van buren school district principal evaluation pilot district july 2012
TRANSCRIPT
Van Buren School DistrictPrincipal Evaluation Pilot District
July 2012
2014-15Spring 2012
2012-13
Fall 2012 Jan 2013 Summer 2013
2013-142009 2010-11 2011-
12
10 Schools in Principal Evaluation PilotDr. Connie Kamm w/ Doug Reeves Leadership and Learning Center facilitates training
ARKANSAS PRINCIPAL EVALUATION SYSTEM TIMELINE10 Schools Pilot –Year 2Training and Support will continue w/ pilot schools
to obtain feedback, gather data, and
determine professional development needs-
Work will also begin on revising rubrics for asst
prin., curr specialists, etc.
Work w/ Stakeholders and Legislators for legislation of principal evaluation system to mirror TESS
Pilot YearAll districts will pilot principal evaluation system. Committee of stakeholders will obtain input and feedback from pilot
First Year of Full ImplementationAll districts will fully implement principal evaluation system –Data will be collected on system
Training for Principals and SuperintendentsAll principals and superintendents will be trained on principal evaluation system -
Conduct Meetings with appropriate stakeholders to receive input for principal evaluation system and possible legislation – Explore options for on-line platforms
Act 222 Council develops principal
evaluation system based on ISLLC standards
Revisions made to evaluation rubric, forms, etc., based on feedback from pilot
ACT 222 of 2009 School
Leadership Council
Set up Council of Educational Assoc, and Leadership
Groups to aid in development of evaluation tools
During the 87th General Assembly, the Arkansas State Legislature passed Act 222 of 2009, Arkansas Code
Annotated 6-1-400 Et. Seq which states: The purpose of the School Leadership
Coordinating Council is to: (3) Aid in the development of model evaluation
tools for use in the evaluation of school administrators.
* Principal Evaluation Task Force created
During the 87th General Assembly, the Arkansas State Legislature passed Act 222 of 2009, Arkansas Code
Annotated 6-1-400 Et. Seq which states: The purpose of the School Leadership
Coordinating Council is to: (3) Aid in the development of model evaluation
tools for use in the evaluation of school administrators.
* Principal Evaluation Task Force created
Evaluation OverviewEvaluation Overview
During the 88th General Assembly, the Arkansas State Legislature passed Act 1209 of 2011, Arkansas Code
Annotated 6-17-2809 Et. Seq which states: The Department of Education shall provide technical assistance to school districts for
developing and implementing instruments to evaluate administrators that weight an
administrator evaluation on student performance and growth to the same extent as provided for
teachers under the Teacher Excellence and Support System.
* Task Force aligned system with the Interstate School Leaders’ Licensure Consortium (ISLLC) Standards.
During the 88th General Assembly, the Arkansas State Legislature passed Act 1209 of 2011, Arkansas Code
Annotated 6-17-2809 Et. Seq which states: The Department of Education shall provide technical assistance to school districts for
developing and implementing instruments to evaluate administrators that weight an
administrator evaluation on student performance and growth to the same extent as provided for
teachers under the Teacher Excellence and Support System.
* Task Force aligned system with the Interstate School Leaders’ Licensure Consortium (ISLLC) Standards.
Evaluation OverviewEvaluation Overview
ISLLC Standards• Standard 1- An education leader promotes the success of
every student by facilitating development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all appropriate stakeholders.
• 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.
• Standard 1- An education leader promotes the success of every student by facilitating development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all appropriate stakeholders.
• 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.
ISLCC Standards• 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.
• Standard 4- An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and mobilizing community resources.
• 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.
• Standard 4- An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and mobilizing community resources.
ISLCC Standards• Standard 5- An education leader promotes the success of
every student by acting with integrity, fairness, and in an ethical manner.
• 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.
• Standard 5- An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.
• 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.
Arkansas Principal Evaluation System Rubric Self-Assessment Superintendent Initial Assessment Formative Assessment Summative Assessment
Standard 1 – Vision, Mission, and Goals
Standard 1: An education leader promotes the success of every student by facilitating development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all appropriate stakeholders.
Description: Education leaders are accountable and have unique responsibilities for developing and implementing a vision of learning to guide organizational decisions and actions. Education leaders guide a process for developing and revising a shared vision, strong mission, and goals that are high and achievable for every student when provided with appropriate, effective learning opportunities.
