NC SCHOOL EXECUTIVE:
PRINCIPAL /ASSISTANT PRINCIPAL
EVALUATION PROCESS
TRAINING
**Materials revised October 2010
**This training template is to be used at the discretion of the LEA for local training purposes.
**Additional resources are available at www.ncpublicschools.org/profdev/training
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WELCOME
Yvette Stewart
Lead Professional Development Consultant
Educator Recruitment and Development Division
ystewart@dpi.state.nc.us
919-807-3278
North Carolina Department of Public Instruction
October 5, 2010
October 13, 2010
October 21, 2010
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Webinar Information
• Webinars are recorded
• Mute is enabled for all participants
• Features you will use and see:
– Questions Bar
– Q&A
• Session will not automatically end if we run past time
• Materials available @ www.ncpublicschools.org/profdev/training/principal
• Email personal questions or concerns to professional_development@dpi.state.nc.us
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Agenda
1.
2.
3.
4.
Background Information
Overview of North Carolina Standards for
School Executives
Components of the Evaluation Process
Closing Questions
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State Board of Education’s
Mission Statement
The guiding mission of the North
Carolina State Board of Education
is that every public school student
will graduate from high school,
globally competitive for work
and postsecondary education and
prepared for life in the 21st
Century.
Produce globally competitive students
Be led by 21st century professionals
Be governed and supported by 21st Century Systems
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Background Information
• Standards approved on December 2006
• Evaluation instrument approved on:
– July 2008: Principals
– September 2010: Assistant Principals
• September 2010: Online System
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Key Components
www.p21.org
Code of Ethics @
www.ncpublicschools.org/profdev
www.ncteachingconditions.org
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The Evaluation Process will…
Serve as a guide
for principals
and assistant
principals
(school
executives) as
they reflect upon
and improve
their
effectiveness as
school leaders
Focus the goals
and objectives of
districts as they
support, monitor
and evaluate
their executives
Guide
professional
development and
coaching and
mentoring
programs for
school
executives
Inform revisions
of higher
education
programs in
developing the
content and
requirements of
MSA degree
programs
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Reflections from the field…
Dr. Jeff Peal
Associate Superintendent, Alexander County Schools
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NC Standards for School Executives
 Standard 1: Strategic Leadership
Standard 2: Instructional Leadership
Standard 3: Cultural Leadership
Standard 4: Human Resource Leadership
Standard 5: Managerial Leadership
Standard 6: External Development Leadership
Standard 7: Micro-Political Leadership
a) School Vision, Mission,
and Strategic Goals
b) Leading Change
c) School Improvement10Plan
d) Distributive Leadership
Standard 1 – Strategic Leadership
Are able to
share a vision of
the changing
world in the 21st
Century
Are a driving
force behind
major initiatives
that help
students
acquire 21st
century skills
School
Leaders
Create
processes to
ensure the
school’s identity
Create
processes to
distribute
leadership
throughout the
school
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Discussion Question:
How does a
principal / assistant principal
model or demonstrate
Strategic Leadership?
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NC Standards for School Executives
Standard 1: Strategic Leadership
 Standard 2: Instructional Leadership
Standard 3: Cultural Leadership
Standard 4: Human Resource Leadership
Standard 5: Managerial Leadership
Standard 6: External Development Leadership
Standard 7: Micro-Political Leadership
a) Focus on Learning and
Teaching, Curriculum,
Instruction and Assessment
b) Focus on Instructional Time
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Standard 2 – Instructional Leadership
Challenges staff to
reflect deeply on and
define what knowledge,
skills and concepts are
essential to the complete
educational development
of students
What does this
look like?
Systematically and
frequently observes in
classrooms and engages
in conversation with
students about their
learning
Creates processes to
provide formal feedback
to teachers concerning
effectiveness of
classroom instruction
Instructional
Leaders
How can you
measure this?
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Instructional Leadership Scenario
Transformation High School has 920 students. The principal, Will Succeed, is a first year
principal and was hired two weeks before the start of school. The school has had four
different principals over the past 3 years -- Principal Succeed will be the fifth. One of the
current staff members applied for the principal position and is resentful that Principal
Succeed is on board.
The superintendent told him he was expected to significantly improve the school’s reading
and math scores by any means necessary this year. When conducting classroom
walkthroughs during the first month of school, Principal Succeed notices that most teachers
consistently and routinely rely on lecture as the primary mode of instruction. He also
notices that they utilize very little technology. He also noticed that most teachers do not
utilize higher order thinking questions with the students, which is a practice that all staff has
been trained on. He reminded the staff at faculty meeting about their training and two
months later, in his next round of observations, he sees the same reliance on lecture as an
instructional method, little use of higher order thinking questioning, and an even smaller
amount of technology being used.
