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Measuring Principal Effectiveness

www.education.state.pa.usMeasuring Principal Effectiveness

So here we are after 2 years of creating, revising, and modifying a home grown instrument with help from several other states and researchers recognizing that the empirical evidence remains thin.

The bottom line We cant improve schools without effective school leaders.

Introduce the trainersWalk through materials in binder

Warm-up activity: What do you view as the three most important characteristics/behaviors of effective principals?-Individually/ table groups/ Debrief

Principal EffectivenessWhy Important and Why Now?Effective school leadership has an impact on developing a culture focused on student achievement. As noted in the Wallace Foundation report: The School Principal as Leader:

They [principals] have to be leaders of learning who can develop a team to deliver effective instruction.

Given Act 82, we are able to develop a Framework for Leadership in tandem with the deployment of the Danielson Framework for Teaching. 2 www.education.state.pa.usMeasuring Principal Effectiveness

Current evaluation processes are not always fair and objective.

National Association of Elementary School Principals (NAESP) noted that fair evaluations must be transparent, systematically applied to all principals, with a high priority on outcomes principals control.

Go to: http://www.naesp.org/rethinking-principal-evaluation

COMPELLED BY LAW TO USE THE FRAMEWORK FOR LEADERSHIP

2Principal Effectiveness Why Important and Why Now? (continued)Focusing on leadership and teaching frameworks concurrently enables schools more opportunities to enhance student achievement and promote collaboration.

As the Commonwealth continues its work with the establishment of universal effectiveness frameworks, it is essential that building and system leaders have initial and on-going training to guarantee sustainability and reliability.

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This will be the 1st universal evaluation instrument for principals in Pennsylvania. Sustainability will be addressed through the PIL program for both principals and teachers. We need to create a pipeline of leaders who can make a difference, especially in troubled schools.

Reliability and validity can be a challenge, although we now have the research firm Mathematica working with us to address these issues during the various roll-out phases.

Note that we do not have a Teachscape-like inter-rater reliability tool for supervisors to use with principals; however, much time is being spent developing training and other resources to help in the calibration of various evaluators.

Principals and supervisors must receive regular in-service opportunities, especially when principals move from one site to another. 3Developing a Framework: Our JourneyFramework for LeadershipReview of Existing Work From Other StatesAct 45 Core and Corollary StandardsReview of Research and Other Experts Consulted4 www.education.state.pa.usMeasuring Principal Effectiveness

Graphic representation of the development of the Framework for Leadership4Developing a Framework: Our Journey Review of Existing Work From Other States / Act 45 Core and Corollary Standards Reviewed existing state models from North Carolina, Delaware, Washington, Tennessee, Kentucky and Colorado.

Analyzed elements of the various models from the following perspectives: The nine PA School Leadership Standards; Specifically the Core & Corollary Leadership Standards as mandated by Act 45 of 2007.The leaders role in improving student achievement.The desire for measureable and constructive feedback to staff.

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Note that we also used the state level principal management scorecard to develop the criteria and outcomes for the evaluation.

The Core and Corollary Leadership Standards are tied directly into the PIL Program.

Extensive Research There was a dearth of research to guide our work in looking at policies and practices of principals.

We are hopeful that this new copyrighted evaluative tool will lead to greater interactions between superintendents and principals. In turn, this opens the door for ongoing professional development opportunities.

PDE copyrighted all tools-as extension of PDE able to use but any for profit company needs to contact PDE for the rights

5Developing a Framework: Our Journey Review of Research and Other Experts ConsultedResearchExpertsMeasures of Effective Teaching (MET)RAND Corporation Report: First Year Principals in Urban School Districts Wallace Foundation Report: The School Principal as LeaderApril 2010 Policy Brief, Center for Analysis of Longitudinal Data in Education Research (CALDER)

Mid-Atlantic Regional Education Lab (REL) MathematicaTechnical Advisory Committee (TAC)American Institute of Research (AIR) Matt CliffordStakeholders (superintendents and principals) representing LEAs of various sizes and locations throughout the Commonwealth.6 www.education.state.pa.usMeasuring Principal Effectiveness

Donna will be covering this shortly so suffice to say for now they reviewed the available research.

ResearchMet - StudyMultiple Observers Can be a challenge for smaller districts.

MET Study It also discusses the importance of student feedback as an integral measure of teacher effectiveness, which could be part of the 360 feedback loop (inclusive of all stakeholders). See the final report on teacher effectiveness and the importance of student feedback as an integral tool in assessing teacher effectiveness.

