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SCDNPrincipal Evaluation
SCDNPrincipal EvaluationWhy the Principal is So Important
May 30, 2013Michael Keany
Why the Principal is So ImportantMay 30, 2013Michael Keany
Which Job Did I Not Have?
Which Job Did I Not Have?
• HS Principal
• Girl Scout Leader
• Dance escort for single women on a cruise ship
• MS Principal
• School Board Member
• Clown magician at children’s parties
• Department Chair
• Assistant Principal
• Butcher
• Movie theater usher
• HS Principal
• Girl Scout Leader
• Dance escort for single women on a cruise ship
• MS Principal
• School Board Member
• Clown magician at children’s parties
• Department Chair
• Assistant Principal
• Butcher
• Movie theater usher
Which Job Did I Not Have?
Which Job Did I Not Have?
• HS Principal
• Girl Scout Leader
• Dance escort for single women on a cruise ship
• MS Principal
• School Board Member
• Clown magician at children’s parties
• Department Chair
• Assistant Principal
• Butcher
• Movie theater usher
• HS Principal
• Girl Scout Leader
• Dance escort for single women on a cruise ship
• MS Principal
• School Board Member
• Clown magician at children’s parties
• Department Chair
• Assistant Principal
• Butcher
• Movie theater usher
Conscious
Subconscious
Creative Subconscious
Self Talk
“truth”
“truth”
“truth”
--adapted from
Ray Jorgensen
Data
Real Learning
Draw a School
First, a test!
Scoring
•Roof = 1 point•Flag = 1 point•Door = 1 point each•Windows = 1 point each•Shrubs = 1 point each•Walkway = 1 point•Playground = 15 points•Mailbox = 15 points•Principal’s Parking Spot = 30 points
•Passing grade is 60 points!
“What we know prevents us from seeing.”
• School
7
Buses
The Changing Role of the PrincipalMy Mentor
Boilers Books
February 8, 2012Session 1: Highly Effective Leaders
• School
8
Regents Exams
AP Exams
3-8 ELA Assessments
3-8 Math Assessments
Budgets
Spec Ed
Discipline
Attendance
Lunch Forms
Registers
Graduation Rates
Buses
Audits
ELL
NYSESLATTeacher observations
Inventory
Spec Ed
Grad. Requirements
PA/PTA SURRSINIC. A.
Restructuring
LAB-R
NYSAA
AYP
Sub-groups
IDEA
NCLB
The Changing Role of the PrincipalMe
Boilers Books
February 8, 2012Session 1: Highly Effective Leaders
• School
9
Regents Exams
AP Exams
3-8 ELA Assessments
3-8 Math Assessments
Budgets
Spec Ed
Discipline
Attendance
Lunch Forms
Registers
Graduation Rates
Buses
Audits
ELL
NYSESLATTeacher observations
Inventory
Spec Ed
Grad. Requirements
PA/PTA SURRSINIC. A.
Restructuring
LAB-R
NYSAA
Common Core Standards
Benchmarks
Scantron
AYP
Sub-groupsData Teams
nySTARTJITs
PLA
NYS Report Cards
SEDCAR
Data Submission for Fed Indicators
Data Verification
IDEA
UISA
IRS
NCLB
NYC QR
NYC Progress Reports
ARIS- NYC
ELA Shifts
Math Shifts
The Changing Role of the Principal(My Successor)
Boilers Books
February 8, 2012Session 1: Highly Effective Leaders
Now, an awareness test!Now, an awareness test!
QuickTime™ and a decompressor
are needed to see this picture.
“What we see prevents us from learning.”
What Did You Hear?
•What Does It Mean to You?
15 www.engageNY.orgwww.engageNY.org15
Evaluating Educator Effectiveness
16
Evaluation System Design Principles
– NY’s Evaluation System follows these design principles:1. Annual evaluations for all 2. Clear, rigorous expectations for instructional excellence,
prioritizing student learning3. Multiple measures of performance4. Multiple ratings: 4 performance levels to describe differences
in principal effectiveness5. System should encourage regular constructive feedback and
ongoing development6. Significance: results are a major factor in employment
decisions
Source: The New Teacher Project (2010). Teacher Evaluation 2.0. Available: www.TNTP.org
17
The ISLLC Standards: Improving Leadership Standards
• These six standards call for: 1. Setting a widely shared vision for learning;2. Developing a school culture and instructional program
conducive to student learning and staff professional growth;
3. Ensuring effective management of the organization, operation, and resources for a safe, efficient, and effective learning environment;
4. Collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources;
5. Acting with integrity, fairness, and in an ethical manner; and
6. Understanding, responding to, and influencing the political, social, legal, and cultural contexts.
17
18
Summary of District Implementation Decisions
(20% 25%)
(20% 15%)
(60%)
State Growth
Assessments and Measures
• Rubrics• Other Measures
Subcomponents, Composite Scores, Ratings
Improvement Plans, Appeals, Training
Growth
Locally Selected Measures
OtherMeasures
Scoring
Imple-mentation
Growth Goal Setting
19
Six state approved rubrics for Principal Evaluation
• Principal Evaluation Rubrics by Kim Marshall, Revised August 2011
• The Reeves Leadership Performance Matrix, The Leadership and learning Center, 2011
• The Vanderbilt Assessment of Leadership in Education, VAL-Ed Framework, Discovery Education
• Multidimensional Principal Performance Rubric, Learning Center Initiatives, 2011
• Marzano’s School Administrator Rubric, Marzano Research Laboratory, 2011
• McRel Principal Evaluation System, Mid-Continent Research for Education and Learning, 2011
www.engageNY.org
What does the Statute Endorse?• Multiple visits- one unannounced- by various observers
• Ambitious and measurable goals which drive student growth
• Quantifiable and verifiable goals which measure academic achievement and or school climate
www.engageNY.org
Where is it in the Statute?• Page 21, lines 4-13• “ (4) A majority of the sixty points for building principals shall
be based on a broad assessment of the principal’s leadership and management actions based on a principal practice rubric by the building principal’s supervisor….such assessment must incorporate multiple school visits….with at least one visit conducted by the supervisor and at least one unannounced visit.”
www.engageNY.org
Where is it in the Statute?• Page 21, lines 21-25• “…at least two other sources of evidence from the following
options: feedback from teachers, students and/or families using state-approved instruments; school visits by other trained evaluators; and/or review of school documents, records, and/or state accountability processes. “
www.engageNY.org
Where is it in the Statute?• Page 21, lines 21-28• “Any such remaining points shall be assigned based on the
results of one or more ambitious and measurable goals set collaboratively with the principals and their superintendents or district superintendents…”
www.engageNY.org
Where is it in the Statute?• Page 22, lines 1-10• “(i) at least one goal must address the principal’s contribution
to improving teacher effectiveness…”• “(ii) any other goals shall address quantifiable and verifiable
improvements in academic results or the school’s learning environmental such as student or teacher attendance.”
26
Elements in the Principal’s Evaluation
• How well does the Principal lead learning?
• How well does the Principal improve student performance?
• How well does the Principal create a safe, supportive environment?
• How well does the Principal build the capacity of her/his staff?
• How well does the Principal create self-sustaining systems?
– The difference between transactional change and transformational change
– The difference between effective and highly effective
26
27
Elements in the Principal’s Evaluation
• How well does the Principal lead learning?
• How well does the Principal improve student performance?
• How well does the Principal create a safe, supportive environment?
• How well does the Principal build the capacity of her/his staff?
• How well does the Principal create self-sustaining systems?
– The difference between transactional change and transformational change
– The difference between effective and highly effective
27
Leader of LearningLeader of Learning•Wallace’s work since 2000 suggests this entails five key responsibilities:
1. Shaping a vision of academic success for all students, based on high standards
2. Creating a climate hospitable to education in order that safety, a cooperative spirit and other foundations of fruitful interaction prevail
3. Cultivating leadership in others, so that teachers and other adults assume their part in realizing the school vision
4. Improving instruction to enable teachers to teach at their best and students to learn at their utmost
5. Managing people, data and processes to foster school improvement
•Wallace’s work since 2000 suggests this entails five key responsibilities:
1. Shaping a vision of academic success for all students, based on high standards
2. Creating a climate hospitable to education in order that safety, a cooperative spirit and other foundations of fruitful interaction prevail
3. Cultivating leadership in others, so that teachers and other adults assume their part in realizing the school vision
4. Improving instruction to enable teachers to teach at their best and students to learn at their utmost
5. Managing people, data and processes to foster school improvement
THE SCHOOL PRINCIPAL AS LEADER: GUIDING SCHOOLS TO BETTER TEACHING AND LEARNING - The Wallace THE SCHOOL PRINCIPAL AS LEADER: GUIDING SCHOOLS TO BETTER TEACHING AND LEARNING - The Wallace Foundation, January 2012.Foundation, January 2012.