Walking by the second period English 1 classroom, he found out the teacher, Mr. Full
O’Excuses, was not at school. The inclusion teacher, Ms. DoWell Anyway, had started
class by assigning students a warm up activity on sentence corrections. Ms. DoWell
Anyway and Principal Succeed decided on a plan for the remainder of the class period as
the students worked on the assignment. Mr. Full O’Excuses arrived during third period
unprepared to teach the next lesson, as he left his plan book on his counter at home.
•
Question: What instructional issues did you pick up on and how would you go about addressing the issue?
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NC Standards for School Executives
Standard 1: Strategic Leadership
Standard 2: Instructional Leadership
 Standard 3: Cultural Leadership
Standard 4: Human Resource Leadership
Standard 5: Managerial Leadership
Standard 6: External Development Leadership
Standard 7: Micro-Political Leadership
a) Focus on Collaborative Work
Environment
b) School Culture and Identity
c) Acknowledges Failures;
Celebrates Accomplishments
and Rewards
d) Efficacy and Empowerment
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Teacher Conditions 2010
Please rate how strongly you
agree or disagree with the
following statements:
Responses from NC Educators Surveyed
Agree
Strongly
Agree
Strongly
Disagree
Disagree
Teachers have time available to
collaborate with colleagues
18%
43%
10%
29%
Teachers have sufficient access to
instructional technology, including
computers, printers and internet access
34%
46%
5%
15%
This school does a good job of
encouraging parent/guardian
involvement
36%
54%
2%
8%
School administrators support teachers’
efforts to maintain discipline in the
classroom
31%
50%
5%
14%
Teachers are encouraged to participate in
school leadership roles
35%
55%
2%
7%
The faculty and leadership have a shared
vision
24%
59%
3%
14%
www.ncteachingconditions.org
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Principal Conditions 2010
TABLE 2.
AREAS PRINCIPALS IDENTIFIED NEEDING ADDITIONAL SUPPORT
Teacher remediation/coaching
Student assessment
Percent Indicating a
need for Support 2010
Percent Indicating a
need for Support
2008
45.7
32.0
13.7
44.0
30.0
14.0
48.0
- 5.9
1
2
Difference
Data-driven decision making
42.1
Teacher evaluation
40.0
11.0
29.0
Instructional leadership
35.8
32.0
3.8
Budgeting
34.1
32.2
31.4
29.7
27.8
15.7
28.0
20.0
24.0
27.0
23.0
14.0
6.1
12.2
7.4
2.7
4.8
1.7
Working with parents and the community
School improvement planning
School scheduling
Creating positive learning environments
Staffing (hiring, etc.)
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www.ncteachingconditions.org
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Principal Conditions
TABLE 1. THE AMOUNT OF TIME PRINCIPALS DEVOTE TO VARIOUS ACTIVITIES IN AN AVERAGE WEEK
None Less than 1 hours
More than 1 but less than or
equal to 3 hours
More than 3 but less than or
equal to 5 hours
More than 5 but less than or
equal to 10 hours
More than
10 hours
Instructional planning with teachers
1.1
15.8
43.2
25.9
12.2
1.8
Observing and coaching teachers
0.1
4.0
29.2
34.9
24.1
7.7
Covering classes for certified or noncertified absences on-site
37.0
46.2
11.7
3.5
1.3
0.2
Meetings with or sponsored by central
office
2.4
28.1
46.5
18.0
Personnel issues
2.7
18.8
33.6
25.6
13.9
5.4
Administrative duties
0.0
0.7
5.7
17.4
26.9
49.3
49.3
Meetings with parents and the
community
0.1
5.1
27.7
33.8
25.4
8.3
Student discipline issues
0.5
13.5
32.5
27.4
17.2
8.9
Working directly with students (i.e.
teaching, tutoring, etc.)
5.3
30.9
32.1
17.4
9.4
5.0
0.6
4.4
www.ncteachingconditions.org
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NC Standards for School Executives
Standard 1: Strategic Leadership
Standard 2: Instructional Leadership
Standard 3: Cultural Leadership
 Standard 4: Human Resource Leadership
Standard 5: Managerial Leadership
Standard 6: External Development Leadership
Standard 7: Micro-Political Leadership
a)
Professional
Development/Learning
Communities
b) Recruiting, Hiring, Placing and
Mentoring of Staff
c)
Teacher and Staff Evaluations
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New Teacher Evaluation Instrument
Standard 4
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NC Standards for School Executives
Standard 1: Strategic Leadership
Standard 2: Instructional Leadership
Standard 3: Cultural Leadership
Standard 4: Human Resource Leadership
 Standard 5: Managerial Leadership
Standard 6: External Development Leadership
Standard 7: Micro-Political Leadership
a) School Resources and
Budget
b) Conflict Management &
Resolution
c) Systematic
Communication
d) School Expectations for
Students & Staff
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Standard 5 – Managerial Leadership
Leadership
Management
"My father had a
simple test that helps me
measure my own leadership
quotient:
When you are out of the
office,
he once asked me,
does your staff carry on
remarkably well without
you?"