RAND CorporationStates and districts considering teacher effectiveness acknowledge the challenge of defining a formula that considers good teachers in highly performing schools moving to poorly performing schools. The same contextual setting concerns also apply to principals.

Ideally we would love to have a longitudinal study of a principals length of service as related to student achievement. Other questions that would be interesting to consider include the impact of principals completing the requirements of PIL on principal longevity. In both cases funding limitations prohibit the completion of such studies.

We are continuing to work with researchers to attempt to longitudinally measure principal effectiveness to establish validity.

Wallace FoundationThe Wallace Foundation competencies were instrumental in helping to forge the domain level of the Principal Effectiveness Instrument.

When looking at the Wallace Report it noted leaders have the potential to unleash latent capacities in organizations.

Wallace also notes that supervisors need to re-culture themselves as they focus less on administration and more on supporting principals and improve instruction.

Great leaders must cultivate leadership in others.

Principals are critical to a superintendents success for with an effective principal in every school comes promise.

CALDER report Principals play a critical role in retaining teachers.

Teachers in schools with more effective principals improve more rapidly than those in schools with less effective principals.

Effective principals recruit, retain, and develop high quality teachers.

Experience as an assistant principal positively impacts test scores and suspension rates.

An important finding: Principal quality is most important in high poverty and low performing schools, but quality principals are not distributed equally across schools.

High poverty/low performing schools tend to have lower quality principals.

We need to create conditions and target resources to help principals succeed in high poverty and low performing schools.

6Developing a Framework: Our Journey Conducting Pilot PhasesVarious phases have been implemented to pilot the Framework for Leadership and additional supporting materials. Obtaining direct feedback from the field during each of these phases has been a critical piece. Phase I (2011 12)Feedback from a mini pilot indicated the need to develop a more robust framework and provide supporting resources.

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We knew that we had to move the principal from William Whytes Organizational Man of the 50s to Jim Collins Good to Great, in order to truly measure performance.

7Developing a Framework: Our Journey Conducting Pilot Phases (continued)Phase II (2012 13)Included 194 LEAs (districts, career and technical centers, charter schools).1,982 principals participated.Surveys used to obtain qualitative feedback to inform Phase III (process, structure of Framework, resources, etc.).Quantitative research is being conducted by Mathematica (through the Mid-Atlantic REL) to validate the Framework for Leadership.

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No additional notes provided.

Review slide8Developing a Framework: Our Journey Conducting Pilot Phases (continued)Phase III (2013 14)Feedback from Phase II participants has resulted in the following enhancements being implemented for Phase III:Inclusion of a new component 2g to the Framework for Leadership: Ensures a High Quality, High Performing Staff.Updates to documents that outline Types of Evidence that can be used to inform the process.Creation of a Connectedness document provides a focus on the relationship between the Framework for Leadership and the Danielson Framework for Teaching.Creation of documents that include Possible Guiding Questions for strategic discussions among various stakeholders.Updated process for implementation of Phase III.

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No additional notes provided.

Current Phase-some changes based on feedback

We will be reviewing these as we progress through this morning.

RTTT-100% by end of year

9Framework for Leadership Incorporating Act 82 of 2012Within Act 82, new requirements for Educator Effectiveness have been defined for teachers, principals, and education specialists. Specific to the principal are the evaluation categories of Planning and Preparation, School Environment, Delivery of Service, and Professional Development.

Utilizing the expertise previously identified, a Framework for Leadership was developed with a defined domain and component structure. An alignment of this framework structure to the Act 82 legislated categories was completed.

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Act 82 really impacts principals immediately, beginning with the first accountability measures in 2014 15.10Framework for LeadershipAlignment with Act 8211

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This is a screen capture of the page within the Framework for Leadership that provides a component-level alignment with the legislated nomenclature.

Note the crosswalks between the legislative categories (Planning and Preparation, School Environment, Delivery of Service, and Professional Development) and the domains within the Framework for Leadership (Strategic/Cultural Leadership, Systems Leadership, Leadership for Learning, and Professional and Community Leadership)

11Framework for Leadership DomainsThe Framework for Leadership establishes a set of four leadership domains:

Domain 1: Strategic/Cultural LeadershipDomain 2: Systems LeadershipDomain 3: Leadership for LearningDomain 4: Professional and Community Leadership

The Framework for Leadership contains specific components (with corresponding descriptors) to be included in each of the four domains.

