the principal appr - suny cortland€¦ · the principal appr: ... multidimensional principal...

The Francis J. Cheney Educational Leadership

Spring Breakfast Conference

The Principal APPR: Evidence Based Leadership

to Meet and Exceed the Principal’s Evaluation Criteria

Educational Leadership Department

Funding provided by Dr. Louise M. Conley and the Cortland College Foundation

Advisory Team Members:

Kevin P. Mack, Ed.D. Educational Leadership Department, SUNY Cortland

Katrina Bratge, Ph.D. Educational Leadership Department, SUNY Cortland

Gary Astles, Retired Middle School Principal--Trumansburg CSD

Denise Cook, Elementary School Principal--Deposit Central School District

Jeffrey Evener, Middle School Principal/Athletic Director--Groton CSD

Zane Mahar, High School Principal--Sauquoit Valley Central School

Becky Marzeski, Elementary School Principal--New Lebanon CSD

Barbara Phillips, Race To the Top Network Team Coordinator--BT BOCES

Tom Turck, Junior High School Principal--Homer Central School

Madalyn Stowell, Asst. High School Principal--Auburn City School District

Susan Vickers, Asst. High School Principal--Cazenovia Central School District

John Steedle, Administrative Intern, Homer Central School District


Educational Leadership Department’s Professional Development Program Mission Statement:

“Our mission is to create a learning community for educational leaders which enhances and supports the success of all

students and stakeholders through ongoing professional development, refinement of

leadership skills, and networking.”


Agenda:

8:00-8:30 Registration and Refreshments 8:30-8:40 Welcome and Introductions 8:40-9:40 Legal Underpinnings of the Principal APPR 9:40-9:55 Break 9:55-10:50 ISLLC Standards/Advocating Yourself While

Maintaining Focus on Student Learning 10:50-11:10 A Practitioner’s Perspective 11:10 11:20 Closure 11:20-11:30 Evaluations


ISLLC Standards

Interstate School Leadership Licensure Consortium


How do you advocate for yourself while

maintaining a focus on student learning?

What evidence can you collect to

demonstrate effective leadership?


EngageNY.org http://engageny.org/resource/state-approved-teacher-and-principal-practice-rubrics/


http://engageny.org/resource/state-approved-teacher-and-principal-practice-rubrics/













Jigsaw Activity: Multidimensional Principal Performance Rubric

1. What features do you notice and can you share

about this domain of the document?

2. What evidence can you collect to demonstrate effective leadership/focus on student learning

in this domain?



Jigsaw Activity:

• What features do you notice and can you share about this domain of the document?

• What evidence can you collect to demonstrate effective leadership/focus on student learning in this domain?

Pink: Domain 1—Shared Vision of Learning Orange: Domain 2—Social Culture and Instructional Program Yellow: Domain 3—Safe, Efficient, Effective Learning Environment White: Domain 4—Community Green: Domain 5—Integrity, Fairness, Ethics Blue: Domain 6—Political, Social, Economic, Legal and Cultural Context

*This rubric includes a seventh section, Other: Goal Setting and Attainment

Questions?

Barbara Phillips: [email protected]


mailto:[email protected]

A Practitioner’s Perspective

Dwight Pfenning, Ed.D. Assistant Professor Educational Leadership Department, SUNY Cortland

• Sustained Leadership/Professional Development

• High Expectations for Teaching/Learning

• Focused Accountability on Principals/Teachers

• Opportunities for Improving Teaching/Learning

• Data-Driven Decision Making

Annual Professional Performance Review

Common Threads


ISSLC Standards Multidimensional Model Marshall

Standard 1: An educational leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.

Domain 1 – Shared Vision of Learning: An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders

A. Diagnosis and Planning: Team; Diagnosis; Gap; Mission; Target; Theory; Strategy; Support; Enlisting; Revision.

Standard 2: An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth

Domain 2 – School Culture and Instructional Program: An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

B. Priority Management and Communication Planning; Communication; Outreach; Follow-up; Expectations; Delegation; Meetings; Prevention; Efficiency; Balance.

Standard 3: An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.

Domain 3 – Safe, Efficient, Effective Learning Environment: An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.

C. Curriculum and Data Expectations; Baselines; Targets; Materials; Interims; Analysis; Causes; Follow-up; Monitoring; Celebration.

ISSLC Standards Multidimensional Model Marshall

Standard 4: An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.

Domain 4 – Community: An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.

D. Supervision, Evaluation, and Professional Development Meetings; Ideas; Development; Empowerment; Support; Units; Evaluation; Criticism; Housecleaning; Hiring.

Standard 5: An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.

Domain 5 – Integrity, Fairness, Ethics: An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.

E. Discipline and Family Involvement Expectations; Effectiveness; Celebration; Training; Support; Openness; Curriculum; Conferences; Communication; Safety-net.

Standard 6: An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

Domain 6 – Political, Social, Economic, Legal and Cultural Context: An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

F. Management and External Relations Strategies; Scheduling; Movement; Custodians; Transparency; Bureaucracy; Budget; Compliance; Relationships; Resources.