Martha Peak,
Group Editor, AMA Magazines, Management
Review, October 1992
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NC Standards for School Executives
Standard 1: Strategic Leadership
Standard 2: Instructional Leadership
Standard 3: Cultural Leadership
Standard 4: Human Resource Leadership
Standard 5: Managerial Leadership
 Standard 6: External Development Leadership
Standard 7: Micro-Political Leadership
a) Parent and Community
Involvement and Outreach
b) Federal, State, and District
Mandates
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Parent and Community Involvement and
Outreach
• Proactively creates systems that engage parents/guardians
and all community stakeholders in a shared responsibility
for student and school success
Federal, State and District Mandates
• Continually assesses the progress of district initiatives and
reports results to district-level decision makers.
Federal, State and District Mandates
• Designs protocols and processes that ensures compliance
with state and district mandates
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NC Standards for School Executives
Standard 1: Strategic Leadership
Standard 2: Instructional Leadership
Standard 3: Cultural Leadership
Standard 4: Human Resource Leadership
Standard 5: Managerial Leadership
Standard 6: External Development Leadership
 Standard 7: Micro-Political Leadership
a) School Executive
Micro-political Leadership
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Standard 7 – Micro-political Leadership
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The Evaluation Process
Orientation
Summary
Evaluation
Conference
PreEvaluation
Planning
Prepare a
Consolidated
Performance
Assessment
Initial Meeting
Mid-Year
Conference
Data
Collection
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Both should:
1. Know and understand the North Carolina Standards for School Executives
2. Receive training on the evaluation process
Principal/Assistant Principal
Evaluator
Prepare for and participate in :
Pre-Evaluation Conference
Mid-Year and Final Evaluation Conferences
Supervise the process and ensure that all steps in
the process are conducted according to the
approved process
Gather data, artifacts, evidence to support
performance in relation to standards and
progress in attaining goals
Identify the principal/assistant principal’s
strengths and areas for improvement and make
recommendations for improving performance
Develop and implement strategies to improve
personal performance/attain goals in areas
individually or collaboratively identified
Ensure that the content of the summary rating
form contains accurate information and
accurately reflects their performance
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Definitions and Terms
• School Executives – principals and assistant principals
licensed to work in North Carolina
• Self-Assessment – Personal reflection about one’s
professional practice to identify strengths and areas for
improvement conducted without input from others
• Practices – statements of what one would see an effective
educator doing in each standard
• Competencies – knowledge and skills one needs to
effectively implement the practices
• Evaluation Rubric – A composite matrix of the standards,
components and elements of the North Carolina Standards
for school administrators
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Definitions and Terms
• Performance Goals - Goals for improvement in
professional practice based on the self-assessment and/or
supervisor recommendation
• Evidence – documents that demonstrate or confirm the
work of the person being evaluated and support the rating
on a given element
• Summary Evaluation Form – A composite assessment of
the principal/assistant principal’s performance based on the
evaluation rubric and supporting evidence
• Artifact – A natural by-product of work, not just for the
purpose of an evaluation
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What are artifacts?
Communication
Logs
Participation in
school
improvement
planning
Student
Achievement
Data
Evidence of
collaboration
with school
improvement
and/or
leadership
team
School Survey
Data
Use of
research-based
practices and
strategies
Evidence of
stakeholder
involvement
Professional
Development
NCTWCS Data
PLCs
Data of School
Improvement
Planning
Teacher
Retention Data
(and plan of
action)
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Performance Rating Scale
Distinguished
Consistently and significantly exceeded basic
competence on standards of performance
Knowledge and skills replicated
Exemplar of performance
Accomplished
Exceeded basic competence on standards
for performance most of the time
Innovation + High Performance
Proficient
Demonstrated basic competence on
standards of performance
Solid, effective application + success
Developing
Not Demonstrated
Did not demonstrate
competence on, or
adequate growth
toward, achieving
standard(s) of
performance
*Requires
documentation
Demonstrated adequate growth during the
Never demonstrated
period of performance, but did not
demonstrate competence on standard(s) of
performance
Skill not mature or unsuccessful
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Orientation
Summary
Evaluation
Conference
PreEvaluation
Planning
Prepare a
Consolidated
Performance
Assessment
1. Orientation
2. Pre-Evaluation Planning
Initial
Meeting
Mid-Year
Conference
Data
Collection
 Group Orientation – receive materials
 Complete Self-Assessment
 Develop Professional Development
Plan (Goals)
 Understand your evaluator’s
expectations for the Consolidated
Performance Assessment
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Self-Assessment
a. School Vision, Mission and Strategic Goals: The school’s identity, in part, is derived from the vision, mission, values, beliefs and goals
of the school, the processes used to establish these attributes, and the ways they are embodied in the life of the school community.
