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Ohio Principal Evaluation System Pike County Joint Vocational School March 7, 2013 1.

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Presentation on theme: "Ohio Principal Evaluation System Pike County Joint Vocational School March 7, 2013 1."— Presentation transcript:

1 Ohio Principal Evaluation System Pike County Joint Vocational School March 7,

2 House Bill 153 – Not later than July 1, 2013, the board of education shall have in place procedures for the evaluation of principals comparable to the teacher evaluation policy. SB316 – Requires LEA’s to evaluate assistant principals comparable to teacher evaluation but tailored to duties and responsibilities of job. HB555 – School year , a one year window on Value Added – must be more than 25%. In , Value Added – must be 50% in grades VA is available. Law and Code

3 ORC – In year that administrator’s contract is due to expire Complete preliminary and final evaluations Preliminary evaluation – 60 days prior to board action Written preliminary evaluation no later than mid- March Final evaluation – 5 days prior to board action (mid May) June 1 – Non-renewal Law and Code

4 ORC – In any school year that the employee’s contract of employment is not due to expire One evaluation shall be completed in that year (two observations and walk-thrus) Written copy of evaluation no later than end of employees contract year as defined by annual salary notice Law and Code

5 Ohio Principal Evaluation System System Components: Professional Goal Setting Formative Assessment of Principal Performance Summative Evaluation 16

6 Combining Principal Performance and Student Growth Measures

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8 Combining Principal Performance and Student Growth Measures: Evaluation Look- Up Table

9 Self-Assessment & Reflection Ohio Standards for Principals – guiding questions at the element level Self-Assessment Summary Tool – help the principal focus on areas of strength and areas of growth and establish priorities for professional growth 21

10 Self-Assessment & Reflection Ohio Standards for Principals Use the summary of this document to determine one or two goals determined by areas identified as needing improvement 21

11 SMART GOALS What are they? Why use them? How do you write write them?

12 What are SMART Goals? S pecific, strategic M easurable A ttainable R esults-oriented T ime-bound

13 Why SMART Goals? Goals are something that you want to achieve in the future SMART goals assist in “getting focused” on what to focus efforts toward SMART goals help define exactly what the “future state” looks like and how it will be measured SMART goals show others how their work “aligns” and relates to the focus of the school

14 Goal Setting OPES Model Suggests Two: – One Focused on student achievement – One focused on skills and knowledge – No more than 3 – 5 goals 33

15 Goal Setting Process o Limited number of goals o Driven by multiple data sources o Ongoing over time o Regular meetings with supervisor for coaching and formative assessment Goal Setting

16 Formative Assessment The process of formative assessment is for improved performance and effectiveness and is professional, supportive, collegial, and developmental in nature. 35

17 Formative Assessment Planning Conference Observation and Examination of Artifacts Coaching 36

18 What about Evidence? Evidence-based, objective, transparent EXAMPLES- Actual event/activity Conversations or interactions with staff, students, parents Preparation of staff materials & resources Artifacts – instructional leadership, organizational leadership, leadership in professional development 37

19 Coaching: Professional Growth

20 Summative Evaluation Process Goal-Setting Performance Rating Rubric Student Growth Measures Summative Rating of Principal Effectiveness 20

21 Performance Rating Rubric The Rating Rubric is based on each of the five Standards and describes the work of the principal (skills, knowledge, beliefs, behaviors) at four levels: Ineffective Developing Proficient Accomplished 21

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23 Combining Principal Performance and Student Growth Measures: Evaluation Look- Up Table

24 Improvement Plan Identification specific deficiencies and recommended areas of growth Measurable goals for improving the deficiencies to acceptable levels Specific professional development or strategies to accomplish the goals 24

25 Improvement Plan Specific resources necessary to implement the plan, including but not limited to, opportunities for the principal to work with highly effective principals or central office staff A timeline for the plan, including intermediate checkpoints to determine progress and provide feedback and coaching Procedures for determining acceptable improvement 25

26 Questions, Concerns, Clarifications??? Contact – Deb Campbell Kathy Lowery


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