NC SCHOOL EXECUTIVE:
PRINCIPAL /ASSISTANT PRINCIPAL
Evaluation Process
Training
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Can We Agree?
 To be actively involved
 Value differences
 Agree to disagree
 Listen
 Don’t take it personally
 Be honest
 Stay focused on established purpose and goals
 Refrain from conducting side bar conversations
Before We Begin…
Visit:
http://region1rttt.ncdpi.wikispaces.net/
 Add the Region 1 wikispace to your favorites.
 Click “Region 1 Events” in the left menu.
 Click “School Executive Principal/AP Training”
to access the presentation.
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Meeting Logistics
• Virtual Parking Lot
• Record Reflections: Penzu Journal
http://penzu.com/content/products/journals
• Full day meeting with breaks (am and pm)
• Lunch is provided
• Evaluation Opportunity
-Your input is essential and valued!
Six Step Introduction
Walk 6 steps to meet a new colleague
Discuss Question #1
• How would you rate your current knowledge of the
Principal /AP Evaluation System?
(1 no experience, 2- some working knowledge, and 3- I
can train others but need a bit more information)
Discuss Question #2
• What are your concerns about the Principal/AP
Evaluation process and why?
Discuss Question #3
• What excites you about the Principal /AP Evaluation
process and why?
Overview For Today
Standards –One-Two-Three-Four-Five-Six-Seven-Eight-Evaluation Process
21st Century
Education
21st Century
Education
School
Executive
Process
Understanding
the Standards
Understanding
the Standards
NCEES
Ratings
School
ExecutiveResources
NCEES
Evaluation
Rating System
Process
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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21st Century Education
http://www.youtube.com/watch?v=O35n_tvOK74&feature=related
A New Vision of School Leadership
http://www.youtube.com/watch?v=O35n_tvOK74&feature=related#
http://www.p21.org/
Penzu Reflection
Is your school a 21st century learning
environment?
What are your strengths as a 21st century
leader?
What are the skills you need to improve?
Are you a 21st Century Leader?
Is your school a 21st century
learning environment?
What are your strengths as
a 21st century leader?
What are the skills you need
to improve?
The Principal and Assistant Principal evaluation
process helps to grow and develop 21st century
leaders.
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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NC School Executive Standards
Standard One
• Strategic Leadership
Standard Two
• Instructional Leadership
Standard Three
• Cultural Leadership
Standard Four
• Human Resource Leadership
Standard Five
• Managerial Leadership
• External Development
Leadership
• Micro-political Leadership
• Academic Achievement
Leadership
Standard Six
Standard Seven
Standard Eight
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Standard 1: Strategic Leadership
•
•
•
•
School Vision, Mission, and Strategic Goals
Leading Change
School Improvement Plan
Distributive Leadership
School
Leaders
Are able to share a vision of
the changing world in the 21st
Century
School
Leaders
Are a driving force behind
major initiatives that help
students acquire 21st century
skills
School
Leaders
Create processes to ensure
the school’s identity
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Artifacts
School Test Data
North Carolina Teacher
Working Conditions Survey
Conditions Survey
Effective School
Improvement Team
SIP implementation,
assessment and
modifications
• Degree to which school improvement
plan strategies are implemented,
assessed and modified
• Evidence of an effectively functioning,
elected School Improvement Team
• NC Teacher Working Conditions
Survey
• School improvement plan, its alignment
with district and state strategic priorities,
and a plan for growth on items of
concern as evidenced in the NC TWC
Survey
• The degree to which staff can articulate
the school’s direction and focus on
• student testing data 18
Mission Statement Activity
What is your schools
mission and vision?
Where is it located in
your school?
• List all the places in your
building that the school
mission statement is posted
How do you
communicate your
mission/vision to
parents and the
community?
Record your mission
statement on the paper
provided to be posted
Be prepared to share
the answers to the
questions
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Standard 2: Instructional
Leadership:
• Learning and Teaching, Curriculum,
Instruction and Assessment
• Instructional Time
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
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
What does this
look like?
How can you
measure this?
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Instructional Leadership Activity
•
Read scenario #1 found on the agenda
•
Create a T-Chart
–
Identify the instructional issues found in the
scenario
–
Identify strategies you would use to address the
issues
• Be prepared to share
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•
.
How will you Learn about the
Common Core?
www.TeachingChannel.org
https://www.teachingchannel.org/videos/common-core-state-standards-middle-school
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How Will you Learn about the
Common Core?
http://www.ncpublicschools.org/acre/
Standard 3: Cultural Leadership
• Focus on Collaborative Work Environment
• School Culture and Identity
• Acknowledges Failures; Celebrates
Accomplishments and Rewards
• Efficacy and Empowerment
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Learning Walk Focus Activity
 What specific teacher behaviors do you observe that
positively or negatively affect the school climate?