Developing
Proficient
Accomplished
Distinguished
□Develops his/her own
vision of the changing
world in the 21st century
that schools are preparing
children to enter.
. . . and
□Leads and implements a
process for developing a
shared vision and
strategic goals for student
achievement that reflect
high expectations for
students and staff.
. . . and
□Creates with all
stakeholders a vision for
the school that captures
peoples’ attention and
imagination.
. . . and
□Ensures that the
school’s identity (vision,
mission, values, beliefs
and goals) actually drive
decisions and inform the
culture of the school.
□Maintains a focus on
the vision and strategic
goals throughout the
school year.
□Designs and
implements collaborative
processes to collect and
analyze data, including
the Teacher Working
Conditions survey, about
the school’s progress for
the periodic review and
revision of the school’s
vision, mission, and
strategic goals.
Not Demonstrated
(Comment Required)
□Initiates changes to
vision and goals based on
data to improve
performance, school
culture and school
success.
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Orientation
Summary
Evaluation
Conference
PreEvaluation
Planning
Prepare a
Consolidated
Performance
Assessment
3. Initial Meeting
4. Data Collection
Initial
Meeting
Mid-Year
Conference
Data
Collection
• Individually
• Discuss:
– Self-assessment
– Preliminary goals
– and agree upon the
Consolidated Performance
Assessment evidence/process
(including timelines,
procedures, expectations, etc.)
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Goal Setting
• District form or sample form (p. 47, 48 Manual)
• No more than 3 goals per year
– Does not include school-wide goals
– Change initiatives underway at school
• Standard 4 – Required Goal
– Teacher turnover rate (improve or maintain)
• (P) Progressing or (NP) Not Progressing
• Discussed at Mid-Year Conference
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Data Collection
On-going
• Artifacts
– Evidence of performance
– Feedback from a variety of sources
– Demonstrate any element or standard
• Site Visits/Observations
– Feedback: Evaluation rubric
38
Orientation
Summary
Evaluation
Conference
PreEvaluation
Planning
Prepare a
Consolidated
Performance
Assessment
Initial
Meeting
Mid-Year
Conference
Data
Collection
Mid-Year Conference
• Required conference
• Focused on the status of goal
attainment and mid-year
adjustments
• Principals and Assistant Principals
should have evidence toward goal
attainment that reflects the process
detailed on their goal plan.
• Be prepared to discuss leading
indicators and the impact the goal
is having on the school.
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Performance Ratings: Mid-Year
Progressing (P)
•Acceptable progress
•Supportive evidence
Not Progressing (NP)
•Progress is not significant or evident
•Discuss adjustments to actions, plan, support, etc.
N/A (Not Addressed or Not Applicable)
•Standard 4 – required
•All 7 standards rated at end of year
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Orientation
Summary
Evaluation
Conference
Consolidated
Performance Assessment
PreEvaluation
Planning
Prepare a
Consolidated
Performance
Assessment
Initial
Meeting
Mid-Year
Conference
Data
Collection
The principal/assistant principal will:
•
Synthesize information from a variety of
sources
•
Provide to evaluator in advance of final
conference
Assessment used to evaluate final performance
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Suggested conversation points between
Superintendent and Principal
Principal and Assistant Principal
– What does your data tell you about your effort toward attaining
your goals?
– How have your goals impacted your teachers, students and
parents?
– How does your performance in the targeted area compare to
last year’s performance?
– What changes have you observed in teacher performance as a
result of your leadership?
– What changes have you observed in student performance as a
result of your leadership?
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Orientation
Summary
Evaluation
Conference
PreEvaluation
Planning
Prepare a
Consolidated
Performance
Assessment
Summary Evaluation
Conference
Initial
Meeting
Mid-Year
Conference
Data
Collection
The evaluator will:
1. Rate each element
2. Determine overall standard rating
3. Summarize information and artifacts
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Performance Ratings: End of Year
Distinguished
Knowledge and skills replicated
Exemplar of performance
Accomplished
Innovation + High Performance
Proficient
Solid, effective application + success
Developing
Not Demonstrated
Did not demonstrate
competence on, or
adequate growth
toward, achieving
standard(s) of
performance
*Requires
documentation
Never demonstrated
Skill not mature or unsuccessful
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• Questions & Answers
• Final Comments
• Contact Information
www.ncpublicschools.org/profdev/training/principal
Director
Dr. Lynne Johnson
Eliz Colbert
PD Consultants
Yvette Stewart
919-807-3278
ystewart@dpi.state.nc.us
Savon Willard
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