NC SCHOOL EXECUTIVE:PRINCIPAL /ASSISTANT PRINCIPAL

EVALUATION PROCESSTRAINING

1**Materials revised October 2010**This training template is to be used at the discretion of the LEA for local training purposes. **Additional resources are available at www.ncpublicschools.org/profdev/training

WELCOMEYvette Stewart

Lead Professional Development ConsultantEducator Recruitment and Development Division

ystewart@dpi.state.nc.us919-807-3278

North Carolina Department of Public InstructionOctober 5, 2010

October 13, 2010October 21, 2010 2

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Webinar Information

• Webinars are recorded

• Mute is enabled for all participants

• Features you will use and see:

– Questions Bar

– Q&A

• Session will not automatically end if we run past time

• Materials available @ www.ncpublicschools.org/profdev/training/principal

• Email personal questions or concerns to professional_development@dpi.state.nc.us

Agenda

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1. Background Information2. Overview of North Carolina Standards for

School Executives3. Components of the Evaluation Process4. Closing Questions

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State Board of Education’s Mission Statement The guiding mission of the North

Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for workand postsecondary education and prepared for life in the 21st Century.

Produce globally competitive students

Be led by 21st century professionals

Be governed and supported by 21st Century Systems

Background Information

• Standards approved on December 2006

• Evaluation instrument approved on:– July 2008: Principals– September 2010: Assistant Principals

• September 2010: Online System

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Key Components

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www.p21.org

www.ncteachingconditions.org

Code of Ethics @www.ncpublicschools.org/profdev

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The Evaluation Process will…

Reflections from the field…

Dr. Jeff PealDr. Jeff PealAssociate Superintendent, Alexander County Schools

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NC Standards for School Executives 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

a) School Vision, Mission, and Strategic Goalsb) Leading Changec) School Improvement Pland) Distributive Leadership

Standard 1 – Strategic Leadership

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How does a principal / assistant principal

model or demonstrate Strategic Leadership?

Discussion Question:

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NC Standards for School ExecutivesStandard 1: Strategic Leadership

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

a) Focus on Learning and Teaching, Curriculum, Instruction and Assessment

b) Focus on Instructional Time

Standard 2 – Instructional Leadership

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What does this look like?

How can you measure this?

Instructional Leadership ScenarioTransformation High School has 920 students. The principal, Will Succeed, is a first year principal and was hired two weeks before the start of school. The school has had four different principals over the past 3 years -- Principal Succeed will be the fifth. One of the current staff members applied for the principal position and is resentful that Principal Succeed is on board. The superintendent told him he was expected to significantly improve the school’s reading and math scores by any means necessary this year. When conducting classroom walkthroughs during the first month of school, Principal Succeed notices that most teachers consistently and routinely rely on lecture as the primary mode of instruction. He also notices that they utilize very little technology. He also noticed that most teachers do not utilize higher order thinking questions with the students, which is a practice that all staff has been trained on. He reminded the staff at faculty meeting about their training and two months later, in his next round of observations, he sees the same reliance on lecture as an instructional method, little use of higher order thinking questioning, and an even smaller amount of technology being used.  Walking by the second period English 1 classroom, he found out the teacher, Mr. Full O’Excuses, was not at school. The inclusion teacher, Ms. DoWell Anyway, had started class by assigning students a warm up activity on sentence corrections. Ms. DoWell Anyway and Principal Succeed decided on a plan for the remainder of the class period as the students worked on the assignment. Mr. Full O’Excuses arrived during third period unprepared to teach the next lesson, as he left his plan book on his counter at home.

• Question: What instructional issues did you pick up on and how would you go about addressing the issue? 15

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NC Standards for School Executives

Standard 1: Strategic LeadershipStandard 2: Instructional Leadership

Standard 3: Cultural LeadershipStandard 4: Human Resource LeadershipStandard 5: Managerial LeadershipStandard 6: External Development LeadershipStandard 7: Micro-Political Leadership

a) Focus on Collaborative Work Environmentb) School Culture and Identityc)Acknowledges Failures; Celebrates Accomplishments and Rewardsd)Efficacy and Empowerment

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Teacher Conditions 2010

www.ncteachingconditions.org

Please rate how strongly you agree or disagree with the following statements:

Responses from NC Educators SurveyedAgree Strongly

AgreeStrongly Disagree

Disagree

Teachers have time available to collaborate with colleagues 18% 43% 10% 29%Teachers have sufficient access to instructional technology, including computers, printers and internet access

34% 46% 5% 15%

This school does a good job of encouraging parent/guardian involvement

36% 54% 2% 8%

School administrators support teachers’ efforts to maintain discipline in the classroom

31% 50% 5% 14%

Teachers are encouraged to participate in school leadership roles 35% 55% 2% 7%The faculty and leadership have a shared vision 24% 59% 3% 14%

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Principal Conditions 2010TABLE 2. AREAS PRINCIPALS IDENTIFIED NEEDING ADDITIONAL SUPPORT

