WELCOME Yvette Stewart Lead Professional Development Consultant

North Carolina Superintendent and Instructional Central Office Staff Evaluation Process

WELCOME Yvette Stewart Lead Professional Development Consultant
Educator Recruitment and Development Division North Carolina Department of Public Instruction October 2010

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Agenda Background Information
Overview of North Carolina Standards for Superintendents Review of the Evaluation Processes Closing Questions Time: 8:30-8:45 am (15 minutes) Welcome and explain purpose of next two days. Each Trainer should do an introduction giving a brief professional history. The DPI representative should also be introduced as a support person to the training. Ensure that each participant has a manual. Review the agenda for the day and cover logistics (location of restrooms, food, etc.) Ask each participant to introduce themselves to a person near them. Suggested Activity: Share one interesting fact about themselves or an interesting fact they have learned over the years. Offer one fact and start each new session with another interesting point. (Possible interesting facts you may use: Did you know----Wrigley’s Gum was the first product to ever have a barcode; If you want to sell your house faster and for more money, paint it yellow; Americans collectively eat 100 pounds of chocolate every second; Chewing gum while peeling an onion will help you not cry; During his lifetime Vincent Van Gogh only sold 1 painting; Basketball great Wilt Chamberlain never fouled out of a game; One out of 20 people have an extra rib; A man named Charles Osborne had the hiccups for 69 years; Children grow faster in the springtime than any other time of year; Most car horns honk in the key of F). Repeat introductions with 3 additional people. 4

Future-Ready Students for the 21st 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 st century. We are all accountable!

Background Information
Standards approved in 2007 Instrument approved September 2010 Optional for 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)

Work collaboratively with all school personnel to create a professional learning community
Provides structures for the development of effective professional learning communities aligned with the school improvement plan, focused on results, and characterized by collective responsibility for instructional planning and for 21st century student learning Provides for the development of effective professional learning communities aligned with the district strategic plan, focused on results, and characterized by collective responsibility for 21st century student learning ALIGNMENT Time: 8:45-9:05 am Introduction and Background Information about the North Carolina School Executive Performance Evaluation System The origination of the new school evaluation tool comes from the development of the State School Board expectations that focus on 21st Century Learning. This slides looks at the framework for 21st century skills.

Key Components

New Standards and Evaluation Systems
Formative, Growth Serves as a guide for North Carolina’s school superintendents as they reflect upon and improve their effectiveness as district leaders. Focuses the goals and objectives of districts as they support, monitor and evaluate their superintendents. Guides professional development for superintendents and serves as a tool in developing coaching and mentoring programs for superintendents. Informs higher education programs in developing the content and requirements of superintendent degree programs. PD Alignment Data-driven

ALIGNMENT Administrator Education Programs Ed.D Teacher Education
M.S.A. Superintendent Evaluation System (Including Central Office Staff) Teacher Evaluation System School Executive Evaluation System (Principals and Asst. Principals)

Reflections from the field…
Chuck Graham Associate Superintendent, Surry County Schools Dr. Jean Williams VP for Research and Evaluation, McREL 11

North Carolina Standards for School Superintendents
Strategic Leadership Instructional Leadership Cultural Leadership Human Resource Leadership Managerial Leadership External Development Leadership Micro-Political Leadership North Carolina Standards for School Superintendents

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: District Strategic Plan Leading Change Distributive Leadership 13

Of Every 100 9th Graders in North Carolina…
Source: NCHEMS Information Center for Higher Education Policymaking and Analysis. Student Pipeline - Transition and Completion Rates from 9th Grade to College 14

Interesting Facts (NC)
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
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

DISCUSSION QUESTION: In what ways can a Superintendent or Instructional Central Office staff member model or demonstrate Strategic Leadership? 17

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: Focus on Learning and Teaching, Curriculum, Instruction and Assessment 18

Centrally-provided, Statewide Technology Infrastructure
Standard 2 – Instructional Leadership Statewide Information Systems Centrally-provided, Statewide Technology Infrastructure Instructional Improvement System State Longitudinal Data System Statewide Student Information System

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

Standard 3: Cultural Leadership
Superintendents 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: Focus on Collaborative Work Environment Acknowledges Failures; Celebrates Accomplishments and Rewards Efficacy and Empowerment 22

Responses from NC Educators Surveyed
Teacher Conditions 2010 Please rate how strongly you agree or disagree with the following statements: Responses from NC Educators Surveyed Agree Strongly 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% 14% Teachers are encouraged to participate in school leadership roles 35% 55% 7% The faculty and leadership have a shared vision 24% 59% 3%

