class 13 seminar in educational administration and leadership

7/27/2019 Class 13 Seminar in Educational Administration and Leadership

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The Purpose of this Course1. To identify the gaps in your knowledge of leadership,

administration, and supervision

2. To fill those gaps with practical and proven strategies

3. To connect the strategies directly to the school setting.

4. To jump start your career in leadership

You w il l receive an email from me in the next few days wh ich asks th at

you comp lete a survey wh ich wi l l ask for your percept ions o f how wel l the

cou rse (and I) have met these four goals and h ow the cours e can

improv ed for future accelerated l icensu re students or as an elect ive for

MSA stud ents.



Objectives

Analyze, Discuss, and evaluate your experience

w/Classroom Observations Discuss the procedures for, perceptions of, and

the Summative Evaluation process including the

development of IGPs.

Discuss how to achieve balance between the

leadership role and personal life responsibilities



Data Review Conclusions Gradebooks and Grading

Gradebooks and grading represent the quanti fy ing of

stud ent achievement and therefore are imp ortant areas

for admin istrat ive sup ervision and evaluat ion.

From your work at your schoo ls we can conclude

Gradin g pro cedures vary signif icant ly in design , qu al i ty ,

and u sefu lness

Most gradebooks are never reviewed by p r incip als nor are

they routinely collected at year’s end

Few gradebooks meet the qual i ty standards of

independent interpretat ion

Grading is not rout inely based o n so l id test and

measurement standards

Some grading p rocedu res are unethical

Few teachers have had pro fessional development in the

areas of grading and maintenance of gradebooks



Summative Evaluation Goals

• To accurately represent overall performanceover a designated period of time

• To provide a tool and process for professionalgrowth and development

• To provide a legally sound process if arecommendation is challenged and/orreviewed

• To fulfill the community’s expectations forperformance as represented through boardpolicy



Summative Evaluation Assumptions

•

Evaluator and Evaluatee clearly understand thegeneral goals and specific expectations of the process

• Evaluator can reliably assess performance

• Evaluator ratings of performance are tied directly toobjective evidence

•

An accurate evaluation is the result of consideration of a broad range of data

• Responsibility for providing data is a jointresponsibility of evaluator and evaluatee



Summative Evaluation – The Process

Principal meets w/teachersin small groups to go over

District Evaluation Plan

Data gathering byadministrators and

teachers

Observations

• Formal/informal

• Classroom

• Duty Assign

• Etc.

Records

•Gradebooks

• Lesson Plans

• Financial

• IEPs

• Action Plans

• IGPs

• Email

• Etc.

Logs

• Parent Conf

• Phone Calls

Discuss Progress on IGPor Action Plans

Discuss any potentialterminations or Non-

Renewals with Supt/HR

Get data from other admn.Organize your data.

Gather appropriate forms.

Block off time, completeevaluations, and schedule

conferences

Hold conferences, beginIGP, Action Plan, or

Termination process

Have several beers orglasses of wine!!



Discuss with a Classmate

What did your find when you reviewed summative evaluations from your school?



Purposes

1. Growth to achieve SIP goals – What my school needs me to do

2. Growth to improve/reach efficacy

– What I need to do

3. Growth to increase personal knowledge andinterests related to my field

• What I want to do



Writing Goals

S - specific, significant, stretching

M - measurable, meaningful, motivational

A - agreed upon, attainable, achievable, action-oriented

R - realistic, relevant, reasonable, rewarding, results-oriented

T - time-based, timely, tangible, trackable



Measuring Growth

• Data gathering is teacher responsibility – This will be new idea/experience for most

• Measurement is a collaboration

– Between teacher and principal

– Examples: mid-process check, SE

• What it isn’t

1. An agenda from training

2. A training certificate

3. Reimbursement forms!



IGP Research

Perceptions of 693 NC Educators

http://localhost/var/www/apps/conversion/tmp/scratch_2/UNCC%20-%20ISS%20IGP%20Survey%20-%20Graphic%20Results.doc



Balance Accept just how lonely the principalship is – especially if

you do it right

Being able to deal with being overwhelmed – all the time

– is a key to maintaining sanity and motivation as a

principal.

Be where you are. Simply it means, give 100% of your

attention to whatever job you are working on. Multi-tasking is way over rated



Balance Be where you are

How does this work with family and school and grad school? When youare with your husband and/or children be with them 100% of yourself.

Put school and grad school away – even if it is only for an hour or twountil it is time for you to go study again. When you are studying for classor school, arrange with your husband to give that 100% for the hour or

two you are doing it. The job to which you aspire requires a commitment from the family

not just from you, and what you are experiencing now is a prelude tothe real thing. Sit down with the family and discuss how the job will change the family

dynamic and PLAN for the change

Practice family PDSA You need a vision to work toward. Begin right now, to write down a

plan for your future.

Renew your hobbies or start one!

Renew spiritually regularly



For Next Time

Turn in portfolios

No class May 2nd

Final Exam May 9th

class 13 seminar in educational administration and leadership

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