April 30, 2013www.kvecsupportnetwork.wikispaces.com
Instructional Support Leadership Network
Your Facilitator’s for Today
Stacy NoahEffectiveness Coach/ISLN Facilitator [email protected]
Abbie CombsKVEC Director of Innovations and PPGES [email protected]
Carole MullinsRegional Network Content Specialist, Eng/[email protected]
I can reflect on the growth of my district related to KCAS ELA/Math standards and determine current level of implementation.
I can identify the Principal Proficiency Standard for the new PPGES and recognize their importance to student learning.
I can explain the PPGES process and data sources.
I can enhance my learning of the correct process/procedures for PR submittal in June 2013.
Today’s Learning Target
With your district’s team, discuss each indicator (such as “Knowledge of Standards”) on the Eng/LA rubric. Think about specific accomplishments your district has made.
Agree on a rating for each indicator. Circle the group’s rating decision on the
colored copy of the Eng/LA rubric. Complete the same process for the Math
rubric.
Each district team will complete an Eng/LA rubric and a Math rubric (color copies) and
submit to me TODAY.
What is the implementation level of the Eng/LA and Math KCAS in my district?
Introduction to Kentucky’s
Principal Professional Growth and
Effectiveness System
Looking for Patterns
Look for some ways that this process is like/different from your current evaluation process. Reflections:
What changes will the new PPGES system make in the current evaluation process?
How is the PPGS similar/different from the TPGES
What can your district/school do to prepare teachers, principals, and the district office for the pilot and for statewide implementation?
Year Component Percentage of Overall Score
2011-12 Next Generation Learners 100%
2012-13 Next Generation LearnersNext Generation Instructional Programs and Support
77%23%100%
2013-14 Next Generation LearnersNext Generation Instructional Programs and SupportNext Generation Professionals (PGES) State Pilot
77%23%
2014-15 Next Generation LearnersNext Generation Instructional Programs and SupportNext Generation Professionals
70%20%
10%
What do good principals do?
Design a Principal
Getting to Know the Standards
HandoutsDesign a PrincipalPerformance Standard/Indicators/Rubric
TABLE TALKShare your principal design.Using the principal performance standards decide which
standard matches the criteria.
As you work think about: What is the expectation of the standard? What do the indicators tell you about the
standard? For a principal to be accomplished, what
must he/she do?
Share with the highlights of what you have learned with the others in your group.
ThePrincipal
InstructionalLeadership
SchoolClimate
HumanResources
Management
OrganizationalManagement
Professionalism
Communication & Community
Relations
What do Good Principals Do?
Principal Performance Standards
1. Instructional Leadership
2. School Climate
3. Human Resources Management
4. Organizational Management
5. Communication and Community Relations
6. Professionalism
7. Student Growth
Main Components
Sample Performance IndicatorsExamples may include, but are not limited to:
The principal: 4.1 Demonstrates and communicates a working knowledge and understanding of Kentucky
school laws and regulations, and school/district policies and procedures. 4.2 Establishes, in collaboration with the school council, and enforces policies and
procedures to ensure to ensure a safe, secure, efficient, and orderly facility and grounds.
4.3 Monitors and provides efficient supervision for all physical plant and related activities
through an appropriate process.ExemplaryIn addition to meeting the
requirements for Accomplished...
Accomplishedis the expected level of
performance.Developing Ineffective
The principal excels at organizational management, demonstrating proactive decision-making, coordinating efficient operations, and maximizing available resources.
The principal fosters the success of all students by supporting, managing, and overseeing the school’s organization, operation, and use of resources.
The principal inconsistently supports, manages, or oversees the school’s organization, operation, or use of resources.
The principal inadequately supports, manages, or oversees the school’s organization, operation, or use of resources.
Performance Rubric
Standard 4: Organizational ManagementThe principal fosters the success of all students by supporting, managing, and overseeing the school’s organization, operation, and use of resources.
Performance Standard
Performance Indicators
Multiple Data Sources
EVIDENCEPrincipal
Evaluation
Surveys
Student GrowthGoal Setting
Self-Reflection
Professional Growth Plan
Observations/ School Site Visits
Documentation
Data Sources for Principals
Observations/ School Site
Visits
• Ranges from watching how principals interact with others, to observing programs and shadowing
• Should include formal interview or less structured discussion of job• Two per year; minimum duration of one hour
Surveys • Provide information about perceptions of job performance• Include VAL-ED or TELL Kentucky and additional surveys as desired• Part of Reflective Practice and Professional Growth Planning Template
Documentation • Provides principals with key voice in evaluation • 1-3 artifacts per performance standard• Annotations as needed for clarification
Goal Setting for Student Growth
• Principals set at least one goal tied directly to student academic growth• Evaluator and principal review baseline data and goal• Goals also reviewed at middle and end of year to determine progress
Self-Reflection • Reveals principals’ perceptions of their job performance• Principals share self-reflection with supervisors• Part of Reflective Practice and Professional Growth Planning Template
Professional Growth Plan
• Helps translate growth needs into practical activities and experiences• Professional goals developed collaboratively with evaluator • Part of Reflective Practice and Professional Growth Planning Template
Data Collection Responsibility
Data Collection Procedure
Form(s) Evaluator Principal
Survey Reflective Practice and Professional Growth Planning Template
Self-Reflection Reflective Practice and Professional Growth Planning Template
Professional Growth Plan
Reflective Practice and Professional Growth Planning Template
Observations/School Site Visits Observation/Site Visit Form
Documentation Documentation Form
Goal Setting Student Academic Growth Goal Setting Form
Surveys
• Provides feedback for professional growth and development; helps principals set goals for continuous improvement (formative evaluation)
• VAL-ED and Tell Kentucky will be administered during alternating years
• Principals may administer additional surveys
• Principals fill out Reflection on Survey Results portion of the Reflective Practice and Professional Growth Planning Template
• Survey results should inform the Professional Growth Plan
Gathers client data regarding perceptions of the principal’s performance.
