Alabama Professional Education Personnel Evaluation Program Principal Evaluation System August 2002

AlabamaProfessionalEducationPersonnelEvaluationProgram

PrincipalEvaluation

System

August 2002

Alabama Department of Education Principal Evaluation System

Principal Evaluation System

• 13 Knowledge/Skill Areas

1. Communication 2. Collaboration 3. Assessment/Evaluation 4. Organization

6. Laws/Policies 7. Problem Solving 8. Innovation

10. School Operations/Management11. Fiscal Management/Leadership

9. Technology Management

13. Leadership of Human Resources12. Professional Responsibilities

5. Planning


• Scoring 4-point rating scale with rationale statements (rubrics) Holistic scoring cross-cutting 13 knowledge/skill areas

• Evaluators Trained in conducting evaluations Must meet reliability standards

• Principals Evaluation content varies with years of experience in position Evaluation process is same for all



• Instrumentation/Data Sources

1. Evaluation Summary Report (shows scores and score rationales by knowledge/skill area) 2. Professional Development Plan (becomes a data source in next cycle)

1. Portfolio developed by principal 2. Surveys of various stakeholder groups 3. Interviews (written or oral) 4. Supervisor’s Review Form 5. School observation

• Summary Report Sources

• Optional Instrumentation 1. Self-Assessment Form (completed by principal, but not considered in evaluation scoring)



Principal Data: evidence of competence produced, assembled and submitted by the principal

Portfolio

Written interview Interpretation of survey responses

Line of Evidence: all data/information supporting the scoreawarded in a knowledge/skill area, whether produced by the principal or the evaluator

Evaluator Data: evidence of principal competence developed by the evaluator

Oral Interview School management observation Supervisor's Review Form

Clarifying interview



SelfAssmnt

Interview

SRF

Portfolio

Mgt ObsEvaluationSummary

Report

Surveys

ProfDevlpmnt

Plan

Knowledge/Skills

Lines ofEvidence

Scores

How the Principal Evaluation System Works


• Steps in Evaluation Process

1. Orientation (LEA responsibility)

2. Self-assessment (principal)

3. Prepare portfolio (principal)

4. Distribute and analyze surveys (principal)

5. Supervisor Review Form - (evaluator/supervisor)

6. Conduct observation (evaluator)



• Steps in Evaluation Process (cont.)

8. Conduct interviews (evaluator/principal )

9. Prepare Evaluation Summary Report (evaluator)

10. Summary conference and PDP (evaluator/principal)

7. Review portfolio (evaluator)



Generates data for all areas of knowledge and skills

Optionally used by the principal and shared with evaluator only if principal agrees

Used by principal to:

1) Identify areas that need improvement

2) Compare the principal’s perceptions ofperformance with the results of theevaluation

3) Determine areas for professional growthactivities to be included in aprofessional development plan.

Self Assessment


Two types of interviews:

A Structured Interview with 6 questions commonly asked of principals (can be oral or written response format)

A Clarifying Interview with probing questions focused onclarifying or bringing understanding to the portfolio and/orwritten interview (questions differ from principal to principal)

Conducted after the evaluator analyzes principal’s portfolio

Modified scripting is used to record responses

Responses can be banked for one year

Interviews


Oral Option: A discussion between the principal and the evaluator (or his/her designee) about particular areas of the principal’s knowledge, skills, and performance.

Generates data for seven areas of knowledge/skills: Communication (oral) Collaboration processes and skills Assessment/measurement/evaluation Organizing for results Planning Problem solving Technology management

Structured Interviews


Each of the structured interview question sets is intended to cover one knowledge and skill area (although responses may cut across more than one area). Communication skills are consideredas part of the oral presentation.

The structured interview itself is not scored, but responses are added to other evidence provided through other sources.

Written Option: Principal’s written responses to interview questions (will have clarifying discussion).

Structured Interviews (cont.)


Conducted after the structured interview is completed with a focus on the written interview and, optionally, the principal’s portfolio

No set number of questions, but key questions specific to the written interview and portfolio (optional) are developed by the evaluator to bring clarity and understanding of their contents

Responses are added to other evidence provided through other sources

The Clarifying Interview


Provides data where a supervisor should have objective, experiential information

Generates data for four areas of knowledge and skills:

Professional Responsibilities Fiscal Leadership/Management Laws/Policies Leadership of Human Resources

The Supervisor’s Review Form


Principal is responsible for providing some evidence of his/her knowledge and skills

The totality of the evidential material (lines of evidence for all

knowledge/skill areas) will constitute principal’s evaluation portfolio

Generates data for 11 areas of knowledge and skills:

Communication Collaboration Assessment/Evaluation Organizing for Results Planning Laws and Policies Problem Solving Innovation Operations/Management Fiscal Leadership Human Resources Leadership

The Principal Portfolio


There is no one specific form of packaging required for the portfolio, but there are organizational requirements

Each entry (piece of evidence) is accompanied by a Portfolio Entry Form

Total portfolio requires approximately 26 pieces of evidence

One piece of evidence might serve 2-3 purposes (e.g., ProgramImprovement Plan)

With multiple purposes, a portfolio may have 10-12 entries (pieces of evidence)



Explicit guidelines for developing a line of evidence in each area are provided in the evaluation manual

"Extra" entries will not be considered by the evaluator

Evaluated on the quality of materials rather than the quantity of materials in the portfolio



Knowledge Skill Area Evidence

Communication 3 pieces of written communication

Collaboration 3 artifacts (documents, tapes, etc.)

