principal evaluation training - wisconsin department of … · · 2017-02-06principal evaluation...

Wisconsin Department of Public InstructionEducator Effectiveness Team

Principal Evaluation Training Module 4:

Facilitating Decision-Making

An Exploration of the Wisconsin Framework for Principal Leadership and the Principal Evaluation Process

Using this Training Module

This Principal Evaluation Training Module is part of a series of six modules, designed to better familiarize principals, assistant or associate principals (APs), and evaluators of principals with the Wisconsin Framework for Principal Leadership (WFPL). Each of the six modules uses a common school leadership task as a backdrop to explore the framework.

This training is best used collaboratively as a group of both evaluators of principals and the principals/AP’s they evaluate.

Learning together, evaluators and school leaders will benefit from the activities and discussions about the components as well as the discussion of how the WFPL components can be seen in the school context. These discussions help contribute to a more reliable evaluation process.

Using this Training Module

Part 1: Learning about the Components

Key Wisconsin Framework for Principal Leadership Components in this module:

1.1.1, Recruiting and Selecting

1.1.2, Assignment of Teachers and Instructional Staff

1.1.5, Distributed Leadership

2.2.1, School Climate

2.2.2, Communication

2.2.3, Conflict Management and Resolution

2.2.4, Consensus Building

Additional* Wisconsin Framework for Principal Leadership Components

Related to this Module:

1.2.1, Mission and Vision

2.3.1, Learning Environment Management

2.3.2, Financial Management

2.3.3, Policy Management

* = Connections to these components may be present, but are not the focus of this module.

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3 Duties for Principals as Facilitators of Processes and Decision-Making

Identifying the need for a decision-making process

Facilitating or conducting the decision-making process

Communicating the results and implementing decisions

Identifying the Needs for Decision-Making Processes

Conducts and uses needs assessments (which can be decision-making processes in and of themselves)

Prepared for both forward planning (strategic) processes and solving emergent issues

Looks for opportunities within decision-making to solicit input, involve others, and build capacity to accept decisions from the process

Facilitating Decision-Making Processes

Guarantees a process is conducted, and that the process was:

• Inclusive, transparent, timely, ethical and equitable

• Aligned to address identified needs

• Aligned to policy and practice expectations

Concluding Decision-Making Processes

Guarantees that at the end of the process, any decision made:

• Has strong, clear stakeholder support, even if consensus is not possible

• Has communicated results

Working Across Two Different Domains

Domain 1: Effective Educators

1.1: Human Resource Leadership

Domain 2: Leadership Actions

2.2: Intentional and Collaborative School Climate

Domain 1: Effective Educators

1.1: Human Resource Leadership

Principals select, recruit, develop, and evaluate teacher staff with the competencies needed to carry out the school’s Instructional improvement strategies.

Effective human resource leaders also develop and leverage teacher leadership talent and foster distributed leadership.


Hallmarks of being effective in this component:

• Consistently using clear and sequential process to recruit and select effective and diverse staff

• Applying recruitment and selection strategy that is informed by school’s mission and vision

• Consistently using evidence/data of effective teaching (e.g., demonstration lessons, lesson/unit plan analysis) as a factor in recruiting and selecting decisions

• Involving teacher leaders in selection process for some instructional staff

1.1.2, Assignment of Teachers and Instructional

Staff


• Assigning teachers and other instructional staff to positons based on qualifications, student academic and learning needs, and teacher effectiveness.

• Assigning teachers and other staff to instructional teams (e.g., data teams, professional learning communities) based on individual and group strengths.

• Identifying potential staff transitions and preparing and acting on strategies to fill positions prior to the school year.



• Purposefully leveraging staff for leadership opportunities based on their strengths, experiences, and demonstrated success

• Developing distributed leadership strategies that are aligned with school goals and engaging teachers with instructional or content leadership activities

• Assessing completion of delegated tasks and progress on related goals

• Providing formal and informal feedback, including mentoring or coaching, to emerging leaders that contributes to their success

Domain 2: Leadership Actions

2.2, Intentional and Collaborative School Culture

Effective principals establish a climate of trust and collaboration among school staff, students, and the community and ensure that the school is inclusive, culturally responsive, and conducive to student learning.