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After July 1, 2014 Any changes to the instrument have to go through the regulatory review process (IRRC).

Just as the Framework for Teaching contains 4 domains and components, so too does the Framework for Leadership

We will take a closer look but before doing so, lets review the researchDonna.12Perceptions of Principal Effectiveness

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13State of the Research

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Review of ResearchHighlights from the Measures of Effective Teaching (MET) Report: Principals have the greatest indirect impact on student learning.An emphasis is needed for evaluators to be accredited and reaccredited after a set period of time to prevent rater drift.Having multiple observers helps to validate the growth, improvement, and evaluation process.

Resource: http://www.metproject.org/reports.php

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Multiple Observers Can be a challenge for smaller districts.MET Study It also discusses the importance of student feedback as an integral measure of teacher effectiveness, which could be part of the 360 feedback loop (inclusive of all stakeholders).15

Review of ResearchHighlights from the Wallace Foundation Report: The School Principal as Leader include the following competencies for effective school leaders: Share a vision of academic success for all studentsCreate a climate hospitable to educationCultivate leadership in othersImprove instructionManage people, data, and processes to foster school improvement

Resource:http://www.wallacefoundation.org/knowledge-center/school-leadership/effective-principal-leadership/Documents/The-School-Principal-as-Leader-Guiding-Schools-to-Better-Teaching-and-Learning.pdf

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The Wallace Foundation competencies were instrumental in helping to forge the domain level of the Principal Effectiveness Instrument. 16

Review of Research Highlights from the April 2010 Policy Brief, Center for Analysis of Longitudinal Data in Education Research (CALDER): More effective principals are able to staff schools with more effective teachersExperience is a predictor of principal effectivenessThe principal's job is complex; Effectiveness depends on sense of efficacy on tasks and how time is allocated for tasksPrincipal evaluations of teachers can offer valuable feedback on teacher performance, as opposed to student test scores alone

Resource:http://www.caldercenter.org/publications/calder-policy-brief-8.cfm

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Additional notes from the CALDER report include:Principals play a critical role in retaining teachers.Teachers in schools with more effective principals improve more rapidly than those in schools with less effective principals.Effective principals recruit, retain, and develop high quality teachers.Experience as an assistant principal positively impacts test scores and suspension rates.17Bridging Research and Practice:Discuss the key concepts and ideas presented in the three research articles.

Identify the findings that are the most relevant to principal evaluation. Explain your response(s). 18

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18Bridging Research and PracticeChoose a number from the box on your tableNumber 1: Wallace Foundation ReportNumber 2: Calder ReportNumber 3: Rand ReportOn chart paper, note the key ideas relevant to principal evaluation and whyIdentify 1 question that your group has related to principal evaluation Write your ideas and question on chart paper and prepare to share with the group

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19Domains and Components of the Principal Framework

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20Domain 1: Strategic/Cultural Leadership With Components Domain Descriptor: The school leader will systematically and collaboratively develop a positive culture to promote continuous student growth and staff development. The leader articulates and models a clear vision of the schools culture that involves students, families, and staff.

Components Included in Domain:Creates an Organizational Vision, Mission, and Strategic Goals Uses Data for Informed Decision Making Builds a Collaborative and Empowering Work EnvironmentLeads Change Efforts for Continuous ImprovementCelebrates Accomplishments and Acknowledges Failures

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MAY WANT TO PULL OUT YOUR PURPLE PACKET: FRAMEWORK FOR LEADERSHIP

Selection of the components on this domain are intended to be strategic in nature. These components help to establish the climate/culture of the school.

Here we are looking at the context of the school

Principals are critical in establishing the climate of the building.

Uses of Data Does the principal understand and use data?Collaborative and Empowering Work Environment Principals play a critical role in retaining teachers. Principals promote collegiality in the development of building level goals. 21

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It should be noted that components in each of the Domains are aligned to the Core and Corollary Standards. 22Domain 2: Systems LeadershipWith Components Domain Descriptor: The school leader will ensure that the school has processes and systems in place for budgeting, staffing, problem solving, communicating expectations and scheduling that result in organizing the work routines in the building. The school leader must efficiently, effectively, and safely manage the building to foster staff accountability and student achievement. Components Included in Domain: Leverages Human and Financial ResourcesEnsures School SafetyComplies with Federal, State, and LEA Mandates Establishes and Implements Expectations for Students and Staff Communicates Effectively and Strategically Manages Conflict ConstructivelyEnsures a High Quality, High Performing Staff (added for Phase III)

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Selection of the components on this domain are intended to be tactical in nature, which look at a school from a systems perspective.

