North Carolina Superintendent and Instructional Central Office Staff Evaluation Process 1.

North Carolina Superintendent and Instructional Central Office

Staff Evaluation Process

1

WELCOMEYvette Stewart

Lead Professional Development Consultant

Educator Recruitment and Development Division

[email protected]

919-807-3278

www.ncpublicschools.org/profdev/training/superintendent

North Carolina Department of Public Instruction

October 2010 2

3

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/superintendents

• Email personal questions or concerns to [email protected]

Agenda

4

1. Background Information

2. Overview of North Carolina Standards for Superintendents

3. Review of the Evaluation Processes

4. Closing Questions

Future-Ready Students for the21st Century

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.

5

We are all accountable!

6

Background Information

• Standards approved in 2007

• Instrument approved September 2010

• Optional for 2010-2011 school year. (20+ districts participating)

• Evaluation instruments also approved for:

– June 2007: Teachers

– July 2008: Principals

– September 2010: Assistant Principals

• September 2010: Online System (not currently for Superintendents and Instructional CO)

7

Key Components

8

www.p21.org

www.ncteachingconditions.org

9

New Standards and Evaluation Systems

Formative, Growth Data-

drivenPD Alignment

Teacher Education Programs

AdministratorEducation Programs

M.S.A.

Administrator Education Programs

Ed.D

Teacher Evaluation

System

School Executive Evaluation

System

(Principals and Asst. Principals)

Superintendent Evaluation

System

(Including Central Office Staff)

10

Reflections from the field…

Chuck GrahamChuck Graham

Associate Superintendent, Surry County Schools

Dr. Jean WilliamsDr. Jean Williams

VP for Research and Evaluation, McREL

11

North Carolina Standards for School Superintendents

12

13

Standard 1: Strategic Leadership Superintendents create conditions that

result in strategically re-imaging the district’s vision, mission, and goals to ensure that every student graduates from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century. They create a climate of inquiry that challenges the community to continually re-purpose itself by building on the district’s core values and beliefs about the preferred future and then developing a pathway to reach it.

Elements:

a)District Strategic Plan

b)Leading Change

c)Distributive Leadership

Of Every 100 9th Graders in North Carolina…

14

Source: NCHEMS Information Center for Higher Education Policymaking and Analysis. Student Pipeline - Transition andCompletion Rates from 9th Grade to College. www.higheredinfo.org/dbrowser/index.php?submeasure=119&year=2006&level=nation&mode=data&state=0. 2010

Interesting Facts (NC)

15

◙In 1950: 60% Unskilled jobs

◙Today: < 20%

One result: In North Carolina, the demand for middle- and high-skilled workers is outpacing the state’s supply of workers educated and experienced at that level.

81% of North Carolina’s jobs are middle- or high-skill (jobs that require some postsecondary education or training).

Yet only 36% of North Carolina adults have some postsecondary degree (associate’s or higher).

Governor Perdue’s Education Initiative

16

Ready – increase number of students who can read, write and do math at the end of grade 3

Set – increase number of students performing at or above grade level

Go – increase number of students taking college credit courses in high school, graduating from high school, going to a 4-year college/university or community college

In what ways can a Superintendent or

Instructional Central Office staff member model or demonstrate Strategic

Leadership?

DISCUSSION QUESTION:

18

Standard 2: Instructional Leadership Superintendents set high standards for

the professional practice of 21st Century instruction and assessment that result in an accountable environment. They create professional learning communities resulting in highly engaging instruction and improved student learning. They set specific achievement targets for schools and students and then ensure the consistent use of research-based instructional strategies in all classrooms to reach the targets.

Element:

a)Focus on Learning and Teaching, Curriculum, Instruction and Assessment

19

20

State Longitudinal Data System

InstructionalImprovement

System

Centrally-provided, Statewide Technology Infrastructure

Statewide Student Information

System

Statewide Information Systems

Standard 2 – Instructional Leadership

Standard 2 – Instructional Leadership

• Accountability and Curriculum Reform Effort (ACRE)

– NC Common Education Data Analysis and Reporting System (CEDARS)

– Common Core Standards

– Formative and Summative Assessment

21

22

Standard 3: Cultural LeadershipSuperintendents understand and act on the important role a system’s culture has in the exemplary performance of all schools. They understand the people in the district and community, how they came to their current state, and how to connect with their traditions in order to move them forward to support the district’s efforts to achieve individual and collective goals. While supporting and valuing the history, traditions, and norms of the district and community, a superintendent must be able to “reculture” the district, if needed, to align with the district’s goals of improving student and adult learning and to infuse the work of the adults and students with passion, meaning and purpose