Other: Goal Setting and

Attainment

ISSLC Standards Vanderbilt Reeves


Planning, Implementing, Supporting, Advocating, Communicating, and Monitoring Student Learning

1.0 Resilience: Leaders in education bounce back quickly from adversity and stay focused on the vision of the organization. They bring together people and resources with the common belief that the organization can grow stronger in tough times when it applies certain knowledge, skills, and attitudes in the face of adversity.

Standard 2: An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

Planning, Implementing, Supporting, Advocating, Communicating, and Monitoring Rigorous Curriculum

2.0 Personal Behavior and Professional Ethics: Leaders in education demonstrate personal behaviors consistent with community values and morals. They keep commitments, work with students, and act in service of the best interest of the students, staff, and community


Planning, Implementing, Supporting, Advocating, Communicating, and Monitoring Quality Instruction

3.0 Student Achievement: Leaders in education make student learning their top priority. They direct energy and resources toward data analysis for instructional improvement, development and implementation of quality standards-based curricula and evaluate, monitor, and provide feedback to staff on instructional delivery.

ISSLC Standards Vanderbilt Reeves


Planning, Implementing, Supporting, Advocating, Communicating, and Monitoring Culture of Learning and Professional Behavior

4.0 Decision Making: Leaders in education make decisions based on the vision and mission using facts and data. They use a transparent process for making decisions and articulate who makes which decisions. The leader uses the process to empower others and distribute leadership when appropriate.


Planning, Implementing, Supporting, Advocating, Communicating, and Monitoring

5.0 Communication: Leaders in education understand communication as a two-way street. They seek to listen and learn from students, staff, and community. They recognize individuals for good work and maintain high visibility at school and in the community. Regular communications to staff and community keep all stakeholders engaged in the work of the school.


Planning, Implementing, Supporting, Advocating, Communicating, and Monitoring Performance Accountability

6.0 Faculty Development: Narrative: Leaders recruit, hire, and retain effective and highly effective teachers. In their efforts to retain effective and highly effective teachers, leaders focus on evidence, research, and classroom realities faced by teachers. They link professional practice with student achievement to demonstrate the cause and effect relationship. Leaders also facilitate effective professional development, monitor implementation of critical initiatives, and provide timely feedback to teachers so that feedback can be used to increase teacher professional practice.

Reeves Reeves

7.0 Leadership Development: Leaders in education actively cultivate and grow other leaders within the organization. They also model trust, competency, and integrity, which positively impacts and inspires growth in other potential leaders.

9.0 Technology: Leaders in education are technically savvy. They process changes and capture opportunities available through social networking tools and access and process information through a variety of online resources. They incorporate data-driven decision making with effective technology integration to analyze school results. Furthermore, leaders develop strategies for coaching staff as they integrate technology into teaching, learning, and assessment processes

8.0 Time/Task/Project Management: Leaders in education manage the decision making process, but not all decisions. They establish personal deadlines for themselves and the entire organization. Additionally, leaders understand the benefits of going deeper with fewer initiatives as opposed to superficial coverage of everything. They also effectively manage and delegate tasks and consistently demonstrate fiscal efficiency.

10.0 Personal Professional Learning: Narrative: Leaders in education stay informed on current research in education and demonstrate their understanding. They engage in professional development opportunities that improve their personal professional practice and align with the needs of the school system. In addition, leaders generate a professional development focus in their schools and districts that is clearly linked to the system-wide strategic objectives.

ISSLC Standards Marzano


Domain 1: A Data Driven Focus on Student Achievement 1. Establishing Goals for Overall Student Achievement . 2. Establishing Goals for the Achievement of Individual students . 3. Progress monitoring for student Achievement. 4.Progress Monitoring for Individual Student Achievement Goals . 5. Interventions to Help Students Meet Individual Achievement Goals

Standard 2: An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

Domain 2: Continuous Improvement of Instruction 1. Providing a Clear Vision for Instruction. 2. Encouraging Teachers to Enhance Their Pedagogical Skills. 3. Awareness of Predominant Instructional Practices in the School. 4. Using Multiple Sources of Data for Teacher Evaluation. 5. Providing Teacher Professional Development Related to Growth Goals.


Domain 3: A Guaranteed and Viable Curriculum

1. Curriculum Aligned to State and District Standards. 2. Curriculum Focused According to Time Available. 3. Equal

Opportunities for All Students. 4.

ISSLC Standards Marzano


Domain 4: Cooperation and Collaboration 1. Opportunities for Teachers to Observe and Discuss Effective Teaching. 2. Teacher Roles in Decision-Making Processes . 3. Teacher Collaboration About Common Issues. 4. Teacher and Staff Input. 5. Student and Parent Input .


