Presenters

The Principal and Assistant Principal Evaluation Process:

Integrating the Teacher Working Conditions

Survey

Presenters

Kimberly SimmonsNCEES ConsultantKimberly.simmons@dpi.nc.gov

Donna AlbaughPD ConsultantDonna.albaugh@dpi.nc.gov

Outcomes

• Tour NCEES Wiki

• Review the NC School Executive Standards

• Examine TWC Survey and trends

• Review survey data and design SMART goals aligned with NCSES

Today's Presentation:

http://ncees.ncdpi.wikispaces.net/

A New Vision of School Leadership

NC School Executive Standards

Developed in collaboration with the NC Professional Teaching Standards Commission and the NC State Board of Education

Teaching conditions matter for students and for teachers.

Understanding that not everyone sees them the same way is important in developing strategies and policies for school improvement.

Purpose Since2002

•Provide additional data for school and district improvements.

•Inform state level policy.

Inform School and District Level Decisions

TWCS Initial Trends

•Change when schools use data as improvement tool

Remember…

By making data part of the school

improvement planning process, findings

from each working condition construct can

be seamlessly integrated into the current and

emerging school improvement programs

at every school.

TWCS Constructs

1. Time 2. Facilities & Resources

4. Manage Conduct

6. Principal Leadership

5. Teacher Leadership

7. Professional Development

3. Community Support and Involvement

Initial Results from the 2012 NC TWC Survey

Delivered to North Carolina State Board of Education on June 7, 2012

Working Conditions Remain Stable in the State

Time is at a Premium in NC Schools

• 55 percent agree that efforts are made to minimize routine paperwork

• 59 percent agree that the non instructional time provided is sufficient

• 60 percent of principals agree that there is sufficient time to network and collaborate out of the district

• 62 percent agree that class sizes are reasonable so that teachers can meet the needs of all students

• While 71 percent of educators agree that teachers have time to collaborate, 54 percent spend an hour or less collaborating in an average week

School Leadership Essential to Retaining Effective Teachers

Schools Using TWC Data Improved Working Conditions the Most, Especially in Leadership

Just a part of the process…

Accessing the Results: www.ncteachingconditions.org

Look at your Data

• Identify 2 constructs that need your attention as a school leader.

Constructs:•Time

•Facilities and Resources

•Community Support and Involvement

•Managing Student Conduct

•Teacher Leadership

•School Leadership

• Professional Development

TWCS Constructs

1. Time

2. Facilities & Resources

4. Manage Conduct

6. Principal Leadership

5. Teacher Leadership

7. Professional Development

3. Community Support and Involvement

1.Time1a Teachers’ class sizes facilitate high

quality instruction.

1b Teachers have sufficient time to provide all students with effective instruction.

1c Teachers have time during the school day to plan and collaborate.

1d Schools make efforts to streamline processes to increase instructional time and decrease required paperwork.

Standard 2: Instructional Leadership

Standard 3: Cultural Leadership

Schools protect teachers’ time to plan, collaborate, and provide effective instruction.

2. Facilities and Resourcesare provided for teachers to deliver quality instruction.

2a Materials and resources are available to facilitate quality instruction.

2b Technology facilitates 21st Century learning opportunities.

2c Physical environments support teaching and learning.

2d Teachers have access to a broad range of Professional Support Personnel.

Standard 2: Instructional Leadership

Standard 5 Managerial Leadership

Standard 7: Micro-political Leadership

3. Community Support and InvolvementParents, guardians, and community members are engaged in substantive ways to support and influence the school.

3a Parents, guardians, and community members support the teachers and school.

3b Parents, guardians, and community members are knowledgeable about classroom and school policies and practices.

3c Parents, guardians, and community members are provided opportunities to influence the success of the school.

St 1: Strategic Leadership

St 3: Cultural Leadership

St 5: Managerial Leadership

St 6: External Development Leadership

4. Managing Student ConductSchools implement policies and practices to address student conduct issues and ensure a safe school environment.

4a School leadership and teachers develop and communicate policies and procedures regarding student conduct and school safety.

4b Administrators and teachers enforce policies and procedures regarding student conduct and school safety consistently. Developed in collaboration with the NC Professional Teaching Standards Commission 2 and the NC State Board of Education

Standard 3: Cultural Leadership

Standard 5: Managerial Leadership

5. Teacher LeadershipTeachers are involved in decisions that impact classroom and school practices.

5a Teachers demonstrate leadership in the classroom. (look familiar?- 1a NCPTS)

5b Teachers demonstrate leadership in the school. (look familiar?- 1a NCPTS)

5c Schools have efficient and effective decision-making processes that engage teachers.

Standard 1: Strategic Leadership

Standard 2: Instructional Leadership

Standard 3: Cultural Leadership

Standard 4: Human Resource Leadership

Standard 5: Managerial Leadership

Standard 7: Micro-political Leadership

6. School Leadership maintains trusting, supportive environments that advance teaching and learning.

6a An atmosphere of trust and mutual respect is pervasive in the school.

6b Teachers’ performance is assessed objectively and effective feedback is provided that improves performance and enhances student learning.

6c School leadership articulates a vision and implements effective strategies for school improvement.

6d School leadership makes sustained efforts to improve teaching and learning conditions.

Standard 1: Strategic LeadershipStandard 2: Instructional LeadershipStandard 3: Cultural LeadershipStandard 4: Human Resource LeadershipStandard 5: Managerial LeadershipStandard 6: External Development LeadershipStandard 7: Micro-political Leadership

7. Professional DevelopmentQuality learning opportunities are available for teachers to enhance teaching and learning.

7a Time and resources are provided for professional development, ensuring all teachers have access to continuous learning opportunities.

7b Professional development meets best practice standards for delivery and support.

7c Professional development enhances the ability of teachers to implement instructional strategies and improve student learning.

Standard 2: Instructional Leadership

Standard 4: Human Resource Leadership

Standard 5: Managerial Leadership

8. Instructional Practices and SupportSchools provide support for data analysis and teachers’ collaboration to improve teaching and learning.

8a Teachers use formative and summative assessment data to drive instructional practice.

8b Teachers are supported to work collaboratively to develop, align, and improve instructional practices.

8c Teachers are assigned classes that maximize their likelihood of success with students.

Standard 2: Instructional Leadership

Standard 3: Cultural Leadership

Standard 4: Human Resource Leadership

Standard 5:Managerial Leadership

Let’s look at some Smart Goals

• Increase parent participation in school events so that parent involvement increases from 35% to 50% by the end of first semester 2012 as noted by parent session attendance rosters.

Analyses and Tools to Facilitate Data Use

Contact Information:

Kimberly SimmonsNCEES ConsultantKimberly.simmons@dpi.nc.gov

Donna AlbaughPD ConsultantDonna.albaugh@dpi.nc.gov