Percent Indicating a need for Support 2010

Percent Indicating a need for Support

2008 Difference

Teacher remediation/coaching 45.7 32.0 13.7 Student assessment 44.0 30.0 14.0 Data-driven decision making 42.1 48.0 - 5.9 Teacher evaluation 40.0 11.0 29.0 Instructional leadership 35.8 32.0 3.8 Budgeting 34.1 28.0 6.1 Working with parents and the community 32.2 20.0 12.2 School improvement planning 31.4 24.0 7.4 School scheduling 29.7 27.0 2.7 Creating positive learning environments 27.8 23.0 4.8 Staffing (hiring, etc.) 15.7 14.0 1.7

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www.ncteachingconditions.org

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Principal ConditionsTABLE 1. THE AMOUNT OF TIME PRINCIPALS DEVOTE TO VARIOUS ACTIVITIES IN AN AVERAGE WEEK

None Less than 1 hoursMore than 1 but less than or

equal to 3 hours

More than 3 but less than or equal to 5 hours

More than 5 but less than or equal to 10 hours

More than 10 hours

Instructional planning with teachers 1.1 15.8 43.2 25.9 12.2 1.8

Observing and coaching teachers 0.1 4.0 29.2 34.9 24.1 7.7

Covering classes for certified or non-certified absences on-site

37.0 46.2 11.7 3.5 1.3 0.2

Meetings with or sponsored by central office

2.4 28.1 46.5 18.0 4.4

0.6

Personnel issues 2.7 18.8 33.6 25.6 13.9 5.4

Administrative duties 0.0 0.7 5.7 17.4 26.9 49.3

Meetings with parents and the community

0.1 5.1 27.7 33.8 25.4 8.3

Student discipline issues 0.5 13.5 32.5 27.4 17.2 8.9

Working directly with students (i.e. teaching, tutoring, etc.)

5.3 30.9 32.1 17.4 9.4 5.0

49.3

www.ncteachingconditions.org

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NC Standards for School ExecutivesStandard 1: Strategic LeadershipStandard 2: Instructional LeadershipStandard 3: Cultural Leadership

Standard 4: Human Resource LeadershipStandard 5: Managerial LeadershipStandard 6: External Development LeadershipStandard 7: Micro-Political Leadership

a) Professional Development/Learning Communities

b) Recruiting, Hiring, Placing and Mentoring of Staff

c) Teacher and Staff Evaluations

New Teacher Evaluation Instrument

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NC Standards for School ExecutivesStandard 1: Strategic LeadershipStandard 2: Instructional LeadershipStandard 3: Cultural LeadershipStandard 4: Human Resource Leadership

Standard 5: Managerial LeadershipStandard 6: External Development LeadershipStandard 7: Micro-Political Leadership

a) School Resources and Budget

b) Conflict Management & Resolution

c) Systematic Communication

d) School Expectations for Students & Staff

Standard 5 – Managerial Leadership

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"My father had a simple test that

helps me measure my own

leadership quotient:

When you are out of the office,

he once asked me, does your staff

carry on remarkably well without you?"

Martha Peak, Group Editor, AMA Magazines, Management Review, October 1992

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NC Standards for School ExecutivesStandard 1: Strategic LeadershipStandard 2: Instructional LeadershipStandard 3: Cultural LeadershipStandard 4: Human Resource LeadershipStandard 5: Managerial Leadership

Standard 6: External Development LeadershipStandard 7: Micro-Political Leadership

a) Parent and Community Involvement and Outreach

b) Federal, State, and District Mandates

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NC Standards for School ExecutivesStandard 1: Strategic LeadershipStandard 2: Instructional LeadershipStandard 3: Cultural LeadershipStandard 4: Human Resource LeadershipStandard 5: Managerial LeadershipStandard 6: External Development Leadership

Standard 7: Micro-Political Leadership

a) School Executive Micro-political Leadership

Standard 7 – Micro-political Leadership

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The Evaluation Process

Principal/Assistant Principal Evaluator

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Develop and implement strategies to improve personal performance/attain goals in areas individually or collaboratively identified

Ensure that the content of the summary rating form contains accurate information and accurately reflects their performance

Identify the principal/assistant principal’s strengths and areas for improvement and make recommendations for improving performance

Supervise the process and ensure that all steps in the process are conducted according to the approved process

Gather data, artifacts, evidence to support performance in relation to standards and progress in attaining goals

Both should:1. Know and understand the North Carolina Standards for School Executives2. Receive training on the evaluation process

Prepare for and participate in :Pre-Evaluation ConferenceMid-Year and Final Evaluation Conferences

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Definitions and Terms• School Executives – principals and assistant principals

licensed to work in North Carolina • Self-Assessment – Personal reflection about one’s

professional practice to identify strengths and areas for improvement conducted without input from others

• Practices – statements of what one would see an effective educator doing in each standard

• Competencies – knowledge and skills one needs to effectively implement the practices

• Evaluation Rubric – A composite matrix of the standards, components and elements of the North Carolina Standards for school administrators

Definitions and Terms

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• Performance Goals - Goals for improvement in professional practice based on the self-assessment and/or supervisor recommendation

• Evidence – documents that demonstrate or confirm the work of the person being evaluated and support the rating on a given element

• Summary Evaluation Form – A composite assessment of the principal/assistant principal’s performance based on the evaluation rubric and supporting evidence

• Artifact – A natural by-product of work, not just for the purpose of an evaluation

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What are artifacts?