Functions Exemplary (Includes Proficient)
Proficient Progressing Not Meeting Standards
1 A. Collaboratively develop and implement a shared vision and mission
The leader…
Involves all staff and other appropriate stakeholders in a bi-annual revision as necessary of the vision of learning.
The leader…
Involves all staff and other appropriate stakeholders in development and implementation of a vision of learning.
The leader…
Involves only staff in development and implementation of a vision of learning.
The leader…
Allows no opportunity for staff involvement in development and implementation of a vision of learning.
1 B. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning
The leader…
Collects and analyzes data continuously with school’s leadership team to assess the organization’s effectiveness in accomplishing the vision of learning.
The leader…
Collects and analyzes data at least quarterly with school’s leadership team to assess the organization’s effectiveness in accomplishing the vision of learning. Utilizes data to modify organizational practices and procedures to accomplish the vision of learning.
The leader…
Collects and analyzes data for determining the organization’s effectiveness in accomplishing the vision of learning.
The leader…
Collects but fails to analyze data for determining the organization’s effectiveness in accomplishing the vision of learning.
• Exemplary- Principals have made a contribution to the profession both in and outside of their school system. Not only meets requirements of Proficient, but creates a model for other principals.
• Proficient- Meeting the organization’s needs. Challenging and may take years.
• Progressing- Understanding what it takes to attain proficiency, and motivated to take action to become proficient.
• Not Meeting Standards- Not meeting the organization’s needs. Not demonstrating the necessary skills to be rated progressing or proficient.
• Exemplary- Principals have made a contribution to the profession both in and outside of their school system. Not only meets requirements of Proficient, but creates a model for other principals.
• Proficient- Meeting the organization’s needs. Challenging and may take years.
• Progressing- Understanding what it takes to attain proficiency, and motivated to take action to become proficient.
• Not Meeting Standards- Not meeting the organization’s needs. Not demonstrating the necessary skills to be rated progressing or proficient.
Levels of PerformanceLevels of Performance
Principal Evaluation Categories
Novice Inquiry
Intensive
Non-Renewal
Novice Category –
Principals who are new to the district, the principalship, or have transitioned from assistant principal to principal. Principals working under an Alternative Licensure Completion Plan (ALCP) to become fully licensed remain in the novice category until the ALCP is completed.
Novice Category –
Principals who are new to the district, the principalship, or have transitioned from assistant principal to principal. Principals working under an Alternative Licensure Completion Plan (ALCP) to become fully licensed remain in the novice category until the ALCP is completed.
Leadership CategoriesLeadership Categories
Inquiry Category-
Principals who model life-long learning and consistently demonstrate progressing, proficient, and/or exemplary performance on standards and functions in the Arkansas Principal Evaluation Rubric.
Inquiry Category-
Principals who model life-long learning and consistently demonstrate progressing, proficient, and/or exemplary performance on standards and functions in the Arkansas Principal Evaluation Rubric.
Leadership CategoriesLeadership Categories
Intensive Category- Principals who receive a rating of not-meeting standards on the Summative Evaluation Rubric according to the following guidelines:
• The principal receives not meeting standards on two or more functions in Standard Two and/or
• The principal receives not meeting standards and/or progressing on the majority of functions in any of the standards.
• Must create an Intensive Growth Plan and complete
Intensive Category- Principals who receive a rating of not-meeting standards on the Summative Evaluation Rubric according to the following guidelines:
• The principal receives not meeting standards on two or more functions in Standard Two and/or
• The principal receives not meeting standards and/or progressing on the majority of functions in any of the standards.
• Must create an Intensive Growth Plan and complete
Leadership CategoriesLeadership Categories
Step 1: Orientation
Step 2: Self Assessment
Step 3: Initial Meeting with Superintendent/Designee
Step 4:Principal Professional Growth Plan
Step 5: Formative Assessment
Step 6: Summative Evaluation
Step 1: Orientation
Step 2: Self Assessment
Step 3: Initial Meeting with Superintendent/Designee
Step 4:Principal Professional Growth Plan
Step 5: Formative Assessment
Step 6: Summative Evaluation
Evaluation ProcessEvaluation Process
• Superintendent/Designee meets with all principals as a group to outline the evaluation process and discuss rubric and the four levels of performance.
