Superintendent Professional Growth and Effectiveness System

Professional Growth and Effectiveness for Kentucky superintendents based on common clearly defined standards 2 A companion system complimenting Teacher and Principal Professional Growth and Effectiveness Systems Driving a model of Professional Growth and learning for all Kentucky educators

Commissioner Holliday met with Superintendent Advisory Council Spring 2013 Discussed urgency to improve transparency and effectiveness in superintendent evaluations across Kentucky Result Superintendent Advisory Council (SAC) recommended the incorporation of three specific components into current evaluation process across Kentucky 3

1.Incorporate critical superintendent/board conversations into existing Kentucky superintendent evaluation systems 2.Upload assurances into ASSIST as evidence of critical conversations 3.Development of a new superintendent effectiveness system by December 2014 4

Critical conversations and the role of ASSIST 5

Review and discuss with board in open meeting(s) and document in board minutes: 1. District delivery targets student proficiency college/career-readiness graduation rates closing achievement gaps whether processes are in place to implement PGES for all certified staff in 2014-15 6

2. Resource/support systems -- effectiveness and efficiency of district operations balanced operating budget district resources leveraged to: o attain the best use o improve learning compliance with legal policy standards district budget and resources communicated to board 7

3. Facilities and resources district performance on TELL survey in these areas 8

By December 20, 2013: Board and superintendent discuss three components in open meeting and complete the Superintendent Evaluation Diagnostic in ASSIST; upload board minutes documenting discussion of three components. Completed by 173 Supts. Spring/Summer 2014: During summative evaluation in open meeting, discuss progress and performance on three components; complete Superintendent Evaluation Diagnostic in ASSIST; upload documentation. 9

At the recommendation of the SPGES Steering Committee, the Superintendent Evaluation Report for ASSIST will become an annual component of the Comprehensive District Improvement Plan titled Superintendent Assurances. This process will capture the superintendent/board conversations on an annual basis. Training and support material development for Kentucky superintendents is now underway. 10

11 ASSIST Screen Shot - Draft

KDE created the committee in August 2013 with the following membership: Terri Cox-Cruey, Superintendent, Kenton County Schools Jim Evans, Superintendent, Lee County Schools Bob Rogers, Superintendent, Murray Independent Schools Owens Saylor, Superintendent, Daviess County Schools Henry Webb, Superintendent, Floyd County Schools Wayne Young, Kentucky Association of School Administrators Rhonda Caldwell, Kentucky Association of School Administrators Lu Young, Fayette County Schools Wilson Sears, Kentucky Association of School Superintendents David Baird, Kentucky School Boards Association Kerri Schelling, Kentucky School Boards Association Dianne Mackey, Daviess County Local School Board Member Jo Sabol, West Point Independent Local School Board Member George Wilson, Green River Regional Educational Cooperative Robert Brown, Educational Professional Standards Board Bob King, Council on Postsecondary Education Tommy Floyd, Chief of Staff, Kentucky Department of Education 13

Utilize existing work of new superintendent training process: The original design team for Kentucky Association of School Administrators (KASA) New Superintendent Training Standards and Indicators conducted crosswalk of existing Superintendent related standards: North Carolina Standards for Superintendents (2007) The Mid-continent Research for Education and Learnings (McRel) School district leadership that works: the effect of superintendent leadership on student achievement (2006) ISLLC Standards Educational Leadership Policy Standards as adopted by the National Policy Board for Educational Administration (NPBEA) The Kentucky School Boards Associations (KSBA) Performance Planning and Review for Superintendent Evaluation and AdvancEds Standards for Quality School Systems. The resulting Pilot Kentucky Next-Generation Superintendent Effectiveness Standards represent a synthesis of those competencies and skills found across these key bodies of work organized around seven leadership performance standards. 14

Charge Create a SPGES for Kentucky Superintendent Evaluation Committee met on the following dates: o August 15, 2013 o October 17, 2013 o December 16, 2013 o February 12, 2014 o March 17, 2014 o April 9, 2014 KBE Reviewed the final recommendations 15