Domain 5: School Climate 1.Recognition as Leader. 2. Trust of Faculty and Staff. 3. Faculty and Staff Perceptions of School Environment. 4 Parent and Student Perceptions of School Environment. 5. Resource Management. 6. Acknowledging Success


Applying the ISSLC Standards (An Example)

• Evaluation Documents

• Activities v. Standards

• Evidence v. Events

• Matching Goals to Standards

• Professional Development for Writers


Past Evaluation Instrument

Past Evaluation Instruments (Other categories)

• Leadership

• Coping Skills

• Organization Ability

• Supervision of Staff

• Delegation

• Sensitivity

• Educational Commitment

• Communications

• Personal Motivation

• Reports

• Professional Conduct

• Public Relations


Revised Evaluation Instrument

ADMINISTRATIVE PERFORMANCE PLAN For School Year /

Name: ____________________ Date: _______________

(Identify a minimum of three performance goals in addition to the personal professional development goal.)

PROFESSIONAL PERFORMANCE GOAL:

Align with Standard(s): 1 2 3 4 5 6 PROFESSIONAL PERFORMANCE GOAL:

Align with Standard(s): 1 2 3 4 5 6 PROFESSIONAL PERFORMANCE GOAL:

Align with Standard(s): 1 2 3 4 5 6 PERSONAL PROFESSIONAL DEVELOPMENT GOAL:

Align with Standard(s): 1 2 3 4 5 6

Anticipated Progress Check Date:

Code: O - Outstanding EE – Exceeds Expectations ME – Meets Expectations U – Unsatisfactory

ADMINISTRATIVE PERFORMANCE APPRAISAL For School Year /

Name: __________________ Date:

SUMMARY OF RATINGS

0 EE ME U 0 EE ME U

Standard 1 Standard 4 Standard 2 Standard 5

Standard 3 Standard 6 0 EE ME U

OVERALL EVALUATION Evaluator’s Comments:


Standard 1: O EE ME U

An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders. Functions: A. Collaboratively develop and implement a shared vision and mission

B. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning

C. Create and implement plans to achieve goals D. Promote continuous and sustainable improvement E. Monitor and evaluate progress and revise plans Supporting Evidence & Comments: Standard 2: O EE ME U

An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

Functions: A. Nurture and sustain a culture of collaboration, trust, learning, and high expectations

B. Create a comprehensive, rigorous, and coherent curricular program C. Create a personalized and motivating learning environment for students D. Supervise instruction E. Develop assessment and accountability systems to monitor student progress F. Develop the instructional and leadership capacity of staff G. Maximize time spent on quality instruction H. Promote the use of the most effective and appropriate technologies to support teaching and learning I. Monitor and evaluate the impact of the instructional program Supporting Evidence & Comments:


Revised Evaluation Instrument/APPR Implementation Issues

• Defining Measurable Goals

• Goals Related to Standard(s)

• Professional Development

a.Standard Interpretation

b.Holistic Calibration

• Time APPR IN

PROGRESS

Race to the Top

Consolidations

Current Reality

SINI List

Student Learning

Objectives

…unfortunately what we have in the effort to improve our schools will make them more bureaucratic than they were before we started to reform them. Federal and State bureaucracies are subsuming schools and the schools are being transformed from community institutions into government agencies. Schools are becoming more and more bureaucratic in the effort to make them better. And I would argue that this is a mistake.

Phillip Schlechty writes…

Transformational vs Transactional Leadership by Stephen R. Covey…

…without a clear picture of what kind of transformation is needed, executives and their managers will tend to operate on social and political agendas and timetables.

…it requires vision, initiative, patience, respect persistence, courage, and faith to be a transforming leader.

The goal of transformational leadership is to ‘transform’ people and organizations - to change them in mind and heart; enlarge vision, insight and understanding; clarify purposes; make behavior congruent with beliefs, principles and values.

In his New York Times article Shame Is Not The Solution Bill Gates writes…

Many districts and states are trying to move toward better personnel systems

for evaluation and improvement. Unfortunately, some education advocates in

New York, Los Angeles and other cities are claiming that a good personnel

system can be based on ranking teachers according to their “value-added rating”

- a measurement of their impact on students’ test scores – and publicized the

names and rankings online and in the media. But shaming poorly performing

teachers doesn’t fix the problem because it doesn’t give them specific feedback.

A major Study from the National Research Council says that the reliance on test-based incentives doesn’t work.

What gives me optimism is to know as a historian that the corporate reform movement and the testing mania are going to end. These ideas advance a narrow behaviorist agenda, not the needs of the 21st century. They do not promote the critical thinking, the innovative ideas, required for the future.

History will not look kindly on those who supported the retrograde ideas of the current era.

The thing that worries me most is how many lives will be damaged in the meanwhile. How many kids will be harmed? Who will want to be a principal? I don’t know how long this thing will last, but I don’t believe this thinking will ultimately prevail because in the end what they are doing is wrong.

Changing the Poisonous Narrative Comments of Diane Ravitch in an Interview written by Arnold Dodge

Given the current realities, how do we continue to focus on student learning and achievement?


Be sure you are right.

Work with the greatest of care.

Give your best.

Your students are depending on you for their future.