Principals build positive relationships by effectively communicating, managing conflicts, and forging consensus for improvement.



• Establishing and maintaining school climate based on trust and relationships among students, families, staff and community from diverse backgrounds.

• Regularly evaluating school climate and taking steps to address student and staff learning to ensure that it is inclusive of different perspectives.



• Communicating school goals, learning expectations, challenges, improvement plans, and progress to all stakeholders.

• Utilizing multiple approaches to communicating, such as face-to-face conversations, newsletters, and websites, and monitors their impact.

• Consistently responding to contact from parents and community members in a timely and meaningful way.



• Recognizing that conflict is inevitable, depersonalizing disagreement, and respecting varying points of view.

• Modeling fairness, self-control, and consistency when dealing with difficult situations, and cultivating these characteristics in others.

• Engaging staff, parents, students and others in meaningful discussions to address issues before they become challenging

• When significant philosophical differences exist, using appropriate venues to question district direction, but accepting and supporting decisions when final.



• Using varied strategies to work toward a consensus for improvement, including shared problem solving approaches.

• Using building leaders to assist in trying to reach consensus.

• Allowing dissenting views, but recognizing that full consensus may not always be possible and managing change processes to keep school moving on important priorities.

Discussion

In what ways do these seven components, working together, focus an evaluator’s attention on a principal’s facilitation of decision-making?








Activity

Create a graphic that shows the relationship between the components that support facilitation of decision making and the components of facility management:

1.2.1, Mission and Vision

2.3.1, Learning Environment Management

2.3.2, Financial Management

2.3.3, Policy Management

Watching a principal lead and facilitate professional development for a teaching staff

Part 2: Seeing the Components in Action

Key Wisconsin Framework for Principal Leadership Components in this Simulation:








Follow the link below to begin a simulation designed to explore how you (individually, or as an administrative team) might manage a hiring decision-making process.

At the end of the simulation, you’ll be able to reflect on how the decisions you made relate to the Wisconsin Framework for Principal Leadership components for this learning module.

Simulation: Hiring a Teacher

https://media.dpi.wi.gov/ee/pe-4_decision-making-processes/story.html




Part 3: Working with the Components in your context

The Principal’s Role in Facilitating Decision-Making Groups

Thinking about the components identified in this module, first consider opportunities for facilitation of decision-making groups that currently exist within your own building and/or district context for the evaluator to observe.

Examples could include:

• Creating a building schedule

• Data teaming

• Adding new courses

• Budgeting

• Spending funds raised by a parent group

• Professional development planning


Within your context of facilitating decision-making groups:

• What opportunities already exist?

• What kinds of artifacts might be generated that contain evidence ?

• In what ways could these opportunities be observed to identify evidence of principal practices?

Facilitating Decision-Making GroupsParticipant Packet, Page 4

Local opportunity to form and facilitate a decision-making group

What kinds of artifacts might be generated that contain evidence of principal practices?

In what ways could this event be observed (and by whom) to identify evidence of principal practices?

Ex. Hiring Process Ex. Agenda and timeline that a principal creates; notes from WECAN screening discussions, etc…

Ex. Watch the principal facilitate discussion; look for ways the principal tried to facilitate equitable representation/perspectives from discussions after the interviews; look for ways the principal managed over-dominating or under-participating members; look for ways that the principal sought to build consensus...


From the information you have identified, consider a few common opportunities that are shared among multiple principals.

Discussion: Do any of these activities present a way for the principal evaluator (ex. Superintendent) to make their evaluation work both efficient and able to be discussed vertically and horizontally among peers?


Discussion: How might any of these opportunities demonstrate progress or accomplishment on building level initiatives or instructional priorities?

Discussion: How might these opportunities also be aligned to your district or strategic planning priorities?

For more information on the Principal Evaluation Process,

please visit:

dpi.wi.gov/ee

© 2016, Wisconsin Department of Public Instruction

Educator Effectiveness Team

http://dpi.wi.gov/ee

http://dpi.wi.gov/ee

principal evaluation training - wisconsin department of … · · 2017-02-06principal evaluation...

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