Products and recommendations to KBE o Formative Superintendent Leadership Plan (SLP) document o Summative SPGES document for collection of reflections o Rubric for a locally developed tool/document Next steps o Continued collaboration in planning for training with: 16

Standard Language describes action by superintendent regarding district effectiveness in specified area Broad category. Indicator Provides example behaviors demonstrated by the superintendent related to the standard above Performance level - language by indicator to capture current progress of Superintendent 18

Exemplary:Exceeds the standard Accomplished:Meets the standard Developing:Makes growth toward meeting the standard Growth Required:Area(s) required to be addressed in the Professional Growth Plan 19 SPGES Performance Levels Recommended by Steering Committee The following designations will be used to indicate the progress of a superintendent toward the seven standards and their indicators:

Standard 2: Instructional Leadership The superintendent supports and builds a system committed to shared values and beliefs focused on teaching and learning where performance gaps are systematically eliminated over time and every student graduates from high school college- and career-ready. Putting student learning at the center. The superintendent... IndicatorsExemplaryAccomplishedDevelopingGrowth Required Leads the Districts philosophy of education-setting specific achievement targets for schools and students of all ability levels and monitors progress toward those targets Learning/Teaching Focus: High Expectations Operates as a mentor in helping others focus on learning/ teaching grounded in high expectations and goals Sets clear and high profile focus on learning/ teaching grounded in high expectations and goals Leads and communicates the focus on learning/teachingLacks focus on learning/teaching B. Models and applies learning for staff and students Professional Learning Uses evaluation and professional development as tools to improve student learning and evaluates professional development activities Establishes professional development goals for district based on personal professional learning and student achievement data to improve student learning. Applies learning from professional development and expects learning for students and staff Demonstrates limited participation in professional development opportunities IndicatorsExemplaryAccomplishedDevelopingGrowth Required C. Communicates high expectations for student achievement by establishing and sustaining a system that operates as a collaborative learning organization through structures that support improved instruction and student learning on all levels High Expectations Motivates others to demand/expect high levels of student achievement by empowering them to establish and sustain a collaborative learning organization. Demands/expects high levels of student achievement by establishing and sustaining the structure for a collaborative learning organization Sets and communicates high expectations for student achievement and supports a collaborative learning organization Accepts current levels of student achievement and rarely communicates the importance of improved instruction D. Facilitates the establishment of high, academic goals for all, ensures effective monitoring protocols, and models the expectation that instructional leaders respond frequently and strategically to progress data. Strategic Planning (Goals) Ensures the establishment of high, personalized academic goals for all students; performance gaps are systematically eliminated over time Facilitates setting high, concrete goals and expectations for student attainment, closing achievement gaps Expects high, concrete goals to be set for students, addressing achievement gaps Allows others to set goals that are too low for students; achievement gaps persists E. Demonstrates awareness of all aspects of instructional programs Learning/High Expectations Ensures organization of planned curriculum alignment with state and national college and career ready educational standards Challenges staff to define and deliver skills and concepts necessary to graduate both college and career ready and prepared for the 21st century Focuses on graduation and college and career readiness in the 21st century May focus on graduation but does not emphasize 21st century preparedness F. Is a driving force behind major initiatives that help students acquire 21st century skills including the application of instructional technology Strategic Planning-Implementation Establishes systems that result in the district exceeding academic expectations as established by SB1, including proficiency in reading, math and college and career readiness. Is a driving force in the development and implementation of the districts strategic plan or district improvement plan to realize 21st century learning goals Facilitates discussion and the strategic development of the districts improvement plan to realize goals Operates unilaterally or with limited input under existing improvement plans 20 SLP Screen Shot

21 Using the SLP Superintendent conducts self-assessment and reflects on standards and indicators vs. own performance levels Individual board members use SLP to reflect on superintendent progress on standards and indicators vs. performance levels also consider previous areas of emphasis on earlier evaluations with experienced superintendents Entire board and superintendent meet to discuss individual reflection/assessment results (Some boards may prefer that results are compiled by board chair or board attorney and then discussed with superintendent) Board and superintendent collectively develop area(s) of emphasis for professional growth plan (PGP)