Federal Mandates Schools receiving School Improvement Grants (SIG) need to be sure those requirements are included here.

This is the managerial piece as well.

It focuses on:CommunicationComplianceConflict Management

23Domain 3: Leadership for LearningWith Components Domain Descriptor: The school leader assures a Standards Aligned System is in place to address the linkage of curriculum, instruction, assessment, and data on student learning and teacher effectiveness based on research and best practices.

Components Included in Domain: Leads School Improvement InitiativesAligns Curricula, Instruction, and Assessments Implements High Quality Instruction Sets High Expectations for All Students Maximizes Instructional Time

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Federal Mandates Schools receiving School Improvement Grants (SIG) need to be sure those requirements are included as part of their school improvement initiatives as principals are evaluated.

Student achievement is at the core of this Domain.

Principals must establish high expectations, facilitate quality instruction, which are the key components of student performance.

24Domain 4: Professional and Community LeadershipWith Components Domain Descriptor: The school leader promotes the success of all students, the positive interactions among building stakeholders, and the professional growth of staff by acting with integrity, fairness and in an ethical manner.

Components Included in Domain: Maximizes Parent and Community Involvement and Outreach Shows ProfessionalismSupports Professional Growth

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How does the principal work with stakeholders?This Domain provides an excellent opportunity for principals to bring evidence to the table, such as 360 degree surveys and other indicators of their interactions with multiple constituents.Planning is taking place to offer professional development within SAS.Also professional development within the PIL program will be directly aligned to Principal Effectiveness.25Rubrics and the Levels of Performance

www.education.state.pa.usMeasuring Principal Effectiveness

We want to give you an opportunity to take a deeper dive into the Framework for Leadership and to also compare it to the Framework for Teaching.You will need your purple packet (FFL) and the goldenrod (FFT) and the blue worksheet that is titled, Framework Review Connections

I think most of you are familiar with the Framework for Teaching. What you will do in this activity is to identify characteristics of each rubric that are unique to the teacher and principal BUT then identify where you see the connections between the two documents.

You may want to take some time to review individually and then debrief as a table. You will be asked to report out.

AFTER DEBRIEFING, REVIEW THE NEW DOCUMENTS IN THE BINDER RELATED TO CONNECTEDNESS, STRATEGIC DISCUSSIONS AND IMPORTANCE OF ALIGNMENT

STRATEGIC DISCUSSIONS OCCUR BETWEEN SUPERVISING ADMINISTRATOR AND PRINCIPAL AS WELL AS BETWEEN PRINCIPALS AND TEACHERS26ConnectednessBetween the Leadership and Danielson FrameworksThere is a broad connection between the Framework for Leadership (principal) and the Danielson Framework (teacher) that warrants close inspection. Although the differences are obvious in that they apply to different positions in the educational system, they have imperative systemic goals in common. The visual below illustrates this connectedness:Framework for LeadershipDanielson Framework for TeachingStrategic DiscussionsArea of Commonality www.education.state.pa.usMeasuring Principal Effectiveness

27Wise and Sundstrum in The Power of Coaching(2011) tell us..Teaching effectiveness and the commensurate ability to influence student academic performance remain critically dependent upon teaching behaviors and the ability to communicate meaningfully. www.education.state.pa.usMeasuring Principal Effectiveness

The data gleaned from compelling student performance research is straightforward: teaching behaviors have a statistically significant causal effect on the academic gains-or lack of gains- among public school students throughout their K-12 experience. No other factor comes close to having the same causal impact: not race or ethnicity, not years of teacher experience, not class size, and not state mandated testing.28Area of CommonalityBetween the Leadership and Danielson Frameworks (continued)The two overlapping circles of principal and teacher effectiveness create an area of commonality. This area of commonality requires alignment of goals, effort and resources in a system that is student-centered. In the next slide, eight essential factors contribute to this area of commonality:

29Framework for LeadershipDanielson Framework for TeachingStrategic DiscussionsArea of Commonality www.education.state.pa.usMeasuring Principal Effectiveness

29Area of Commonality www.education.state.pa.usMeasuring Principal Effectiveness

These are the things that connect us as school teams and they are all measured by the framework for Leadership and the Danielson Framework for Teaching. We treasure what we measure and for the first time, both teachers and administrators are working with the same end in mind. TRUE NORTH.