Evidence of collaboration with school

improvement and/or

leadership team

School Survey Data

Evidence of stakeholder involvement

Professional Development

Communication Logs

Data of School Improvement

Planning

PLCs

Use of research-based practices and

strategies

Student Achievement

DataNCTWCS Data

Teacher Retention Data

(and plan of action)

Participation in school

improvement planning

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Performance Rating Scale

Developing

Proficient

Accomplished

Distinguished

Demonstrated adequate growth during the period of performance, but did not demonstrate competence on standard(s) of performance

Demonstrated basic competence on standards of performance

Exceeded basic competence on standards for performance most of the time

Consistently and significantly exceeded basic competence on standards of performance

Not Demonstrated

Did not demonstrate competence on, or adequate growth

toward, achieving standard(s) of performance

*Requires documentation

Knowledge and skills replicatedExemplar of performance

Innovation + High Performance

Skill not mature or unsuccessful

Solid, effective application + success

Never demonstrated

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1. Orientation2. Pre-Evaluation Planning

Group Orientation – receive materials Complete Self-Assessment Develop Professional Development

Plan (Goals) Understand your evaluator’s

expectations for the Consolidated Performance Assessment

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Self-Assessmenta. School Vision, Mission and Strategic Goals: The school’s identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to establish these attributes, and the ways they are embodied in the life of the school community.

Developing Proficient Accomplished Distinguished Not Demonstrated(Comment Required)

□Develops his/her own vision of the changing world in the 21st century that schools are preparing children to enter.

. . . and□Leads and implements a process for developing a shared vision and strategic goals for student achievement that reflect high expectations for students and staff.

□Maintains a focus on the vision and strategic goals throughout the school year.

. . . and□Creates with all stakeholders a vision for the school that captures peoples’ attention and imagination.

□Designs and implements collaborative processes to collect and analyze data, including the Teacher Working Conditions survey, about the school’s progress for the periodic review and revision of the school’s vision, mission, and strategic goals.

. . . and□Ensures that the school’s identity (vision, mission, values, beliefs and goals) actually drive decisions and inform the culture of the school.

□Initiates changes to vision and goals based on data to improve performance, school culture and school success.

• Individually• Discuss:

– Self-assessment– Preliminary goals– and agree upon the

Consolidated Performance Assessment evidence/process (including timelines, procedures, expectations, etc.)

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3. Initial Meeting4. Data Collection

• District form or sample form (p. 47, 48 Manual)

• No more than 3 goals per year– Does not include school-wide goals– Change initiatives underway at school

• Standard 4 – Required Goal– Teacher turnover rate (improve or maintain)

• (P) Progressing or (NP) Not Progressing

• Discussed at Mid-Year Conference37

Goal Setting

Data Collection

• Artifacts– Evidence of performance– Feedback from a variety of sources– Demonstrate any element or standard

• Site Visits/Observations– Feedback: Evaluation rubric

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On-going

Mid-Year Conference• Required conference• Focused on the status of goal

attainment and mid-year adjustments

• Principals and Assistant Principals should have evidence toward goal attainment that reflects the process detailed on their goal plan.

• Be prepared to discuss leading indicators and the impact the goal is having on the school.

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Performance Ratings: Mid-Year

Progressing (P)

Not Progressing (NP)

N/A (Not Addressed or Not Applicable)

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•Acceptable progress•Supportive evidence

•Progress is not significant or evident•Discuss adjustments to actions, plan, support, etc.

•Standard 4 – required•All 7 standards rated at end of year

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Consolidated Performance Assessment

The principal/assistant principal will:

• Synthesize information from a variety of sources

• Provide to evaluator in advance of final conference

Assessment used to evaluate final performance

Suggested conversation points betweenSuperintendent and PrincipalPrincipal and Assistant Principal

– What does your data tell you about your effort toward attaining your goals?

– How have your goals impacted your teachers, students and parents?

– How does your performance in the targeted area compare to last year’s performance?

– What changes have you observed in teacher performance as a result of your leadership?

– What changes have you observed in student performance as a result of your leadership?

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Summary Evaluation Conference

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The evaluator will:1.Rate each element2.Determine overall standard rating3.Summarize information and artifacts

Performance Ratings: End of Year

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Developing

Proficient

Accomplished

Distinguished

Not Demonstrated

Did not demonstrate competence on, or adequate growth

toward, achieving standard(s) of performance

*Requires documentation

Knowledge and skills replicatedExemplar of performance

Innovation + High Performance

Skill not mature or unsuccessful

Solid, effective application + success

Never demonstrated

• Questions & Answers

• Final Comments

• Contact Information

www.ncpublicschools.org/profdev/training/principal Director

Dr. Lynne Johnson

PD ConsultantsEliz Colbert Yvette Stewart Savon Willard

919-807-3278 ystewart@dpi.state.nc.us

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