Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Elective Data / SLOs
07/28/14
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Multiple Measures
Principal Effectiveness Ratings as Defined in Act 82
• For the overall principal effectiveness rating, we know that…
– 50% will comprise the observation/practice piece (Framework
for Leadership).
– 15% will be derived from building level data (School
Performance Profile – SPP).
– 15% will be determined by the relative strength of conversation
regarding the connectedness between average teacher
observation/practice ratings and teacher-level measures.
– 20% will incorporate Elective Data / SLOs for principals.
(note: for 2014-15, elective data is optional)
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Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Principal Effectiveness System in Act 82 of 2012
Observation/ Practice
Framework for Leadership Domains
Strategic/Cultural Leadership
Systems Leadership
Leadership for Learning
Professional and Community Leadership
Building Level Data/School Performance Profile
Indicators of Academic Achievement
Indicators of Closing the Achievement Gap, All Students
Indicators of Closing the Achievement Gap, Historically
Underperforming Students
Academic Growth PVAAS
Other Academic Indicators
Extra Credit for Advanced Achievement
Building
Level Data,
15%
Observation
/Practice
50%
Correlation
Data Based on
Teacher-Level
Measures,
15%
Elective
Data
20%
Correlation Data/Relationship
Based on Teacher Level Measures
Elective Data/SLOs
District Designed Measures and Examinations
Nationally Recognized Standardized Tests
Industry Certification Examinations
Student Projects Pursuant to Local Requirements
Student Portfolios Pursuant to Local Requirements
June 26, 2014
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Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Elective Data / SLOs
Purpose and Approach
• The intention is that principal elective data/SLOs align with LEA
and/or schools goals.
• Elective data/SLOs are designed to serve several purposes:
– 1. To provide educators with an opportunity to actively participate in
their own evaluation
– 2. To increase student achievement
– 3. To improve educator effectiveness
– 4. To foster collaboration among colleagues
– 5. To align the work of individual educators with LEA and school goals
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Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Elective Data / SLOs
Purpose and Approach
• Results from the Framework of Leadership, Correlation Data, and/or
Building Level Score can be used to help inform the focus areas for
the Elective Data/SLOs.
• When determining critical content for the focus of the SLO, teachers
and administrators should work to align their objectives with LEAlevel priorities and school-level objectives.
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Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
The graphic below shows alignment among the LEA (District) Goals,
School Improvement Goals, and Principal Elective Data / SLOs.*
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Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Elective Data / SLOs
Sources of Data to Inform the Process
• Prior to the initial meeting, the supervising administrator and
principal/school leader should begin thinking about sources of
data/information that can help inform the SLO Process.
• It is recommended to look at the following sources of
data/information from the prior year to help inform the current
year’s SLO process:
– Framework for Leadership (in particular, Domain 3: Leadership for
Learning)
– Results of Correlation Data Analysis
– School Performance Profile (SPP)
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Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Elective Data / SLOs
Process and Guidance
Provided below is a process that supervising administrators and
principals/school leaders may find beneficial when completing the
Elective Data/SLO Template for Principals/School Leaders.
Initial Conference – Summer (prior to the beginning of school)
•
This initial conference should be held prior to the beginning of the school year once the
principal/school leader(s) has completed a draft of the Elective Data/SLO Template for
Principals/School Leaders for the upcoming school year.
•
If multiple administrators are working to draft an SLO, the supervising administrator should
determine the logistics for the initial meeting.
8
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Elective Data / SLOs
Process and Guidance
Initial Conference – Summer (prior to the beginning of school)
(Continued)
•
The principal/school leader(s) and the supervising administrator should discuss the draft SLO and
the alignment of LEA and school goals. Refer to the Elective Data/SLO Template for
Principals/School Leaders – Guiding Questions to help guide these discussions.
•
Criteria should be collaboratively agreed upon to determine the rating levels of the SLO Distinguished, Proficient, Needs Improvement and Failing.
•
During or shortly after this meeting, the supervising administrator will approve the SLO. If
revisions are required, the SLO should be revised and resubmitted by the principal/school
leader(s).
•
The date of the initial conference and SLO approval date should be noted on the Elective
Data/SLO Template for Principals/School Leaders and signed by the principal/school leader(s)
and the supervising administrator.
9
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Elective Data
Process and Guidance
Mid-Year Conference
•
The principal/school leader(s) and supervising administrator will meet mid-way through the
instructional interval to examine any formative data and discuss progress.
