PPGES
Principal Roles and Responsibilities
Principal Growth and Effectiveness System (PPGES)
developed in collaboration with Dr. James Strong
Purpose of PPGES
• Optimize Student Learning and growth
• Contribute to successful achievement of the goals and
objectives of the school district
• Promote leadership improvement
• Encourage collaboration between principal and
Superintendent to promote self growth and overall job
performance
PPGES Characteristics
• Benchmark behaviors supporting principal performance standards
• Focus on the relationship between principal and performance and
student achievement
• Multiple data sources for documenting Principal performance
• Performance reviews that stress accountability, professional
improvement, personal involvement in the evaluation process
• Support system for providing assistance when needed
7 performance Standards
• Define the criteria expected when principals perform their major duties
• Provides principals with an assessment of their performance on these
standards as measured by student growth, Val-Ed and Working Conditions
Growth Goals.
• Inform professional growth planning, superintendent site
visits/observations, conversations for feedback and on-going assessments
Standard 1: Instructional Leadership
• The principal fosters the success of all
students by facilitating the development,
communication implementation and
evaluation of a shared vision of teaching and
learning that leads to student academic
growth and school improvement
Standard 2: School Climate
• The principal fosters the success of all
students by developing, advocating, and
sustaining an academically rigorous,
positive, and safe school climate for all
stakeholders
Standard 3:
Human Resources management
• The principal fosters effective human
resources management by assisting with
selection and induction, and by supporting,
evaluating, and retaining quality
instructional and support personnel
Standard 4: Organizational Management
• The principal fosters the success of all
students by supporting, managing, and
overseeing the school’s organization,
operation, and use of resources
Standard 5:
Communication and Community relations
• The principal fosters the success of all students
by communicating and collaborating effectively
with stakeholders
Standard 6: Professionalism
• The principal fosters the success of all
students by demonstrating professional
standards and ethics, engaging in continuous
professional learning, and contributing to
the profession
Standard 7: Student Growth
• The principal’s leadership results in
acceptable, measurable student academic
growth based on established standards
Standard 1 -Instructional leadership
Examples of Documentation
Comprehensive school improvement plan
Instructional walk-through data
Vision/mission/core belief statements
Leadership/school improvement
teams/PLCs agendas
• Professional growth plans
• Student growth monitoring data
• Schedules for students in the alternative
educational program
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• Project-specific summaries of a goal
• Faculty meeting agendas/minutes
• Compliance with standards of
accreditation
• Program reviews
• Staff learning plan
• School committees, members, minutes
Standard 2 – School Climate
Examples of Documentation
• Monthly discipline reports
• Student groups/clubs
• Teacher of year recommendation
• Student survey forms
• Annual report of discipline
• TELL survey results
• Crime and violence report
• Val-Ed survey results
• Staff summary of surveys
• Student recognition
Standard 3 – Human Resource Management
Examples of Documentation
• Staff evaluation schedule
/observation schedules
• Evidence of teacher and staff
• Serving as Leaders in school,
district, and community
• Staff evaluations
• School celebrations
• Teacher/staff appreciation
• Staff recognition program
• Corrective action plans
• Mentorship program
Standard 4 –ORGANIZATIONAL management
Examples of Documentation
• Building schedules
• Administrator responsibility chart
• Master schedule and course
compliance
• Uncollected debts
• Inventory records
• Career and technical education compliance
• Special education compliance
• Facility use log
• Long and short range goals
• Physical plant and grounds
management schedule
• Master schedule
• Annual financial audits
• Building administrator organizational chart
Standard 5 –Communication and Community Relations
Examples of Documentation
• School council meeting minutes
• School health advisory board agendas and
minutes
• Newsletters
• PAC/PTO/PTA agendas and minutes
• Parent/community surveys
• Website link
• Completion of annual school safety
audit
• Safe school’s committee agendas/minutes
• Media communications
• Presentation to civic/community groups
• FRYC
• Parent/community volunteer hours
Standard 6 – Professionalism
Examples of Documentation
• Staff development activity agendas
• Department/grade level meeting
documentation
• Summary of staff surveys
• Professional conference
attendance
• Professional organization
membership
• Demonstrating /applying
professional learning
• Results of professional learning
on school goals
Standard 7 – Student Growth
Examples of Documentation
• Analysis of grades for the marking period
• Documentation of meeting established annual goals (CSIP)
• Student growth percentile data
• Data on student achievement from other valid and reliable
sources
Performance Indicators
• Provide examples of observable, tangible behaviors that offer
evidence of each standards.