 How do you reward positive teacher/student behaviors or
redirect negative teacher/student behaviors?
 How do you develop a sense of efficacy and empowerment
among staff to shape the school’s identity, culture and
performance that ensures that teachers have the necessary
professional development opportunities that directly enhance
their teaching?
 What strategies are you utilizing to ensure that your teachers
have the time to collaborate and/or work in PLCs?
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Summary Results Comparison
Report – Results from 2010
Detailed Results
What’s Working? What’s Not?
Accessing the Results:
www.ncteachingconditions.org
TWCS Constructs
•
•
•
•
•
•
•
•
Time
Facilities and Resources
Community Support and Involvement
Managing Student Conduct
Teacher Leadership
School Leadership
Professional
Development
TWCS Data Analysis
After reviewing the TWCS data for your school:
 Identify 2 constructs that need your attention
as a school leader.
 How do they compare to the 2010 results?
 What do you think caused the results to be
what they are?
 What is the first thing you will do as a leader
to improve this perception?
Standard 4: Human Resource
Leadership
•
•
•
Professional Development/Learning
Communities
Recruiting, Hiring, Placing and
Mentoring of Staff
Teacher and Staff Evaluations
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35
New Teacher Evaluation Instrument
Standard
36 4
Rubric for Evaluating
North Carolina Teachers
Rating Scale
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Standard 5: Managerial Leadership
•
•
•
•
School Resources and Budget
Conflict Management & Resolution
Systematic Communication
School Expectations for Students &
Staff
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Standard 5 – Managerial Leadership
"My father had a
Leadership
Management
simple test that helps me
measure my own
leadership quotient:
When you are out of the
office, he once asked me,
“How does your staff
carry on
remarkably well
without you?"
Martha Peak,
Group Editor, AMA Magazines, Management
Review, October 1992
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Standard 6: External Development
Leadership
• Parent and Community Involvement
and Outreach
• 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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Standard 7: Micro-Political Leadership
• Systems and relationships
• Schools Identity, culture, and
performance
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Standard 7 – Micro-political
Leadership
Can your leadership be described by any
of these?
Highly visible
Empowers staff
Easily accessible
Recognizes staff diversity
Builds systems
Knows professional needs
Addresses issues
Knows staff interests
Sensible to staffs personal and professional needs
Develops shared decision making
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Micro-Political Scenario Activity
• Read scenario #2 found on the agenda
• Discuss the scenario with your colleagues
• Identify the strategies implemented by the
school leader
• Consider the following questions:
– What does this say about this school leader?
– What is important to her?
– What would you do differently?
• Share your thoughts with the group
STANDARD 8: ACADEMIC
ACHIEVEMENT LEADERSHIP
School executives will contribute to the academic
success of students. The work of the school
executive will result in acceptable, measurable
progress for students based on established
performance expectations using appropriate data to
demonstrate growth.
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An executive's rating on the eighth
standard is determined by a schoolwide student growth value as
calculated by the statewide growth
model for educator effectiveness. All
local school boards shall use student
growth values generated through a
method approved by the State Board of
Education.
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Principal Rating Categories
- Standard 8
▲
Principals
1 2 3 4 5 6 7
Strategic
Leadership
Instructional
Cultural
Leadership Leadership
Human
Resource
Leadership
5 Rating Categories
Not Demonstrated
Developing
Proficient
Accomplished
Distinguished
MicroExternal
Managerial
political
Leadership Development
Leadership Leadership
8
Academic
Achievement
Leadership
3 Rating Categories
Does Not Meet Expected Growth
Meets Expected Growth
Exceeds Expected Growth
Principal Ratings
• Standard 8 rating will be determined using
school-wide EVAAS growth
School-wide
EVAAS
Growth
Yearly Rating
• Does not Meet
Expectations
8
• Meets Expected Growth
• Exceeds Expected Growth
3/22/2016 • page 49
Ratings verses Status
Ratings
•
Teachers
6 separate ratings to help
teachers grow each year
•
Principals
8 separate ratings to help
principals grow each year
Status
• A single overall status that
is determined once a
principal or teacher has
three years of growth
data to populate 6 or 8
• Categories for Status
1. In Need of Improvement
2. Effective
3. Highly Effective
3/22/2016 • page 50
Principal Status
In Need of
Improvement
Standards 1-7
In the year
1 2 3 4 5 6 7
Strategic
Leadership
Instructional
Leadership
Cultural
Leadership
Human
Resource
Leadership
Managerial
Leadership
External
Development
Leadership
Micropolitical
Leadership
Any rating
lower than
proficient
And/Or
Standard 8
Three-year rolling average
8
2 years
ago
+
8
1 year
ago
+
8
This
year
)/ 3
Does Not
Meet
Expected
Growth
Effective
Highly
Effective
Proficient
Accomplished
or Higher
or Higher
on Standards on Standards
1-7
1-7
And
And
Meets or
Exceeds
Expected
Growth
Exceeds
Expected
Growth
)
New Resources for Teacher
Effectiveness
“Rapid Response” Email Address:
educatoreffectiveness@dpi.nc.gov
New Educator Effectiveness Website:
http://www.ncpublicschools.org/educatoreffect/
Reflection
• Time is the most talked about issue facing teachers and
administrators today. What does your leadership say
about time?