•
Changes may be made to the SLO by agreement of all parties. This course correction allows for
consideration of complexities such as unexpected gaps in student learning or other factors that
interfere with the instructional cycle.
•
The date of the mid-year conference and SLO approval date should be noted on the Elective
Data/SLO Template for Principals/School Leaders and signed by the principal/school leader(s)
and the supervising administrator.
10
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Elective Data
Process and Guidance
End-Of-Year Conference
•
Once student data becomes available, the principal/school leader(s) and the supervising
administrator will meet to discuss results.
•
The principal/school leader(s) will present data/evidence related to the SLO and discuss outcomes,
lessons learned and next steps.
•
This meeting will result in a rating (0, 1, 2, or 3) as it pertains to the expectations of performance
levels agreed to at the initial conference. The date of the end-of-year conference and SLO
approval date should be noted on the Elective Data/SLO Template for Principals/School
Leaders and signed by the principal/school leader(s) and the supervising administrator.
•
The rating should be placed on the Principal/School Leader Rating Form.
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Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Elective Data / SLOs
Template with Guiding Questions
Components
Student Learning
Objective (SLO)
Administrator Responses
1. State your measurable student academic SLO.
a) Does the content support attainment of PA Core Standards,
international, national or industry standards?
b) Explain why this particular objective was chosen and how it
aligns with school and/or LEA goals?
Data and Evidence
2. Describe the data and evidence used to create and measure
your SLO.
a) Identify specific data sources used in the data analysis
process.
b) What is the baseline data used for current student
performance levels including student focus populations
(ELL, special education, truancy, attendance, out of school
suspension, free and reduced lunch, gifted, race/ethnicity,
etc.)?
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Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Elective Data / SLOs
Template with Guiding Questions
Components
Administrator Responses
Student Population 3. Identify the student population(s) selected for this SLO.
a) What is the total number and school percentage of students
selected for this SLO?
b) What is the grade level?
c) Does this student population(s) represent the majority of the
school and/or does it represent a student focus group (ELL,
special education, truancy, attendance, out of school
suspension, free and reduced lunch, gifted, race/ethnicity,
etc.)?
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Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Elective Data / SLOs
Template with Guiding Questions
Components
Action Plan and
Timeframe
Administrator Responses
4. Describe the action plan and timeframe in reference to
implementation, analysis of data, and reporting for this SLO.
a) The action plan should identify the data-driven strategies
that will be used to successfully implement this SLO, as
well as the approaches to reporting of results.
b) The timeframe is a school year unless there is a compelling
reason for a shorter or longer interval. If other than a year,
please state the interval and provide the rationale for the
change in the timeframe.
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Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Elective Data / SLOs
Template with Guiding Questions
Components
Performance
Indicators
Administrator Responses
5. Describe the expected results for students included in this
SLO.
a) What are the expectations for all students and/or focus
groups? If a focus student group(s) is identified, what are the
expectations for these students?
Performance Level
Measures
6. Describe the performance measures to be used to determine
student progress.
a) How will you measure student progress?
b) What are the performance measures or assessments used to
provide on-going assessments of students’ progress toward
the goal?
c) Do the performance measures/assessments meet the criteria
established by the LEA, if applicable?
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Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Elective Data
Template with Guiding Questions
Components
Principal
Expectations
Administrator Responses
7. Describe what criteria will be used to determine the levels of
Distinguished, Proficient, Needs Improvement, and Failing.
a) This needs to be agreed upon by both the supervising
administrator and the principal/school leader
Framework for
Leadership
8. Describe your leadership role in facilitating the attainment of
this SLO by referencing appropriate components within the
four Domains of the Framework for Leadership.
a. The Four Domains of the Framework for Leadership are:
i. Strategic / Cultural Leadership
ii. Systems Leadership
iii. Leadership for Learning
iv. Professional and Community Leadership
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Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Elective Data / SLOs
ABC High School Example (Simulation #1)
• Referring back to our ABC High School – Simulation #1 example,
we learned the following from our correlation analysis:
• The PVAAS Math – Algebra I subgroup has been identified with a poor
connectedness with SPP and PVAAS. Therefore, it would be imperative to
include the PVAAS Math – Algebra I subgroup in the development of strategic
interventions to increase student achievement. This could be accomplished
through a Principal SLO and/or Teacher SLOs for this subset.
• The PVAAS ELA-Literature subset was identified with limited connectedness
with SPP and good connectedness with PVAAS. However, the PVAAS score
is close to the lower margin in the “good” range. Therefore, opportunities exist
to work with these teachers in the analysis of the data and develop strategic
interventions to increase student achievement. Perhaps reviewing the
pedagogies of the two newest teachers would be beneficial since they have the
two highest PVAAS scores?