22 Superintendent undertakes PGP and begins to collect and retain evidence toward area(s) of emphasis (standards) identified in PGP Superintendent shares collected evidences with board throughout year to demonstrate efforts toward increased competencies in areas of emphasis. According to existing district timeline for superintendent evaluations, board considers and incorporates submitted superintendent evidences into superintendent annual performance evaluation using SPGES summative document. Board collectively determines superintendent performance levels in established areas of emphasis for annual evaluation

Superintendent Summative Evaluation 2014-15 StandardExemplaryAccomplishedDevelopingGrowth Required 1.Strategic Leadership The Superintendent creates conditions that result in strategically reimaging the districts vision, mission and goals to ensure that every student graduates from high school, is globally competitive in post-secondary education and the workforce, and is prepared for life in the 21st century. Create a community of inquiry that challenges the community to continually repurpose itself by building on the districts core values and beliefs about the preferred future and then developing a vision. Comments/Evidence Comments/Evidence Comments/Evidence Comments/Evidence 1.Instructional Leadership The superintendent supports and builds a system committed to shared values and beliefs focused on teaching and learning where performance gaps are systematically eliminated over time and every student graduates from high school college- and career-ready. Comments/Evidence Comments/Evidence Comments/Evidence Comments/Evidence 1.Cultural Leadership The Superintendent understands and acts on the important role a systems culture has in the exemplary performance of all schools. Understands the people in the district and community, how they came to their current state, and how to connect with their traditions in order to move them forward to support the districts efforts to achieve individual and collective goals. While supporting and valuing the history, traditions and norms of the district and community, the superintendent must be able to improve the district culture, if needed, to align the work of adults with the districts goals of improving student learning and infusing the work with passion, meaning and purpose. Comments/Evidence Comments/Evidence Comments/Evidence Comments/Evidence 23 Performance Levels: The following designations will be used to indicate the progress of a superintendent toward the seven standards and their indicators: Exemplary: Exceeds the standard Accomplished: Meets the standard Developing: Makes growth toward meeting the standard Growth Required: Area(s) required to be addressed in the Professional Growth Plan

Self-Assessment Reflect on Standards Discussion with board formatively Consensus on area(s) of emphasis PGP development Competency model through evidence Period sharing of evidence with board Summative cycle on evidence collected in area(s) of emphasis 24

At a minimum, the locally developed format will: Include a formative document (superintendent leadership plan) and a summative document Be clearly established on and aligned to research-based, common standards (i.e., steering committee work equivalence) Allow for a competency/growth model (i.e., steering committee work equivalence) Include performance-based, non-numerical, superintendent performance levels (i.e., steering committee work equivalence) 25

At a minimum, the locally developed format will: Allow opportunities for superintendent-provided evidence in standards of emphasis Support superintendent self-reflection and self-evaluation process Support superintendent/board collaborative identification of standards for emphasis Establish clear growth goals in targeted areas for superintendent evidences 26

April-June 2014 SPGES document(s) and alignment rubric in final form July 2014 Letter to superintendents and board chairs on preference for SPGES or locally developed system December 2014 Districts to notify department choice of SPGES or locally developed system 2014-15 SPGES statewide pilot 2015-16 SPGES statewide implementation 27

Continued collaboration with: Kentucky School Boards Association o Coordination of school board member training on the process and its implementation. Kentucky Association of School Superintendents o Ongoing professional development for existing superintendents through feedback Kentucky Association of School Administrators o Coordination of process feedback with new superintendent training and experienced superintendent needs Council on Postsecondary Education and Educational Professional Standards Board o Coordination on areas of emphasis based on feedback 28

Thomas G. Floyd, Ed. D. Chief of Staff Kentucky Department of Education 500 Mero Street, 1st Floor Frankfort, KY 40601 Phone: (502) 564-3141 Fax: (502) 564-9321 [email protected] [email protected] 29

Documents

Superintendent Professional Growth and Effectiveness System