Vanderbilt Assessment of Leadership in Education (VAL-ED)
• Multi-rater assessment of principal’s learning-centered behaviors
• 360⁰ feedback from teachers, principals, supervisors• Core components (“what”); Key processes (“how”)
Vanderbilt Assessment of Leaderhip in Education (VAL-ED)
• The VAL-ED report addresses the questions of:◦ Who responded?
◦ What evidence was used to evaluate the principal?
VAL-ED Results◦ What do the results say about the principal's current leadership behaviors?
Total scores are interpreted against a national representative sample that included principals, supervisors, and teachers to give a percentile rank.
Four performance levels: • Below Basic• Basic• Proficient• DistinguishedScores associated with levels determined by national panel of principals, supervisors, teachers
VAL-ED Results5 point effectiveness rating 1 = ineffective2 = minimally effective3 = satisfactorily effective4 = highly effective5 = outstandingly effective (standard deviation)
VAL-ED Results
VAL-ED Integrated Summary
BB = Below Basic B = Basic P = Proficient D = Distinguished
The lowest rated core components by key process are identified as leadership behaviors for possible improvement
VAL-ED Leadership Behaviors for Possible Improvement
Connections to External Communities X Advocating
• Advocates for social services needed by students and families.
• Advocates for students in need of special services within the external community.
• Challenges teachers to work with community agencies to support students with low achievement.
• Challenges barriers from outside the school that can inhibit learning.
• Advocates to district decision makers to promote the needs of all students.
• Promotes mechanisms for reaching families who are least comfortable at school.
Crosswalk between VAL-ED and Performance Standards
Planning Implementing Supporting Advocating Communicating Monitoring
High standards for student learning
Instructional Leadership
Instructional Leadership
Instructional Leadership
Instructional Leadership
Communication & Community Relations
Student Growth
Rigorous Curriculum
Instructional Leadership
Instructional Leadership
Instructional Leadership
Instructional Leadership
Communication & Community Relations
Student Growth
Quality Instruction
Instructional Leadership
Instructional Leadership
Human Relations Management/ Organizational Management
Human Relations Management/ Organizational Management
Communication & Community Relations
Student Growth
Culture of Learning & Professional Behavior
School Climate/Professionalism
School Climate/Professionalism
School Climate/Professionalism
Communication & Community Relations
Communication & Community Relations
School Climate/Professionalism
Connections to External Communities
Communication & Community Relations
Communication & Community Relations
Communication & Community Relations
Communication & Community Relations
Communication & Community Relations
Communication & Community Relations
Performance Accountability
Human Relations Management
Human Relations Management
Human Relations Management
Human Relations Management
Communication & Community Relations
Student Growth
TELL Kentucky
• Statewide survey of certified school-based educators to assess teaching conditions at the school, district, and state level
• Questions are about the school environment, not about any one person or individual; no questions refer to a principal, rather questions refer to “leadership” at the school
• Administrators receive many of the same questions as teachers, but have additional types of questions to asses how the district and state support them
• Responses for administrators are only reported at the state level
Survey Summary Resultsxx High School
All KY High Schools County KY
Timea. Class sizes are reasonable such that the teachers have the time
available to meet the needs of all students.b. Teachers have time available to collaborate with colleagues.c. Teachers are allowed to focus on educating students with minimal
interruptions.d. The non-instructional time provided for teachers in my school is sufficient.e. Efforts are made to minimize the amount of routine paperwork teachers
are required to do.f. Teachers have sufficient instructional time to meet the needs of all
students.g. Teachers are protected from duties that interfere with their essential role
of educating students.
xx%
xx%xx%xx%xx%xx%
xx%
xx%
xx%xx%xx%xx%xx%
xx%
xx%
xx%xx%xx%xx%xx%
xx%
xx%
xx%xx%xx%xx%xx%
xx%
Facilities and Resources
Professional Development
Instructional Practices and Support
Community Support and Involvement
Managing Student Conduct
Teacher Leadership
School Leadership
New Teacher Support
Shows the percent of respondents that agreed with the statement
Each major category has specific questions beneath
Survey Detailed Results
3% 37% 53% 7%
9% 31% 43% 17%
7% 34% 48% 11%
10% 31% 42% 16%
Class sizes are reasonable such that teachers have the time available to meet the needs of all students.