Elements:

a)Focus on Collaborative Work Environmentb)Acknowledges Failures; Celebrates Accomplishments and Rewardsc)Efficacy and Empowerment

23

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%

24

Principal Conditions 2010

TABLE 2. AREAS PRINCIPALS IDENTIFIED NEEDING ADDITIONAL SUPPORT

Percent Indicating a need for Support 2010

Percent Indicating a need for Support

2008 Difference

Teacher remediation/coaching 45.7 32.0 13.7

Student assessment 44.0 30.0 14.0

Data-driven decision making 42.1 48.0 - 5.9

Teacher evaluation 40.0 11.0 29.0

Instructional leadership 35.8 32.0 3.8

Budgeting 34.1 28.0 6.1 Working with parents and the community 32.2 20.0 12.2 School improvement planning 31.4 24.0 7.4 School scheduling 29.7 27.0 2.7 Creating positive learning environments 27.8 23.0 4.8

Staffing (hiring, etc.) 15.7 14.0 1.7

1

2

1


25

Principal Conditions 2010TABLE 1. THE AMOUNT OF TIME PRINCIPALS DEVOTE TO VARIOUS ACTIVITIES IN AN AVERAGE WEEK

None Less than 1 hoursMore 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 non-certified 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 4.4

0.6

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

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

49.3


26

“Leadership determines the direction; organization determines the potential; people determine the success.”

John Maxwell, Developing the Leader Within You and Developing the Leader’s Around You.

Standard 4: Human Resource Leadership

27

Standard 4: Human Resource Leadership

Superintendents ensure that the district is a professional learning community with processes and systems in place that result in the recruitment, induction, support, evaluation, development and retention of a high-performing, diverse staff. Superintendents use distributed leadership to support learning and teaching, plan professional development, and engage in district leadership succession planning.

Elements:

a)Professional Development/ Learning Communitiesb)Recruiting, Hiring, Placing and Mentoring of Staffc)Teacher and Staff Evaluations

Standard 4 – Human Resource Leadership

• Professional Learning Communities (PLCs)• New Evaluation Systems• DLP• Leadership Academies• IHE Program Revisioning

28

29

Standard 5: Managerial Leadership

Superintendents ensure that the district has processes and systems in place for budgeting, staffing, problem solving, communicating expectations, and scheduling that organize the work of the district and give priority to student learning and safety. The superintendent must solicit resources (both operating and capital), monitor their use, and assure the inclusion of all stakeholders in decisions about resources so as to meet the 21st Century needs of the district.

Elements:

a)School Resources and Budgetb)Conflict Management & Resolutionc)Systematic Communicationd)District Expectations for Students & Staff

Standard 5 – Managerial Leadership

30

PROCESSES

RESOURCES

STAKEHOLDERS

31

Standard 6: External Development LeadershipA superintendent, in concert with the local board of education, designs structures and processes that result in broad community engagement with, support for, and ownership of the district vision. Acknowledging that strong schools build strong communities, the superintendent proactively creates, with school and district staff, opportunities for parents, community members, government leaders, and business representatives to participate with their investments of resources, assistance, and good will.

Elements:

a)Parent and Community Involvement and Outreachb)Federal, State, and District Mandates

Standard 6 – External Development Leadership

Question for Discussion:

What do you expect to see or have seen from district staff to heighten external development or collaborate with partners (including parents)?

32

33

Standard 7: Micro-political Leadership

The superintendent promotes the success of learning and teaching by understanding, responding to, and influencing the larger political, social, economic, legal, ethical, and cultural context. From this knowledge, the superintendent works with the board of education to define mutual expectations, policies, and goals to ensure the academic success of all students.

Element:

a)Superintendent Micro-

political Leadership

34

Standard 7 – Micro-Political Leadership

The question is not whether organizations will have politics but rather what kind of politics they will have…

Constructive politicians recognize and understand political realities.

They know how to fashion agendas, create networks of support, and

negotiate effectively with both allies and adversaries. …they will need to consider potential (strategies), and,

most important, their own values and ethical principles.

Bolman L., & Deal, T. (1997). Reframing Organizations. San Francisco: Jossey-Bass (p. 193)

1.

Superintendent Self-Assessment

1.


2.

Meeting Between Superintendent and

District School Board

2.

Meeting Between Superintendent and

District School Board

3.

Consolidated Performance Assessment

3.


4.

District School Board Rating of

Superintendent

4.

District School Board Rating of

Superintendent

5.

Final Evaluation and Goal-Setting Meeting

5.