Assessment/Evaluation 2 teacher evaluation files 1 document/disk synthesizing and

presenting student achievementresults

1 document related to programevaluation

Organizing for Results

1

2 documents/artifacts representingmarketing knowledge/skills, customer focus and/or change efforts



Planning School improvement planningefforts

1 other document/artifact

Laws/Policies 2 artifacts/documents

Problem Solving 2 artifacts/documents

Innovation 2 artifacts/documents

School Operations/Management 2 artifacts/documents




Leadership of Human Resources 2 artifacts/documents

Fiscal Management/Leadership Budget and expenditures report (most recent)

1 other artifact/document




Respondents are to remain anonymous and represent a cross-section within the group

Generates data for 12 areas of knowledge and skills: Communication Collaboration Assessment/Evaluation Organizing for Results Laws and Policies (staff only) Problem Solving Innovation Operations/Management Fiscal Leadership Technology Mgt. Professional Responsibilities Human Resources Leadership

Four groups of respondents (two groups every year):

Faculty/Staff (years 1 and 3) Students in grades 4-6 and 7-12 (years 1 and 3) Parents (years 2 and 4) Community leaders (years 2 and 4)

Surveys


Analyses and reporting are responsibilities of principal: Information/report will be used with other evidence from other sources

Procedures and methodologies used by the principal will in itself be used as part of evidence for assessing the knowledge/skill area of assessment/evaluation

Analyses and reporting:

Number of respondents by subgroup surveyed

Any problems with data Conclusions by knowledge/skill area

Patterns and interpretation

Numbers for administration:

Total for groups: 20 or all for faculty/staff, 60 for students, 30 forparents, and 15 for community leaders

Surveys (cont.)


Generates data for five areas of knowledge and skills: Communication Organizing for Results Innovation

Technology Management School Operations/Management

At least 1 Management Observation required

Observer completes 4 major activities:Observes "routines" of the school at active time of day

Walks through the school plant and facilities

Observes the pattern of the principal's activities

Observes the utilization and management of technology in the schools

Uses Modified Narrative Scripting

A Post-Observation conference will be held

Management Observation


Scores are not generated by instrument

There will be a total of 13 scores, one for each knowledge/skill area

At end of process, evaluator(s) will:1. Organize evidence by knowledge/skill area

2. Read through all evidence for a knowledge/skill area

3. Award a score (1, 2, 3, 4) based on the patterns in the evidence in relation to the score level rationales for that particular knowledge/skill area

4. Place score with comments/justification on the Evaluation Summary Report

5. Use the scores and evidence for determining what should be addressed in the Professional Development Plan

Scoring


Used to present the scores developed from the lines of evidence for each of the 13 knowledge and skill areas

To complete the Evaluation Summary Report, the evaluator:

1. Completes demographic information requested

2. Records the scores developed from the lines of evidence for each knowledge and skill area

3. Writes any comments, explanations, or justifications in the space provided that support the score for the specific area

4. Identifies three areas for focus in planning professional development for the coming year(s)

Evaluation Summary Report


Activities focus on areas of improvement as identified in the Evaluation Summary Report

Activities focus on the improvement of student achievementand school improvement

Used to generate portfolio entry for Human Resources Leadership after first year of evaluation

Professional

Development

Plan

Professional Development Plan


Goals and objectives are statements of the outcomes desired, the ends to be accomplished

Professional Development Plan – Goals/Objectives


Goals are time related; tend to be long-range, spanning a full academic year

May include desired outcomes in cognitive, affective, and developmental areas



Objectives tend to be of shorter duration, may be accomplished in varying time spans, depending upon nature and complexity



Types of Objectives

1. Specific learning task, particular knowledge to be acquired or enhanced

2. Specific skill to be developed or enhanced

3. Product to be produced (a written plan for assessing progress – detailed program plans – activity chart, etc.)

4. Student achievement/program improvement progress targets

5. Professional service to be rendered to assist or improve the school system/faculty/school related organization, etc.



Activities

Activities are the means to accomplish goals/objectives identified or selected

Professional Development Plan – Activities


Criteria: Assessment and Benefits Section

1. Evidence of degree of accomplishment of objective(s)

A. Written statementB. Materials/products appended to PDP Form

2. Description of efforts/activities pursued in attempting to accomplish the stated objective(s)

3. Description of benefits accrued to the educator, students, faculty, school, and school system as appropriate

Professional Development Plan – Benefits


Evaluator Comments Section

1. Statement of concurrence or non-concurrence with assertions of educator in assessment and benefits section

2. Reason for concurrence or non-concurrence

3. Commendation statement when appropriate

4. Next steps:

Develop new PDP for ensuing year, amend and carry over present PDP,etc.

Professional Development Plan – Comments


Last Slide

Documents

Alabama Professional Education Personnel Evaluation Program Principal Evaluation System August 2002