• Have you created an equitable schedule that
maximizes learning, teacher collegiality, and smooth
transitions in your building?
•
If a parent spent the day in your building would they
leave saying that you orchestrated smooth, friendly
student entry, dismissal, meal times, transitions, and
recess each day?
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Principal Evaluation Process
Step
1
Orientation
Step
2
Pre-Evaluation Planning
Step
3
Initial Meeting
Step
4
Step
5
Step
6
Step
7
Red- Required Document
Green- Optional Forms
Black- Required Process
•Meeting to distribute materials outlining the evaluation process
•Self Assessment- Required Document
•Performance Goals (PG)
The NC P/AP Goal Form is an optional form, however highly
recommended.
•Meeting to discuss 1. Self Assessment 2. Goal Development 3. Evidence and Data/ Artifacts
•Principal/AP and Superintendent/ designee agree on components of meeting and confirm level of
performance.
Data Collection
•Principal collects data agreed upon as evidence to support
goals
•Superintendent/designee visit
Mid-Year Conference
•Meeting to discuss progress of goal attainment.
•School-wide student growth data should be available for
review.
The Principal/Assistant Principal Evaluation
Process Documentation is an optional form
used to
document site visits and Conf. dates
The Mid-Year Evaluation: Progress Toward
Achieving
Goals form is an optional form used , by the
evaluator, to document progress.
Prepare a Consolidated Performance Assessment
Obtained under Steps 4 and 5
The Goal Setting Worksheet is an
• Brief summary of Steps 4 and 5
optional
•Should be provided to the superintendent/ designee well in advance of
form to identify professional growth
Step 7
goals
based on data gathered from artifacts
Summary Evaluation Conference
and
•Meeting at the school site to discuss: 1. Self Assessment –Required Document
other sources.
2. Consolidated Performance Assessment (agree upon progress towards performance goals
for the year)
3. Summary Evaluation Form -Required Document
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Principal/Assistant Principal
Self-Assessment
Using the Rubric for Evaluating North
Carolina Principals/Assistant Principals
Administrator completes the document by
selecting ratings along the continuum
Administrator saves the document in the
online system
Data Points for Principal/Assistant
Principal Self-Assessment
Principal/Assistant
Principal Summary
Rating Form from
Previous Year
Recent Student
Achievement
Results
Teacher Working
Conditions Survey
Data
School Survey
Data
SMART Goal Practice
• As a table group
• Locate the SMART goal template on the
agenda
• Write one SMART goal regarding one of the
following issues:
– Parent participation in school events
– Student attendance
– Teacher use of formative assessment
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Suggested Conversation Points
 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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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 8 standards rated at end of year
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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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Terminology Activity
Take one strip of colored paper found on your
table
Find the match to the term or definition from
one of your colleagues
With your partner, re-write the definition using
a specific example from your experiences as
a school executive
 Be prepared to share you NEW definition
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Where to go from here?
JIGSAW ACTIVITY
Read the section assigned to you from
the article 8 FORCES for LEADERS of
CHANGE
Identify 3 Key Points to share with your table
mates
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http://ncees.ncdpi.wikispaces.net/NCEES+Wiki
Session Evaluation
To complete the session
plus/delta
visit the link below:
http://bit.ly/Se9f8T
YOUR FEEDBACK IS IMPORTANT TO US!
Contact Information
Dianne Meiggs, PD Consultant, Region 1
dianne.meiggs@dpi.nc.gov (252) 340-0113
Beth Edwards, PD Consultant, Region 1
elizabeth.edwards@dpi.nc.gov (252) 916-6842
Abbey Futrell, PD Consultant, Region 1
abbey.futrell@dpi.nc.gov (252) 227-0838