Principal Performance Evaluation System

Student Academic Progress Goal Setting

February 2013

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What are the Purposes ofStudent Academic Progress Goal

Setting?

• Focus on student results• Explicitly connect teaching and learning• Improve instructional practices and

teacher performance• Tool for school improvement

2

Goal-Setting Process

Step 1:

Determine needs

Step 2:

Create specific

growth goals using

baseline data

Step 5:

Assess goal attainment

Step 3:

Create and implement leadership

and management

strategies

Step 4:

Monitor progress through ongoing

data collection

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Step 1:Determine Needs

Step 1:

Determine needs

Step 2:

Create specific

growth goals using

baseline data

Step 5:

Assess goal attainment

Step 3:

Create and implement leadership

and management

strategies

Step 4:

Monitor progress through ongoing

data collection

4

How Do We Determine Needs?

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Considerations:Determining Needs

• Baseline Data

• Vision and/or Mission

• Division Initiatives

• School’s Strategic Plan

• Survey Results

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Simulation:Principal A

Elementary School Principal

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Simulation:Determine Needs

• Review the School Profile, Content Area, and Baseline Data for Principal A.

• Answer the following:What area did Principal A choose as the goal-

setting focus?

What influenced this choice?

What data were used as a baseline?

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Implementation:Determine Needs

• What might be some areas of focus for your school?

• What baseline data could be used?

9

Based on what you have learned today, what assessment data sources would be

appropriate for…

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Establishing baseline data and determining goal attainment?

Monitoring goal progress throughout the year?

Step 2:Create Student Academic Progress Goals

Step 1:

Determine needs

Step 2:

Create specific

growth goals using

baseline data

Step 5:

Assess goal attainment

Step 3:

Create and implement leadership

and management

strategies

Step 4:

Monitor progress through ongoing

data collection

11

A goal is a statement of an intended outcome

of your work: Student Learning

Distinct from Strategies

Strategies = Means

Goal = End

What is a Student Academic Progress Goal?

12

What Makes a Goal SMART?

Specific

Measureable

Appropriate

Realistic, but Rigorous

Time-bound

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SPECIFIC: Focus

Does the goal focus on a specific expectation?

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MEASURABLE

Has an appropriate instrument or measure been chosen to

assess the attainment of the goal?

15

APPROPRIATE

Is it within the principal’s control to effect change?

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REALISTIC, but RIGOROUS

• Is the goal feasible?

• Is it a “stretch” goal?

• Goldilocks Principle

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TIME-BOUND

Is the goal contained to a single school year?

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Evaluate:Is this Goal SMART?

Principal A’sgoal statement:

During the current school year, all third-grade students will improve in the subject of mathematics.  

A good goal statement is one that is…

• Specific

• Measurable

• Appropriate

• Realistic, but Rigorous

• Time-bound

19

Better Goal for Principal A?

Principal A’sgoal statement:

From August 2012 to May 2013, 100 percent of third-grade students will improve at least 1.0 grade levels as measured by the online mathematics assessment. Additionally, students who score a 2.7 and below on the pre-assessment will improve at least 1.2 grade levels as measured by the online diagnostic mathematics assessment.

A good goal statement is one that is…

• Specific

• Measurable

• Appropriate

• Realistic, but Rigorous

• Time-bound

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Step 3:Create and Implement Leadership and Management Strategies

Step 1:

Determine needs

Step 2:

Create specific

growth goals based on baseline

data

Step 5:

Determine goal

attainment

Step 3: Create and implement leadership

and management

strategies

Step 4:

Monitor progress

through on-going data collection

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Considerations:Strategies

• How do the different Uniform Performance Standards for Principals affect the outcome of your goal?

• What does current research say regarding best practices in the focus areas?

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When Writing Strategies, Consider Asking:

• Why these strategies were chosen.

• Who is included in these strategies and when they are included.

• How these strategies will be implemented.

23

Simulation:Reviewing Strategies

• What standards affected the outcome of the goal?

• What are the strengths of the chosen strategies?

• What improvements could be made to these strategies?

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Step 4:Monitor and Adjust

Step 1:

Determine needs

Step 2:

Create specific

growth goals based on baseline

data

Step 5:

Determine goal

attainment

Step 3: Create and implement leadership

and management

strategies

Step 4:

Monitor progress

through on-going data collection

25

Simulation:Monitor and Adjust

• What progress has been made toward the goal?

• What further progress needs to be made?

• How can strategies be adjusted?

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Step 5:Determine Goal Attainment

Step 1:

Determine needs

Step 2:

Create specific

growth goals based on baseline

data

Step 5:

Determine goal

attainment

Step 3: Create and implement leadership

and management

strategies

Step 4:

Monitor progress

through on-going data collection

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Considerations:Determining Effectiveness

What results would you expect to see from an effective principal?

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Simulation:Determine Goal Achievement

• Did Principal A achieve the goal?

• What contributed to any successes?

• What improvements could be made?

• If the same focus area is chosen next year, what might the new goal be?

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In summary…

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What are the challenges to student academic progress goals

for principals?

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What are the benefits of student academic progress goals for

principals?

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Questions?

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