Final Evaluation and Goal-Setting Meeting

North Carolina Superintendent

Evaluation Process

North Carolina Superintendent

Evaluation Process

The Evaluation Process

35

Superintendent/CO Evaluator (School Board Members, Supts)

36

Develop and implement strategies to improve personal performance/attain goals in areas individually or collaboratively identified

Ensure the content of the Summary Evaluation Worksheet contains accurate information and accurately reflects their performance

Identify the superintendent/central office staff’s strengths and areas for improvement and make recommendations for improving performance

Ensure 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 towards attaining goals

Both should:1. Know and understand the North Carolina Standards for Superintendents2. Receive training on the evaluation process

Prepare for Step 2:Self-AssessmentMeeting with Supt or board to agree upon guidelines for evaluation

Finalize goals and end-of year evaluation with superintendent or board as soon as achievement data is received

Participate in evaluation discussions and guide the superintendent/central office staff member in establishing goals for the subsequent year

37

What are artifacts?

Evidence of collaboration

with supervisor and/or

leadership team

External reviews and

audits

Evidence of stakeholder involvement

Professional Development

Plan and Goals

Communication Logs

District strategic plan

Development of district PLCs

Use of research-based practices and

strategies

Student and Teacher

Performance Data

NCTWCS Data(District-wide)

Graduation Dropout

Teacher RetentionData

Participation in district

improvement planning

BothSuperintendents and Instructional Central Office Staff member will:

Prepare for Initial Meeting

1. Self-Assessment

2. Goal Setting

3. Prepare for Consolidated Performance Assessment

38

1.


1.


2.

Meeting Between

Superintendent and District

School Board

2.

Meeting Between


School Board

3.


3.


4.

District School Board Rating

of Superintendent

4.


of Superintendent

5.

Final Evaluation and Goal-

Setting Meeting

5.


Setting Meeting

North Carolina Superintendent Evaluation

Process


Process

39

Standard 1: Strategic Leadership – Superintendents create conditions that result in strategically re-imaging the district’s vision, mission and goals to ensure that every student graduates from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century. They create a climate of inquiry that challenges the community to continually re-purpose itself by building on the district’s core values and beliefs about the preferred future and then developing a pathway to reach it.

Developing Proficient Accomplished DistinguishedNot Demonstrated

(Comment Required)

a - District Strategic Plan: The district’s identity (its vision, mission, values, beliefs and goals) is derived from the processes used to establish these attributes, and the ways they are embodied in the life of the community.

Develops and communicates a personal vision of a 21st Century school district.

Creates a working relationship with the local board of education that results in a shared vision.

Convenes a core group of district leaders to develop a district improvement plan.

Effectively communicates district improvement plan to principals

Uses multiple data sources to develop goals and objectives and facilitate needed changes.

…and

Facilitates the development and implementation of a district strategic plan . . .

Participates in consistent, sustained, and open communication with principals about how school policies and practices relate to the district’s mission and vision.

Creates processes and procedures for developing, implementing, and maintaining the district’s strategic plan.

. . .and

Ensures that the district’s strategic plan is implemented as intended by its developers.

Develops relationships within and beyond the school community that ensure understanding and appreciation of the district’s vision and that positively affect and are affected by the community context.

Develops effective systems of open and honest communication.

Uses stakeholder input to determine effectiveness of strategies and guide revisions.

…and

Leads in such a way that the district’s strategic plan and implementation processes are referred to by other districts as a model that prompts, supports, or guides similarly integrative and effective planning efforts.

Conscientiously solicits input from stakeholder groups to determine the effectiveness of the district’s strategic plan.

Establishes a rigorous and systematic approach to update or rewrite the district’s strategic plan.

{Example of self-assessment}

#2: Goal-Setting (Initial Meeting)

40

• Address Standards and Elements

• Measurable Goals

• Key Strategies

• Actions/Activities

• Timeline

Setting Goals

#3: Develop Consolidated Performance Assessment:

– Artifacts– Evidence, Data– Summary

41

1.


1.


2.

Meeting Between


School Board

2.

Meeting Between


School Board

3.


3.


4.


of Superintendent

4.


of Superintendent

5.


Setting Meeting

5.


Setting Meeting


Process


Process

#4: Scoring the RubricThe scoring system for the Superintendent rubric is a 3-step process designed to use the ratings of all school board members in a fair and objective manner. This process involves:

1.Each school board member will independently rate the superintendent on each descriptor.

2.The final rating for each standard is the median rating of all of the school board member ratings.

3.Once the median scores for all of the standards are determined, the overall score is determined based on the median scores for all of the standards.

The Superintendent should rate the Instructional Central Office Staff by:

1.Marking the box beside all descriptors on the rubric under each element in evidence. 2.The evaluator must determine an overall element rating and an overall standard rating for all 7 standards.

