Contextualized Goals Setting:
How to operationalize ISLLC standards for school improvement
Dawn Shannon
Assistant Superintendent, Broome-Tioga BOCES
dshannon@btboces.org
607-766-3700
The story. . .
How do we
AVOID
creating an evaluation system
that treats instructional leadership
like a list of “activities”
that principals accomplish?
Outcomes. . .
Participants will. . .
• Compare the "activities driven principalship” with strategic,
instructional leadership described in ISLLC standards
• Describe “contextualized goal setting”
• Explain how using ISLLC standards in the context of goals
creates focus and efficiencies in principal evaluation
• Describe the implications of this process for principal
evaluation in your region
• Create questions using a principal evaluation rubric that align
with contextualized goal setting
What are the differences between managers and leaders?
Principal Managers. . .
Principal LEADERS. .
COMPARE TO ISLLC STANDARDS
One view of ISLLC
A school administrator is an educational
leader who promotes the success of all
student by. . . .
INSTRUCTIONAL PROGRAM
STUDENT SUCCESS!
Political,
Economic
Integrity? Fairness?
COLLABORATION
How is evidence collected
in this “disparate” view of
the ISLLC standards?
What are the implications
of this model?
CONSIDER THIS. . .
Defining the “leverage point”
What does the principal want/need to improve?
Example: student performance in ELA (grades 3,4,5)
What is the highest leverage action that will increase the probability
of success?
Examples. .
Implementing modules?
Implementing DDI?
Implementing evidence based observation with
feedback for teachers?
STEP 2: SET THE GOAL!
The building will fully implement a data driven instruction model in
the 13-14 school year in order to improve student performance on ELA
state tests in grades 3,4,5 by an increase in 10 students achieving a
score of 3 or 4 (this equals 10% of students)
ISLLC in CONTEXT
What is the principals’ shared vision for
DDI? Who is doing what? How did s/he
create a shared vision?
How does the
principal manage
the issues of more
assessments
(formative) in the
political climate
about testing in
this community?
How does the
implementation of
DDI ensure the
success of ALL
students in a way
that is fair and
ethical?
Is data used fairly
and ethically?
DDI
How does the principal support teacher collaboration?
How does the principal help parents/community understand DDI?
What is essential
in the school
culture to
support DDI? Is it
present? How
will the principal
support it?
Change it?
How will this
impact the
instructional
program?
What systems,
resources, PD, time,
supports, will be
needed for DDI to be
successful? How will
these be provided ?
How does a contextualized goal setting model
change the way evidence is collected?
How does a contextualized goal setting model
change the conversations
between the principal and the evaluator?
GO TO YOUR RUBRICS. . .
CREATE QUESTIONS TO FOCUS EVIDENCE
COLLECTION THROUGH. .
Observation (school visits)
Pre and post conferences
Review of artifacts
Does it work?
Stories from the field. . .
QUESTIONS?
So. . .
Can contextualized goal setting
AVOID
creating an evaluation system
that treats instructional leadership
like a list of “activities”
that principals accomplish?
THANK YOU!
Dawn Shannon
Assistant Superintendent, Broome-Tioga
BOCES
dshannon@btboces.org
607-766-3700