• Help clarify performance levels and job expectation
• Indicators in one standard may be closely related to indicators In
another standard
• Pg 22 in Principal’s handbook
Performance Rubrics
• The Performance rubric is a behavioral summary scale
describing acceptable performance levels for each of the
seven standards
• Guides superintendents in assessing “how well” a
standard is met
• Used both formatively and summatively
• Purpose to enhance principal leadership practices
Performance levels
• Four levels of how well standards are performed
• Ineffective
• Developing
• Accomplished
• Exemplary
• Principals are expected to perform at the
accomplished level
alignment
PPGES
ISLLC
1. Instructional Leadership
Standards 1, 2, 3, 4, 5
2. School Climate
Standards 2, 3
3. Human Resources management
Standards 2, 3
4. Organizational Management
Standards 3, 6
5. Communication and Community Relations
Standards 4, 5
6. Professionalism
Standard 5
7. Student Growth
Standard 1, 2, 4, 5
“Performance Portrait”
Documenting Using Multiple Data Sources
• The 7 standards
• Self-reflection
• Student Growth goal/plan
• Professional growth goal/plan
• Val-Ed
• Observations/school site visits
• Working Conditions Growth
Goals – TELL
• documentation
• Survey
Student Growth Goal/Plan
• Principals with their superintendents set goals for
professional growth and school improvement
Student Academic Growth Goal Setting Process
• Principals set at least one school growth goal tied directly to CSIP in ASSIST
• Superintendent and Principal will meet/discuss the trajectory for the goal and to
establish the year’s goal to meet long-term trajectory target
• New goals are identified each year based on the ASSIST goals
• Principal’s and school’s goals should be aligned with district goals and the school
improvement process
Student Academic Growth Goal Setting
Process
Step 1: Determine Needs
Knows where students are in relation to what is expected of them
Step 2: Create specific growth goals based on baseline data
Principals set specific, measurable goals based on demands of
curriculum and needs of students
Step 3: Create and implement leadership and management strategies
Principal creates and implements strategies and monitors progress
Step 4: Monitor progress through ongoing data collection
Makes adjustments to strategies as needed.
Step 5: Determine goal attainment
Summative judgment is made regarding goal attainment
NOTE!
Established annual goals are never
adjusted; only strategies to meet goals are
adjusted
Developing Goals
• Developed early in the year using data from the
previous year
• Student achievement
• Developed using the smart goal process
Developing SMART GOALS
• Specific:
The goal is focused
• Measurable:
An appropriate instrument/measure is selected to assess the
goal
• Appropriate:
The goal is within the principal’s control to effect change
• Rigorous, but Realistic: The goal is feasible for the principal and/or school
• Time Limited:
The goal is contained within a single school year
Submission of the Goal Setting Form
• Principals complete a draft goal and schedule a
meeting with superintendent
• Look at baseline data together and discuss proposed
goal
• Principals submit goal to superintendent prior to
October 30th
Mid Year Review of Goal
• Review progress toward the goal
• Be held by January 30
End of Year Review of Goal
• Anecdotal data can be reviewed
• Student growth data from current year will not be
available (lagged a year)
• Good idea to start drafting next year’s goal as
part of the reflection process
Surveys
Provides job performance information principals can use to
reflect and inform their professional growth plan
Tell, working condition survey, and the Val-Ed surveys will be
used in alternating years
The principal will provide summary of the surveys to
superintendent as part of the Reflective Practice and
Professional Growth Planning template
(page 30 – 34)
Surveys
• Provide feedback directly to principal for professional
growth and development
• Tell Survey – Working Conditions Goal
• Val-ed – The Vanderbilt Assessment of Leadership in Ed.