55
Levels of Evidence
10
BADAfter lunch, I noticed that none of the teachers were teaching.
BETTERAfter lunch, I noticed that many of the teachers were sitting at their desks while students got settled.
BETTER YETFifteen minutes after students returned from lunch recess, I was walking down the 3rd grade corridor and noted that 6 of the 8 teachers were sitting at their desks looking at their computers while students were getting settled.
BESTThe required math block falls right after lunch. 15 minutes into that block I noted that 6 of the 8 3rd-grade teachers were sitting at their desks looking at their computers. I went into two of those six classrooms to see what students were doing. In both rooms, they were reading or working on non-math worksheets.
Welcome to Happy Valley MS
_________________A Faculty Meeting
Welcome to Happy Valley MS
_________________A Faculty MeetingAn Evidence Collecting ActivityAn Evidence Collecting Activity
--------------------Record Evidence on the Principal’s Ability to Lead LearningRecord Evidence on the Principal’s Ability to Lead Learning
Rank These in Terms of Influence on Achievement
John Hattie’s Meta-Analysis - Visual Learning
Rank These in Terms of Influence on Achievement
John Hattie’s Meta-Analysis - Visual Learning
Cooperative Learning
Ability Grouping
Teaching Study Skills
Retention in grade
Student-Teacher Relationships
Feedback
Problem Based Learning
Drama/Art Programs
Illness (lack of)
Homework
Rank These in Terms of Influence on Achievement
John Hattie’s Meta-Analysis - Visual Learning
Rank These in Terms of Influence on Achievement
John Hattie’s Meta-Analysis - Visual Learning
Feedback 0.73
Student-Teacher Relationships
0.72
Teaching Study Skills 0.59
Coorperative Learning 0.41
Drama/Arts Programs 0.35
Homework 0.29
Illness (lack of) 0.23
Problem Based Learning 0.15
Ability Grouping 0.12
Retention in grade -0.16
Mastery Learning:
• All children can learn when they focus on mastering tasks in a collaborative environment.
• Appropriate learning conditions in the classroom include:
High levels of cooperation between classmates;
Focused teacher feedback that is both frequent and diagnostic;
Variable time allowed to reach levels of attainment
Mastery Learning:
• All children can learn when they focus on mastering tasks in a collaborative environment.
• Appropriate learning conditions in the classroom include:
High levels of cooperation between classmates;
Focused teacher feedback that is both frequent and diagnostic;
Variable time allowed to reach levels of attainment
If feedback is so important, what kind of feedback should be taking
place in our classrooms?
•Discuss in pairs for 2 minutes
“The most powerful single influence enhancing achievement is feedback”
• Quality feedback is needed, not more feedback• Much of the feedback provided by the teacher
to the student is not valued and not acted on• Students with a Growth Mindset welcome
feedback and are more likely to use it to improve their performance
• Oral feedback is much more effective than written
• The most powerful feedback is provided from the student to the teacher
How could we obtain more feedback from students?
How can we ensure we act on this feedback to raise achievement?
•Discuss in pairs
Welcome to Happy Valley MS
_________________A Faculty Meeting
Welcome to Happy Valley MS
_________________A Faculty MeetingWhat Evidence Did You CollectWhat Evidence Did You Collect
on the Principal’s Ability to Lead Learningon the Principal’s Ability to Lead Learning
How Would You Rate This Principal?How Would You Rate This Principal?
39
The ISLLC Standards: Improving Leadership Standards
• These six standards call for: 1. Setting a widely shared vision for learning;2. Developing a school culture and instructional program
conducive to student learning and staff professional growth;
3. Ensuring effective management of the organization, operation, and resources for a safe, efficient, and effective learning environment;
4. Collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources;
5. Acting with integrity, fairness, and in an ethical manner; and
6. Understanding, responding to, and influencing the political, social, legal, and cultural contexts.
39
By the way, an effective principal has a rating of
0.36!
By the way, an effective principal has a rating of
0.36!
What Did You Hear?