• Superintendent/Designee will also explain the leadership categories: Novice, Inquiry and Intensive
• Superintendent/Designee meets with all principals as a group to outline the evaluation process and discuss rubric and the four levels of performance.
• Superintendent/Designee will also explain the leadership categories: Novice, Inquiry and Intensive
Step 1: OrientationStep 1: Orientation
• Principal will complete a Self Assessment of all areas of the rubric.
• Principal may also choose to gather input from the Principal Staff Leadership Survey. (Optional)
• **** Superintendent/Designee completes same form on their perceptions of the principal’s performance.
• Principal will complete a Self Assessment of all areas of the rubric.
• Principal may also choose to gather input from the Principal Staff Leadership Survey. (Optional)
• **** Superintendent/Designee completes same form on their perceptions of the principal’s performance.
Step 2: Self AssessmentStep 2: Self Assessment
• Principal meets with superintendent to discuss self-assessment ratings
• Superintendent discusses their perceptions of the principal related to the rubric
• Superintendent and principal select standards and functions of the rubric that the principal will focus on in their professional growth plan.
• Principal meets with superintendent to discuss self-assessment ratings
• Superintendent discusses their perceptions of the principal related to the rubric
• Superintendent and principal select standards and functions of the rubric that the principal will focus on in their professional growth plan.
Step 3: Initial Meeting with Superintendent/DesigneeStep 3: Initial Meeting with Superintendent/Designee
• Principal completes PPGP based on standards and functions of rubric agreed upon in initial meetings.
• Principal completes PPGP based on standards and functions of rubric agreed upon in initial meetings.
Step 4: Principal Professional Growth PlanStep 4: Principal Professional Growth Plan
• Principal meets with superintendent to discuss progress of the PPGP.
• Principal provides data and other documentation of progress.
• Superintendent provides documentation from school visits and other evidence of implementation of leadership strategies.
• During the conference revisions can be made.
• Number of Formative Conferences by category:
• Novice- minimally four times
• Inquiry- minimally two times
• Intensive- Monthly
• Principal meets with superintendent to discuss progress of the PPGP.
• Principal provides data and other documentation of progress.
• Superintendent provides documentation from school visits and other evidence of implementation of leadership strategies.
• During the conference revisions can be made.
• Number of Formative Conferences by category:
• Novice- minimally four times
• Inquiry- minimally two times
• Intensive- Monthly
Step 5: Formative Assessment ConferenceStep 5: Formative Assessment Conference
• Superintendent completes the Principal Evaluation Rubric on all standards and functions.
• Superintendent make recommendation concerning employment based on: Performance levels of rubric, evidence of student learning and teacher growth, as well as progression on PPGP.
• Summative evaluations are conducted every year for principals in the Novice Category or Intensive Category
• Summative evaluations are conducted minimally once every three years for principals in the Inquiry Category
• Superintendent completes the Principal Evaluation Rubric on all standards and functions.
• Superintendent make recommendation concerning employment based on: Performance levels of rubric, evidence of student learning and teacher growth, as well as progression on PPGP.
• Summative evaluations are conducted every year for principals in the Novice Category or Intensive Category
• Summative evaluations are conducted minimally once every three years for principals in the Inquiry Category
Step 6: Summative EvaluationStep 6: Summative Evaluation
• Arkansas Department of Education• http://arkansased.org/• click Educators- scroll down to Principal Evaluation
Van Buren School District- www.vbsd.us
Brian Summerhill, Assistant Superintendent- [email protected]
Dr. Harry Tommey, Assistant Superintendent- [email protected]
Lonnie Mitchell, Principal – Northridge Middle School- [email protected]
Stacie Wood, Principal- Parkview Elementary- [email protected]
Steve Davis - Director of Career Center- [email protected]
Robert Childers, Principal- Tate Elementary- [email protected]
• Arkansas Department of Education• http://arkansased.org/• click Educators- scroll down to Principal Evaluation
Van Buren School District- www.vbsd.us
Brian Summerhill, Assistant Superintendent- [email protected]
Dr. Harry Tommey, Assistant Superintendent- [email protected]
Lonnie Mitchell, Principal – Northridge Middle School- [email protected]
Stacie Wood, Principal- Parkview Elementary- [email protected]
Steve Davis - Director of Career Center- [email protected]
Robert Childers, Principal- Tate Elementary- [email protected]
INFORMATIONINFORMATION