How functional are you in the area of commonality in your school or district? 30What do we have in common?TeachersSuccessful studentsSafe schools and communitiesA strong global economyAn encouraging workplaceA love of teaching and learningThe camaraderie of our peersAppropriate supportAdministratorsSuccessful studentsSafe school and communitiesA strong global economyAn encouraging workplaceA love of teaching and learningThe camaraderie of our peersAppropriate support

www.education.state.pa.usMeasuring Principal Effectiveness

These are eight things, we could probably name more, but the point to be taken is that everything we know and have learned tells us that working in isolation is not effective or meaningful to us or our students.

Based on the 7 areas of commonality, what do teachers and administrators have in common? 31Structured Supportfor Strategic Discussions about Learning To ensure that principal and teacher effectiveness remain connected; highly strategic discussions regarding the eight essential factors must occur among all partners.

Possible Guiding QuestionsStrategic discussions between supervising administrators and principals

Possible Guiding QuestionsStrategic discussions between principals and teachers www.education.state.pa.usMeasuring Principal Effectiveness

This is uncharted territory for many of us. We have provided possible guiding questions, not as a script, but as a means to support essential conversations in the beginning and until conversations about student learning become routine. Remember, that is our guiding force. Our mission is not to evaluate adults but to encourage relevant and rigorous lessons that promote understanding.

Purpose behind guiding questions:Make the discussions more open ended. Create a coaching culture Continued focus on what is most important32What Have We Gained ? www.education.state.pa.usMeasuring Principal Effectiveness

In these conversations throughout the hierarchy, we are gaining continued focus through a shared vision al all levels, specific and aligned goals toward that vision, a new shared leadership that recognizes and honors the strengths of all toward the shared vision and it helps us to be a team whose goal is to do what we want most and that is to help our students to be the best they can be through student focused instruction with ongoing assessment to keep doing what works best. 33I used to thinkeffectiveness is based on opinions and judgments average and mediocrity was accepted in the classroomit was about teaching the principal told everyone what to doinstruction came from textbooksfacts and knowledge were the basicsisolation allowed me to be creativeNow I thinkeffectiveness is based on evidence and dataaverage is over (Thomas Friedman) it is about learningwe have a collegial responsibility we can design learning based on standards and frameworksconceptual understanding and application are essential collaboration is necessary to be creativeParadigm Shifts www.education.state.pa.usMeasuring Principal Effectiveness

07/02/12 Revision34Process and Types of Evidence

www.education.state.pa.usMeasuring Principal Effectiveness

Introduce the Types of Evidence Document (TAN COLOR)

Review-evidence is provided to stimulate conversations between a supervisor and a principal; These are a resource.

Just as we emphasize in the teacher evaluation process-evidence should also drive this process

Table discussion: what are ways in which evidence can be collected throughout the year so that it can be used to help inform the ratings of components within the Framework for Leadership.

In general, what are ways an LEA can begin to incorporate the FFL, Types of Evidence and Guiding Questions into your existing documents/process?

35Principal Effectiveness Process and Expectations for Phase III

www.education.state.pa.usMeasuring Principal Effectiveness

36Data Requirements for Phase III2013-14 School YearQuantitative Research Supervising Administrators will submit ratings for components evaluated (minimum of 2 components per domain). Data is submitted to researchers.- NOT PDE.PDE only receives aggregate results from the researchers (no individualized results).Supporting evidence and/or other documentation used to inform the evaluation process should NOT be submitted (local use only).

Qualitative Research A survey will be sent after Phase III to obtain feedback on process and supporting resources (to be reviewed by the principal leadership team).

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No additional notes provided.

REVIEW PROCESS ON SALMON COLORED SHEET

Review current process and incorporate the FFLPerson being evaluated completes a self assessment by highlighting

37Multiple Measures of Effectiveness

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38Multiple Measures Principal Effectiveness Ratings as Defined in Act 82For the overall principal effectiveness rating, we know that50% will comprise the practice piece (Framework for Leadership).15% will be derived by the School Performance Profile.15% will be determined by a relationship between teacher PVAAS scores and teacher Danielson ratings (for those teachers with eligible PVAAS scores).20% will be developed using a wide range of indicators (Elective Data SLOs for principals).

39Tom Corbett, Governor www.education.state.pa.usMeasuring Principal Effectiveness

No additional notes provided.