XXX HS(n=60, dk=0)
All KY HS(n=10279, dk=42)
XXX County(n=213, dk=0)
Kentucky(n=41793, dk=165)
Strongly disagree Agree Strongly agreeDisagree
Crosswalk between TELL Kentucky and Performance Standards
TELL Kentucky Categories Performance Standards
TimeInstructional LeadershipSchool Climate
Facilities and ResourcesInstructional LeadershipOrganizational Management
Professional Development Instructional Leadership
Instructional Practices and SupportInstructional LeadershipHuman Resources Management
Community Support and Involvement Communication & Community Relations
Managing Student Conduct School Climate
Teacher LeadershipHuman Resources ManagementOrganizational Management
School LeadershipInstructional LeadershipHuman Resources Management Organizational Management
New Teacher Support Human Resources Management
Describe your survey population(s).
List factors that might have influenced the results.
What did teachers/staff perceive as major strengths?
What did teachers/staff perceive as major weaknesses?
How will you use this information for continuous professional growth?
Reflection on Survey Results
Abbreviated for training purposes
Number of Surveys Distributed
Number of Completed Surveys Returned
Percentage of Completed Surveys
Returned
Part of the Reflective Practice and Professional Growth Planning Template
Self-Reflection Helps a principal judge the effectiveness and adequacy of
his/her knowledge and performance for the purpose of self-improvement; helps target areas for professional development.
• Principals reflect on survey results and on performance standards
• Principals fill out Reflection on the Standards portion of the Reflective Practice and Professional Growth Planning Template
• Principals should select an area of growth identified in self-reflection upon which to focus professional growth goals
• Principals share self-reflection with supervisor as they collaboratively develop the Professional Growth Plan
• Principals refer to self-reflection throughout the year to see if strategies for improvement are effective
Reflection on the Standards
Standard Self-Assessment Strengths and areas for growth
1. Instructional LeadershipThe 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.
E A D I
2. School ClimateThe principal fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders.
E A D I
3. Human Resource ManagementThe principal fosters effective human resources management by assisting with selection and induction, and by supporting, evaluating, and retaining quality instructional and support personnel.
E A D I
Abbreviated for training purposes
Part of the Reflective Practice and Professional Growth Planning Template
Professional Growth PlanHelps facilitate the translation of growth needs into practical activities
and experiences to strengthen the principal’s competencies.
• Principals select an area of growth identified in self-reflection upon which to focus professional growth goals
• Developed collaboratively with the evaluator
• Goals should be SMART (specific, measurable, appropriate, rigorous--but realistic, and time-limited)
• Should use data from multiple sources
• Goals become the focus of professional growth activities, support, and on-going reflection
• Principals fill out Connecting Priority Growth Needs to Professional Growth Planning portion of the Reflective Practice and Professional Growth Planning Template
Observations/School Site Visits
Provides information on a wide variety of contributions made by principals.
• Applied in a variety of settings
• May range from watching principal’s interactions with others to observing programs and shadowing the principal
• Evaluators discuss various aspects of the job via formal interview or less structured discussion
Allows principal opportunity to discuss successes and challenges Provides insight into how principal is addressing standards; provide
further areas for evaluators to explore Helps principals think through potential artifacts
• At least two observations/site visits per year of at least one hour duration
• Evaluator provides feedback to principal
Observation/Site Visit FormPerformance Standard 1. Instructional LeadershipThe 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.
Suggested Guiding Questions/Prompts:
• Please describe any innovative and effective leadership strategies that you have used this year.
• What opportunities have you created this year for collaboration among teachers?
• How have you strived this year to improve the teachers’ effective instructional practices associated with different subject areas?
• How do you make sure curriculum standards are taught by the teachers and mastered by the students?
• How do you monitor teachers’ performance and provide constructive feedback to them?
• What types of teacher learning and development activities or programs have participated in this year? What have you learned?
• How do you involve the expertise of teacher leaders?
Comments:
Abbreviated for training purposes
Documentation
• Provides evidence of performance related to specific standards – principal’s voice in evaluation
• Provides opportunity for self-reflection, demonstration of quality work, and is a basis for two-way communication with evaluator
• Identification of artifacts collaborative effort between principal and evaluator
• Principal provides one to three artifacts in each standard
• Annotations as needed for clarification
• Reviewed at mid-year and end of year
Demonstrates a principal’s skills, talents, and accomplishments through an organized collection of work.
Goal Setting for Student Growth
• Principals set at least one goal tied directly to student academic growth
• Goals should be SMART (specific, measurable, appropriate, rigorous--but realistic, and time-limited)
• New goals identified each year; reviewed with evaluator
• Evaluator and principal review goal progress at middle and end of year
Goals set squarely on measurable student performance provide a powerful way to enhance professional
performance and positively impact student academic growth.
Performance Portrait
Surveys
Self-Reflection
Professional Growth Plan
Observations/ School Site
Visits
Documentation
Goal Setting