Principal Conditions 2010 TABLE 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 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 1.7 1 2 1

Principal Conditions 2010 www.ncteachingconditions.org
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 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 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 9.4 5.0 49.3

Standard 4: Human Resource Leadership
“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
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: Professional Development/ Learning Communities Recruiting, Hiring, Placing and Mentoring of Staff Teacher and Staff Evaluations 27

Standard 4 – Human Resource Leadership
Professional Learning Communities (PLCs) New Evaluation Systems DLP Leadership Academies IHE Program Revisioning 28

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: School Resources and Budget Conflict Management & Resolution Systematic Communication District Expectations for Students & Staff 29

Standard 5 – Managerial Leadership
RESOURCES STAKEHOLDERS PROCESSES 30

Standard 6: External Development Leadership
A 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: Parent and Community Involvement and Outreach Federal, State, and District Mandates 31

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

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: Superintendent Micro-political Leadership 33

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) 34 34

The Evaluation Process
1. Superintendent Self-Assessment 2. Meeting Between Superintendent and District School Board 3. Consolidated Performance Assessment 4. District School Board Rating of Superintendent 5. Final Evaluation and Goal-Setting Meeting North Carolina Superintendent Evaluation Process

ROLES Superintendent/CO Evaluator (School Board Members, Supts)
Both should: Know and understand the North Carolina Standards for Superintendents Receive training on the evaluation process Superintendent/CO Evaluator (School Board Members, Supts) Prepare for Step 2: Self-Assessment Meeting with Supt or board to agree upon guidelines for evaluation 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 Identify the superintendent/central office staff’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 the content of the Summary Evaluation Worksheet contains accurate information and accurately reflects their performance 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 ROLES 36

What are artifacts? 37 Communication Logs
Evidence of collaboration with supervisor and/or leadership team Evidence of stakeholder involvement Development of district PLCs Participation in district improvement planning External reviews and audits Professional Development Plan and Goals District strategic plan Student and Teacher Performance Data Use of research-based practices and strategies NCTWCS Data (District-wide) Graduation Dropout Teacher Retention Data 37

Prepare for Initial Meeting Self-Assessment Goal Setting
1. Superintendent Self-Assessment 2. Meeting Between Superintendent and District School Board 3. Consolidated Performance Assessment 4. District School Board Rating of Superintendent 5. Final Evaluation and Goal-Setting Meeting North Carolina Superintendent Evaluation Process Both Superintendents and Instructional Central Office Staff member will: Prepare for Initial Meeting Self-Assessment Goal Setting Prepare for Consolidated Performance Assessment

Not Demonstrated (Comment Required)
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 Distinguished Not 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. 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)
Setting Goals Address Standards and Elements Measurable Goals Key Strategies Actions/Activities Timeline

#3: Develop Consolidated Performance Assessment:
1. Superintendent Self-Assessment 2. Meeting Between Superintendent and District School Board 3. Consolidated Performance Assessment 4. District School Board Rating of Superintendent 5. Final Evaluation and Goal-Setting Meeting North Carolina Superintendent Evaluation Process #3: Develop Consolidated Performance Assessment: Artifacts Evidence, Data Summary

#4: Scoring the Rubric The 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: Each school board member will independently rate the superintendent on each descriptor. The final rating for each standard is the median rating of all of the school board member ratings. 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: Marking the box beside all descriptors on the rubric under each element in evidence. The evaluator must determine an overall element rating and an overall standard rating for all 7 standards. Figure 2 illustrates the scoring strategy to be used for the descriptors; they are cumulative across the rows. To be rated “Distinguished” on any element, the superintendent must exhibit all of the descriptors under “Developing,” “Proficient” and “Accomplished” as well as all of the descriptors under “Distinguished.” The school board member should rate the superintendent on all of the descriptors by marking the box beside each element in evidence, beginning with the left column. If the superintendent does not demonstrate the practice, the box is left blank. If the school board member cannot check any of the practices under the four columns, the superintendent is rated “Not Demonstrated.” In such cases, the school board member must comment and provide guidance about how the superintendent needs to proceed toward obtaining the skills described for that element.