The Evaluation Rubric

StandardStandard

ElementElement


(Comment Required)

43

Descriptors

Ratings

Elements

Stan

dard

s

44

Performance Rating Scale

Developing

Proficient

Accomplished

Distinguished

Demonstrated adequate growth during the period of performance, but did not demonstrate competence on standard(s) of performance

Demonstrated basic competence on standards of performance

Exceeded basic competence on standards for performance most of the time

Consistently and significantly exceeded basic competence on standards of performance

Not Demonstrated

Did not demonstrate competence on, or adequate growth

toward, achieving standard(s) of performance

*Requires documentation

Knowledge and skills replicatedExemplar of performance

Innovation + High Performance

Skill not mature or unsuccessful

Solid, effective application + success

Never demonstrated

Scoring by Superintendent

Step 1:The Superintendent will rate the Instructional Central Office Staff

member on all descriptors by marking the box beside each

element in evidence.

45

46

Standard 1: Strategic Leadership – Superintendents create conditions that result in strategically re-imaging the district’s vision, mission and goals to ensure that every student graduates from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century. They create a climate of inquiry that challenges the community to continually re-purpose itself by building on the district’s core values and beliefs about the preferred future and then developing a pathway to reach it.


(Comment Required)

a - District Strategic Plan: The district’s identity (its vision, mission, values, beliefs and goals) is derived from the processes used to establish these attributes, and the ways they are embodied in the life of the community.

Develops and communicates a personal vision of a 21st Century school district.

Creates a working relationship with the local board of education that results in a shared vision.

Convenes a core group of district leaders to develop a district improvement plan.

Effectively communicates district improvement plan to principals

Uses multiple data sources to develop goals and objectives and facilitate needed changes.

…and

Facilitates the development and implementation of a district strategic plan . . .

Participates in consistent, sustained, and open communication with principals about how school policies and practices relate to the district’s mission and vision.

Creates processes and procedures for developing, implementing, and maintaining the district’s strategic plan.

. . .and

Ensures that the district’s strategic plan is implemented as intended by its developers.

Develops relationships within and beyond the school community that ensure understanding and appreciation of the district’s vision and that positively affect and are affected by the community context.

Develops effective systems of open and honest communication.

Uses stakeholder input to determine effectiveness of strategies and guide revisions.

…and

Leads in such a way that the district’s strategic plan and implementation processes are referred to by other districts as a model that prompts, supports, or guides similarly integrative and effective planning efforts.

Conscientiously solicits input from stakeholder groups to determine the effectiveness of the district’s strategic plan.

Establishes a rigorous and systematic approach to update or rewrite the district’s strategic plan.

To score, a superintendent will…

Step 2: The superintendent must determine an overall element rating and an overall standard rating for all 7 standards.

47

48


Developing

Proficient

Accomplished

Distinguished





Not Demonstrated








Never demonstrated

Scoring by School Board Member

Step 1:Each school board member will

independently rate the superintendent on each

descriptor.

49

50


Developing

Proficient

Accomplished

Distinguished





Not Demonstrated








Never demonstrated

Summary Evaluation Worksheet(for individual scores)

51

Step 2:

The final rating for each standard is the median, or middle, rating of all school

board members’ ratings.

52


Finding the Median(Example for a Seven-Member Local School Board)

Std.Rating

MedianNot Demonstrated

Developing Proficient Accomplished Distinguished

1 1 4 2 Proficient

2 2 4 1 Accomplished

3 2 5 Proficient

4 1 3 3 Developing

5 1 2 3 1 Accomplished

6 3 1 3 Accomplished

7 1 5 1 Proficient

53

Step 3:Once the median scores for all of

the standards are determined, the overall score for the

superintendent is determined based on the median scores for

all of the standards.54


Finding the Overall Score

Developing (Standard 4)Proficient (Standard 1)Proficient (Standard 3)*Proficient (Standard 7)Accomplished (Standard 2)Accomplished (Standard 5)Accomplished (Standard 6)

*Proficient is the median score, and therefore the overall score for the superintendent.

55

Summary Evaluation Worksheet(for final scores)

56

#5: Final Evaluation and Goal Setting Meeting

Discuss progress towards goals Including self-assessment, Consolidated

Performance Assessment and Superintendent or Board’s Summary Rating Worksheet (completed prior to meeting)

Agree upon additional artifacts to review– Timeline determined by Superintendent and

Board

57

Questions?

58

North Carolina Superintendent and Instructional Central Office Staff Evaluation Process 1.

Documents

postsecondary education

higher education programs

north carolina superintendent

high school

community college slide

school year

north carolina adults

evaluation processes