Tell and val-ed surveys will be used during alternating years.
Tell Ky
• Assess teaching conditions at school, district, and state level
• Gathers information from teachers, counselors, principals and
other administrators
• Questions include: facilities, resources, time, empowerment,
school leadership, community support, student conduct,
Professional development, mentoring and induction services,
student learning
• Web based survey
Val-Ed - The Vanderbilt assessment of
leadership in education
To evaluate the leadership behaviors of a school principal
360 degree feedback
Input from principal, - self evaluation
Teachers – all teachers in a school rate effectiveness (Below 50%
concerns with validity)
• His/her supervisor - all supervisors if more than one. (Up to three)
• 72 items requires from 30 to 45 minutes to complete after directions
are read
• Administered by evaluation coordinator not the principal
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Self-Reflection
• On-going Critical examination of practice
• Used to deepen knowledge and expand skills
• Improve practice and inform development of PGP
Self-Reflection
• What works
• What does not work
• What changes need to be made
• Principals should document their self-reflections using the
“Reflective practice and student growth/professional growth
planning template
Begin prior to October 1 as part of growth
plan
Principals should reflect on:
• Results from Val-ed/or
TELL Kentucky Surveys
• Nonacademic measures
• Student achievement
• Superintendent
feedback
Professional Growth Goal/Plan
• Developed collaboratively with the
superintendent to increase effectiveness
Observations/School Site Visits
• Variety of settings
• Watching how a principal interacts with others
• Observing programs
• Shadowing the administrator
Documentation
• Artifacts created in day to day Operation of a
school
Beginning of the Year Conference
• Principal and Superintendent meet to collaborate on the student growth plan
and professional growth plan
• Agree on goals, actions and resources needed
• Principals prepare by reviewing data
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Surveys
Student Achievement Data
Prior Feedback
Nonacademic Data
Complete the reflective portion of the Student Growth/Professional Growth Template
• Superintendents prepare by reviewing
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Past evaluations
School’s Comprehensive Plan
School’s Report Card
Impact of District initiatives on principal and his/her school
Mid-Year Review Conference
• Superintendent and principal meet again mid year to review progress on
student Growth Plan and Professional Growth Plan
• Superintendent will complete the Principal Mid-Year Performance Review
(pg. 33 in handbook; 4th page in the Reflective Practice, Student
Growth and Professional Growth Planning Template)
• Superintendent should share results of his assessment with principal
by January 30 and plans for the next observation/site visit should
be scheduled
End of Year Review (Pilot Year) Conference
• Mirrors the Mid-Year Review
• Principal will complete the Documentation Form to submit to superintendent prior to
the End-of-Year Review
• Also provide documentation supporting progress made to Student Growth Goal and
Professional Growth Goal
Timeline
• Page 17 in Principal’s handbook
Improving Professional Performance:
Support Dialogue Form
• Superintendent may use this form on page 43 of handbook to facilitate discussion on
areas that need additional support. This form is optional
• Open to any principal
Support Dialogue Sample Prompts
• What challenges have you encountered in addressing_______ (tell
specific concern)?
• What have you tried to address the concern of _____ (tell specific
concern)?
• What support do you need in order to address your concerns?
• Last time we met, we talked about ____ (tell specific concern). What
has gone well?
• What has not gone well? What is the evidence
Performance Standards
• Define the criteria expected when principals
perform their major duties
• Pages 21 through 29 in Principal’s handbook
Forms
All forms are located in the back of the
principal handbook