39Observation/ EvidenceFramework for Leadership DomainsStrategic/Cultural LeadershipSystems LeadershipLeadership for LearningProfessional and Community Leadership

Building Level Data/School Performance ProfileIndicators of Academic AchievementIndicators of Closing the Achievement Gap, All StudentsIndicators of Closing the Achievement Gap, SubgroupsAcademic Growth PVAASOther Academic IndicatorsCredit for Advanced Achievement

Correlation/Relationship based on Teacher Level MeasuresPVAASElective Data/SLOsDistrict Designed Measures and ExaminationsNationally Recognized Standardized TestsIndustry Certification ExaminationsStudent Projects Pursuant to Local RequirementsStudent Portfolios Pursuant to Local RequirementsPrincipal Effectiveness System in Act 82 of 2012Effective 2014-2015 SY

Tom Corbett, Governorwww.education.state.pa.usMeasuring Educator EffectivenessLanguage within HB 1901 (pages 42 -44) For professional employees and temporary professional employees serving as principals, the following shall apply:

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Rating ToolStarting in the 2014-15 School YearA rating tool will be developed that incorporates all aspects of the Principal Effectiveness System such that a final rating for a principal can be determined.

Final ratings and all supporting evidence/documentation for individuals will be kept at the local level. Only aggregate ratings information will be submitted to PDE.

The rating tool will reflect a similar design as the one developed for teacher evaluation.

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www.education.state.pa.usMeasuring Principal EffectivenessTom Corbett, Governor William E. Harner, Acting Secretary of EducationNo additional notes provided.

41Alignment with PA Inspired Leadership

www.education.state.pa.usMeasuring Principal EffectivenessTom Corbett, Governor William E. Harner, Acting Secretary of Education42Alignment with PILPossible Approaches Following the completion of initial training on the Danielson Framework for Teaching and certification for inter-rater reliability, principals will receive reinforcement of these concepts within the PIL program.

Incorporate teacher evaluation information into NISL Course 1(part of Principal Induction).Currently PIL Induction participants must complete an Administrative Leadership Project (ALP). As the ALP must be focused on improving student achievement, we would require that participants connect their individual ALP back to a specific domains in the evaluation tool. Potential of creating a Professional Learning Community for the participants through SAS.43Tom Corbett, Governor www.education.state.pa.usMeasuring Principal Effectiveness

No additional notes provided.

43Alignment with PILPossible Approaches Incorporate training on the Framework for Leadership into Course 1, Unit 3 (Principal Induction) where participants must focus on the elements of Standards-Based Instructional Systems, as found on SAS.

Incorporate training on the Framework for Leadership into Course 1, Unit 4 (Principal Induction) where participants could actually focus on the use of the framework in each of the domains.

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No additional notes provided.

44Principal Effectiveness InstrumentAlignment with Act 82 and PIL Program45

Tom Corbett, Governor www.education.state.pa.usMeasuring Principal Effectiveness

This is a screen capture of the page from the Framework for Leadership that provides a component-level alignment with the Pennsylvania Core and Corollary standards, as well as an alignment with the legislated nomenclature.

45A Look AheadAdditional Work to be CompletedProviding Professional Development modules for inclusion on SAS.Developing train-the-trainer programs that will provide principals with a global perspective on SLOs and how they can be used collectively by the staff in promoting student achievement.Looking at developing cohorts for principals in priority & focus schools:Cohorts would participate in specialized in-service opportunities offered through PIL program.Programs would address achievement and barriers within the current delivery system.46Tom Corbett, Governor www.education.state.pa.usMeasuring Principal Effectiveness

No additional notes provided.

46PDE Workgroup Next Steps: Timeline - updateDialogue with Stakeholders: OngoingTrain-the-Trainer (Refresher Training) for IUs: July 23IUs deliver regional turn-around training for central office administrators and principals: August 2013 November 2013Offer principal effectiveness sessions at SAS Institute: December 8 - 11, 2013Deploy Phase III of Principal Effectiveness Project: November 2013 June 2014

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Schools will improve through effective leadership that includes collective commitments, collaboration, and consensus.

47The mission of the Pennsylvania Department of Education is to lead and serve the educational community, to enable each individual to grow into an inspired, productive, fulfilled lifelong learner.

48Tom Corbett, Governor William E. Harner, Acting Secretary of Education www.education.state.pa.usMeasuring Principal Effectiveness

4848No additional notes provided.