The Evaluation Rubric Elements Standard Element Developing Proficient Accomplished Distinguished Not Demonstrated (Comment Required) Standards Descriptors Ratings

Performance Rating Scale
Consistently and significantly exceeded basic competence on standards of performance Distinguished Not Demonstrated Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance *Requires documentation Knowledge and skills replicated Exemplar of performance Exceeded basic competence on standards for performance most of the time Accomplished Innovation + High Performance Demonstrated basic competence on standards of performance Proficient Solid, effective application + success Demonstrated adequate growth during the period of performance, but did not demonstrate competence on standard(s) of performance Developing Never demonstrated Skill not mature or unsuccessful 44

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.

To score, a superintendent will… 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 Distinguished Not 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. 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.

Step 2: The superintendent must determine an overall element rating and an overall standard rating for all 7 standards. Dist  Acc Prof Dev ND District Strategic Plan Leading Change Distributive Leadership Over: Strategic Leadership Focus on Learning & Teaching Overall: Instructional Leadership Focus on Collab. Work Environment Acknowledges Failures and Accomp. Efficacy and Empowerment Overall: Cultural Leadership Professional Dev./Learning Comm. Recruiting, Hiring & Mentoring Staff Teacher and Staff Development Overall: Human Resource Leadership School Resources and Budget Conflict Management & Resolution Systemic Communication District Expectations for Students and Staff Overall: Managerial Leadership Parent and Community Involvement Federal and District Mandates Overall: External Development Leadership Superintendent Micro-Political Leadership Overall: Supt. Micro-Pol. Leadership Strategic Leadership Instruc-tional Leader-ship Cultural Leadership Human Resource Leadership Managerial Leadership External Development Leadership Micro-political Lead.

Scoring by School Board Member
Step 1: Each school board member will independently rate the superintendent on each descriptor.

Summary Evaluation Worksheet (for individual scores)
Dist  Acc Prof Dev ND District Strategic Plan Leading Change Distributive Leadership Over: Strategic Leadership Focus on Learning & Teaching Overall: Instructional Leadership Focus on Collab. Work Environment Acknowledges Failures and Accomp. Efficacy and Empowerment Overall: Cultural Leadership Professional Dev./Learning Comm. Recruiting, Hiring & Mentoring Staff Teacher and Staff Development Overall: Human Resource Leadership School Resources and Budget Conflict Management & Resolution Systemic Communication District Expectations for Students and Staff Overall: Managerial Leadership Parent and Community Involvement Federal and District Mandates Overall: External Development Leadership Superintendent Micro-Political Leadership Overall: Supt. Micro-Pol. Leadership Strategic Leadership Instruc-tional Leader-ship Cultural Leadership Human Resource Leadership Managerial Leadership External Development Leadership Micro-political Lead.

Step 2: The final rating for each standard is the median, or middle, rating of all school board members’ ratings.

Finding the Median (Example for a Seven-Member Local School Board)
Std. Rating Median Not Demonstrated Developing Proficient Accomplished Distinguished 1 4 2 3 5 6 7 The final rating for each standard is the median, or middle, rating of all the school board members’ ratings. The median rating is the middle score of the group of scores. To obtain the median rating, start with the lowest score in the set and count up until you get to the middle score. Figure 3 provides an example of how a seven-member board might score a superintendent. For example, for Standard 1, one rating was “Not Demonstrated,” four ratings were “Proficient,” and two ratings were “Accomplished.” For this Standard, the median score is “Proficient.”

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.

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. Once the median scores for each standard are determined, the Overall Score for the superintendent is determined based on the median score for all the standards. In the example in Figure 3, the median is “Proficient.” This was determined by arranging the median scores for the standards from lowest to highest and finding the score in the middle. When the median scores in Figure 3 are arranged from lowest to highest, they look like this: 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 in this example is “Proficient.”

Summary Evaluation Worksheet (for final scores)
Dist  Acc Prof Dev ND District Strategic Plan Leading Change Distributive Leadership Over: Strategic Leadership Focus on Learning & Teaching Overall: Instructional Leadership Focus on Collab. Work Environment Acknowledges Failures and Accomp. Efficacy and Empowerment Overall: Cultural Leadership Professional Dev./Learning Comm. Recruiting, Hiring & Mentoring Staff Teacher and Staff Development Overall: Human Resource Leadership School Resources and Budget Conflict Management & Resolution Systemic Communication District Expectations for Students and Staff Overall: Managerial Leadership Parent and Community Involvement Federal and District Mandates Overall: External Development Leadership Superintendent Micro-Political Leadership Overall: Supt. Micro-Pol. Leadership Strategic Leadership Instruc-tional Leader-ship Cultural Leadership Human Resource Leadership Managerial Leadership External Development Leadership Micro-political Lead.

#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

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