•What Does It Mean to You?
www.engageNY.org 3
Instructional Shifts Demanded by the Core
6 Shifts in ELA/LiteracyBalancing Informational and Literary
TextBuilding Knowledge in the DisciplinesStaircase of ComplexityText-based AnswersWriting from SourcesAcademic Vocabulary
3
What is the Work?Implementing the Common Core
www.engageNY.org 17
6 Shifts in ELA/LiteracyRead as much non fiction as fictionLearn about the world by readingRead more challenging material closelyDiscuss reading using evidenceWrite non-fiction using evidenceIncrease academic vocabulary
17
Shifts for Students Demanded by the Core
Presentation to use with students AND parents
http://engageny.org/wp-content/uploads/2012/05/Shifts-for-Students-and-Parents.pdf
www.engageNY.org 10
What is the Work?Implementing Data Driven Instruction
“ Tito ate one fourth of a cheese pizza. Tito ate three eighths of a pepperoni pizza… All pizzas were
the same size. Luis thinks he ate more than Tito because h didn’t eat any pepperoni pizza…Luis thinks he ate more. Who is correct? Show your
mathematical thinking…”
10
45
Elements in the Principal’s Evaluation
• How well does the Principal lead learning?
• How well does the Principal improve student performance?
• How well does the Principal create a safe, supportive environment?
• How well does the Principal build the capacity of her/his staff?
• How well does the Principal create self-sustaining systems?
– The difference between transactional change and transformational change
– The difference between effective and highly effective
45
www.engageNY.org
Practice Leads to Results
60
points
40
points
48
Elements in the Principal’s Evaluation
• How well does the Principal lead learning?
• How well does the Principal improve student performance?
• How well does the Principal create a safe, supportive environment?
• How well does the Principal build the capacity of her/his staff?
• How well does the Principal create self-sustaining systems?
– The difference between transactional change and transformational change
– The difference between effective and highly effective
48
1.Caring about students (Encouragement and Support)
2.Controlling behavior (Press for Cooperation and Peer Support)
3.Clarifying lessons (Success Seems Feasible)
4.Challenging students (Press for Effort, Perseverance and Rigor)
5.Captivating students (Learning seems Interesting and Relevant)
6.Conferring with students (Students Sense their Ideas are Respected)
7.Consolidating knowledge (Ideas get Connected and Integrated)
Tripod Student Survey- The 7 C’s
30
50
Elements in the Principal’s Evaluation
• How well does the Principal lead learning?
• How well does the Principal improve student performance?
• How well does the Principal create a safe, supportive environment?
• How well does the Principal build the capacity of her/his staff?
• How well does the Principal create self-sustaining systems?
– The difference between transactional change and transformational change
– The difference between effective and highly effective
50
10
TLS Observer Evidence Rubric
www.engageNY.org© 2012, Community Training and Assistance Center
*Please see caveat
A Sample SLO Process Flow
10
www.engageNY.org© 2012, Community Training and Assistance Center
*Please see caveat
Introduction to the Rubric
22
56www.engageNY.org© 2012, Community Training and Assistance Center
*Please see caveat
To Think About ...
1. Why not insist that all SLOs meet the highest quality?
2. Who will present the analytic rubric to the faculty?
3. How will it be presented?
4. What will be the process for quality control?
5. Who will assist with revisions and resubmissions?
5
57www.engageNY.org© 2012, Community Training and Assistance Center
*Please see caveat
Quality of SLOs
There is a high correlation between the quality of the SLOs written and student achievement.
6
58 www.engageNY.orgwww.engageNY.org95
Distribution of 10-11 Teacher MGPs
MGP
1 50 99
NOTE: Beta results using available 2010-2011 data.
For illustrative
purposes only
59www.engageNY.orgwww.engageNY.org© 2012, Community Training and Assistance Center© 2012, Community Training and Assistance Center
*Please see caveat*Please see caveat
Key Take-aways for Principal SuccessKey Take-aways for Principal Success
• Lead Up
• Collect Your Own Evidence
• Work Symbiotically
• Plan Your Year
• Prepare to Avoid Problems - Produce Better Results
• The Devil is in the Details - Know Them
• Know What You Don’t Know
• Lead Up
• Collect Your Own Evidence
• Work Symbiotically
• Plan Your Year
• Prepare to Avoid Problems - Produce Better Results
• The Devil is in the Details - Know Them
• Know What You Don’t Know
113113
This keynote presentation and this afternoon’s workshop will be available on
School Leadership 2.0www.schoolleadership20.com
This keynote presentation and this afternoon’s workshop will be available on
School Leadership 2.0www.schoolleadership20.com
A special group has been created to allow access to A special group has been created to allow access to these materials and to continue learning after the these materials and to continue learning after the
conference and throughout the year.conference and throughout the year.http://www.schoolleadership20.com/group/scdn-principal-evaluation
