 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?
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Performance Ratings (Mid-year)
Progressing (P)
Not Progressing (NP)
N/A (Not Addressed or Not Applicable)
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•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
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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 replicatedExemplar of performance
Innovation + High Performance
Skill not mature or unsuccessful
Solid, effective application + success
Never demonstrated
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Terminology Activity
Take one strip of colored paper found on your table
Find the match to the term or definition from one of your colleagues
With your partner, re-write the definition using a specific example from your experiences as a school executive
Be prepared to share you NEW definition
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Where to go from here?
JIGSAW ACTIVITY
Read the section assigned to you from the article 8 FORCES for LEADERS of CHANGE
Identify 3 Key Points to share with your table mates
http://ncees.ncdpi.wikispaces.net/NCEES+Wiki
Session Evaluation
To complete the session plus/deltavisit the link below: http://bit.ly/Se9f8T
YOUR FEEDBACK IS IMPORTANT TO US!
Contact InformationDianne Meiggs, PD Consultant, Region 1
[email protected] (252) 340-0113
Beth Edwards, PD Consultant, Region [email protected] (252) 916-6842
Abbey Futrell, PD Consultant, Region 1 [email protected] (252) 227-0838