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Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Here is the
Academic Score
(SPP) Simulation
#1 – ABC High
School
The SPP
Score is
54.1
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Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Elective Data / SLOs
ABC High School Example (Simulation #1)
Using the correlation analysis and SPP from ABC High School
Simulation #1, as well as the Framework for Leadership,
the following is an example of a completed SLO template.
Components
Student Learning
Objective (SLO)
Administrator Responses
1. State your measurable student academic SLO.
The percentage of students scoring proficient or advanced on the
Keystone Literature Exam will increase by 10% in the 2014-15
school year.
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Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Elective Data / SLOs
ABC High School Example (Simulation #1)
Components
Data and Evidence
Administrator Responses
2. Describe the data and evidence used to create and measure
your SLO.
After reviewing the results of the Keystone Literature Exam for the
last two years, the number of Proficient or Advanced Students
remained relatively static (41.76% in 2012-13 and 46.61% in 201314). The data from the Keystone Exam analysis report also reveals
that students performed poorly relative to the Assessment Anchor
L.N.2 - Analyzing and Interpreting Literature—Nonfiction. In
addition, PVAAS growth for reading/literature was 62.00 in 2012-13
and 65.17 in 2013-14.
Student Population 3. Identify the student population(s) selected for this SLO.
The SLO will include all students taking the Keystone Literature
Exam in the 2014-15 school year.
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Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Elective Data / SLOs
ABC High School Example (Simulation #1)
Components
Action Plan and
Timeframe
Administrator Responses
4. Describe the action plan and timeframe in reference to
implementation, analysis of data, and reporting for this SLO.
In early August, meet with all English and reading teachers who have
associated PVAAS scores to develop strategies designed to improve students’
abilities to analyze and interpret literature—nonfiction (i.e. context reading,
etc.).
Measures of progress will be determined by practice prompts of non-fiction
literature that have been vetted by national testing services and CDTs that
will measure student progress in the application of reading strategies.
The results of the SLO will be measured by 2014-15 Keystone Literature
Exam data. Conduct an analysis of the data in August 2015.
In September 2015, schedule an end-of-year conference to review SLO
results (data analysis) and to determine a rating. The timeframe for this SLO
will be from August 2014 to September 2015.
21
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Elective Data / SLOs
ABC High School Example (Simulation #1)
Components
Administrator Responses
Performance
Indicators
5. Describe the expected results for students included in this
SLO.
It is expected that the number of students performing at the
Proficient/Advanced levels on the Keystone Literature Exam will
increase 10%.
Performance Level
Measures
6. Describe the performance measures to be used to determine
student progress.
The performance measures for this SLO will include practice
prompts of non-fiction literature, CTD's providing measures of
student progress, and the 2014-15 Keystone Literature Exam results.
22
Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Elective Data / SLOs
ABC High School Example (Simulation #1)
Components
Principal
Expectations
Administrator Responses
7. Describe what criteria will be used to determine the levels of
Distinguished, Proficient, Needs Improvement, and Falling.
In collaboration with the supervising administrator, it was
determined that…
Distinguished  More than 10% increase of the number of students
achieving the Proficient/Advanced level on the Keystone Literature Exam.
Proficient  7-10% increase in the number of students achieving the
Proficient/Advanced level on the Keystone Literature Exam.
Needs Improvement  3-6% increase in the number of students achieving
the Proficient/Advanced level on the Keystone Literature Exam.
Failing  Below 3% increase in the number of students achieving the
Proficient/Advanced level on the Keystone Literature Exam.
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Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Elective Data / SLOs
ABC High School Example (Simulation #1)
Components
Framework for
Leadership
Administrator Responses
8. Describe your leadership role in facilitating the attainment of
this SLO by referencing appropriate components within the
four Domains of the Framework for Leadership.
At the initial meeting where discussions occurred regarding the
Framework for Leadership, it was identified that the following
components within Domain 1: Strategic/ Cultural Leadership should
be a focus:
• 1b: Uses Data for Informed Decision Making
• 1c: Builds a Collaborative and Empowering Work Environment
• 1d: Leads change Efforts for Continues Improvement
At the mid-year and end-of-year meetings, the principal/school
leader should provide evidence supporting the incorporation of the
identified components.
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Measuring Principal Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
The mission of the Pennsylvania Department of Education is to lead
and serve the educational community, to enable each individual to grow
into an inspired, productive, fulfilled lifelong learner.
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