1. education.state.mn.us Principal Evaluation Components in Legislation Work Plan for Meeting Rose Assistant Commissioner Minnesota Department of Education December 12, 2011

2. Charge: Principal Evaluation Work Group education.state.mn.us Working Group Tasks: Developing a performance-based system model for annually evaluating school principals –That implement requirements in 123B.143 & 123B. 147; Submitting a written report by February 1, 2012; Include all working papers discussing the group's responses; Making recommendations for a performance-based system model;

3. What is Required education.state.mn.us Group must consider how principals develop & maintain: (1)high standards for student performance; (2)rigorous curriculum; (3)quality instruction; (4)a culture of learning and professional behavior; (5) connections to external communities ;

4. What is Required education.state.mn.us Group must consider how principals develop & maintain: (6)systemic performance accountability; and (7)leadership behaviors that  create effective schools and  improve school performance, including how to plan for, implement, support, advocate for, communicate about, and monitor continuous and improved learning. ***That implement requirements in 123B.143 & 123B. 147;

5. What is Required: M.S. 123 B.147 Subd. 3 education.state.mn.us Principal Annual evaluation must….. (1)Support and improve a principal's instructional leadership, organizational, management, and professional development, & strengthen the principal's capacity in the areas of instruction, supervision, evaluation, and teacher development; (2) include formative and summative evaluations;

6. What is Required: M.S. 123 B.147 Subd. 3 education.state.mn.us Principal Annual evaluation must…. (3) be consistent with the job description, a district's long-term plans and goals, and the principal's own professional multiyear growth plans and goals, -----all of which must support the principal's leadership behaviors and practices, rigorous curriculum, school performance, and high-quality instruction;

7. What is Required: M.S. 123 B.147 Subd. 3 education.state.mn.us Principal Annual Evaluation must… (4) include on-the-job observations and previous evaluations; (5) allow surveys to help identify a principal's effectiveness, leadership skills and processes, and strengths and weaknesses in exercising leadership in pursuit of school success; (6) use longitudinal data on student academic growth as an evaluation component and incorporate district achievement goals and targets;

8. What is Required: M.S. 123 B.147 Subd. 3 education.state.mn.us Principal Annual Evaluation must… (7) be linked to professional development that emphasizes improved teaching and learning, curriculum and instruction, student learning, and a collaborative professional culture; and (8) implement a plan to improve the principal's performance; and, (9) specify the procedure and consequence if the principal's performance is not improved.

9. Group Work to Do: Model—Leadership Actions education.state.mn.us Performance Levels Rubrics Other Core Competencies Indicators Evidences Process: Timelines, Forms, etc.

10. education.state.mn.us Decision 1 : Performance Levels Distinguished Consistently and significantly exceeds standards of performance. Accomplished Exceeds standards of performance most of the time. Proficient Demonstrates basic competence on standards of performance. Unsatisfactory Does not meet acceptable standards of performance. Developing Demonstrates adequate growth toward meeting standards of performance. Performance level for: 1.probationary principals; 2.significant changes in assignments 3. or ??? Developing Demonstrates adequate growth towards meeting standards of performance.

11. Decision 1 : Performance Levels Level 1: Distinguished: Consistently and significantly exceeds standards of performance. Level 2: Accomplished: Exceeds standards of performance most of the time. Level 3: Proficient: Demonstrates basic competence on standards of performance Level 4: Unsatisfactory: Does not meet acceptable standards of performance Level 5: Developing: For probationary principal; Change in Assignment or ???? Demonstrates adequate growth toward meeting standards of performance education.state.mn.us

12. Decision 2: Rubrics for Performance Levels How many? How specific? By levels? By competency? By levels for each competency? Locally Created? State created? State recommended? Commercial? education.state.mn.us Recommendation :

13. Decision 3: Core Competencies education.state.mn.us Group must consider how principals develop & maintain: (1)high standards for student performance; (2)rigorous curriculum; (3)quality instruction; (4)a culture of learning and professional behavior; (5)connections to external communities; (6)systemic performance accountability; and (7)leadership behaviors that create effective schools and improve school performance, including how to plan for, implement, support, advocate for, communicate about, and monitor continuous and improved learning.

14. Decision 3: Core Competencies DRAFT- MDE Model: Core Competencies- DRAFT Competency #1: Quality Instruction for Student Academic Growth Instructional Leadership and Student Growth (35%) Suggested: Provides Instructional Leadership for High Student Academic Performance Competency #2: Human Resource Leadership for Professional Growth & Evaluation Managerial Leadership/School and Resource Management Suggested: Manages Human Resources for Quality Instruction and Professional Growth education.state.mn.us

15. Decision 3: Core Competencies DRAFT- MDE Model: Core Competencies- DRAFT Competency #3: Creating a Culture of High Expectations Cultural Leadership Suggested: Creates a Climate of High Expectations and Cultural Understandings Competency #4: Building Ethical Collaborative Relationships Ethical & Professional Leadership Suggested: Builds Professional, Collaborative & Ethical Relationships education.state.mn.us

16. Decision 3: Core Competencies DRAFT- MDE Model: Core Competencies- DRAFT Competency #5: Vision and Mission Focused on Shared Goals School and Community Leadership Suggested: Establishes a Vision and Mission Focused on Shared Goals within the School and Community Competency #6: Systemic Performance Accountability Strategic Leadership Suggested: Strategically Manages Resources for Systemic Performance Accountability education.state.mn.us

17. Decision 3: Core Competencies DRAFT- MDE Model: Core Competencies- DRAFT Competency #7: Communications School and Community Leadership Suggested: Communicates Effectively within the School and Community education.state.mn.us

18. Decisions 4 - 11: Indicators for CC Feedback from December 5 meeting. Indicators need to reflect competencies. How many? Do some overlap or are repetitious? What is missing? Discussion: education.state.mn.us

19. Decisions 12 & 13: Process- activities; timelines; forms M.S 123B.143, Subd. 1,clause (3) What does it say? The superintendent of a district shall perform the following: (3) annually evaluate each school principal assigned responsibility for supervising a school building within the district, consistent with section 123B.147, subdivision 3, paragraph (b); Effective for the 2013-2014 school year & later education.state.mn.us

20. Decisions 12 & 13: Process timelines & Forms Before Formal Evaluation Who will do formal evaluation? – Superintendent – Designee – Trained Evaluator Training Orientation Pre-Evaluation Self-Assessment Reflection Goal Setting Pre- Conference During /After Formal Evaluation Evidence Collection Consolidation of Data – Leadership actions – School Data – Other/Surveys,etc Post Evaluation Conference Goal Setting Formal Performance Rating Growth Plan – Development – Remediation – Corrective Action education.state.mn.us

21. Decision 15: Components of Model Principal Annual evaluation must… (4) include on-the-job observations and previous evaluations; (5) allow surveys to help identify a principal's effectiveness, leadership skills and processes, and strengths and weaknesses in exercising leadership in pursuit of school success; (6) use longitudinal data on student academic growth as an evaluation component and incorporate district achievement goals and targets; education.state.mn.us

22. Decision 15: Components of Model education.state.mn.us

23. School Performance Data/NCLB Waiver Student Achievement Outcomes* Percentage of sub-groups meeting proficiency targets Growth on MCA’s from year to year Academic growth of low-performing subgroups Percentile ranking for graduation rates * The specific measures are those included in Minnesota’s application for ESEA flexibility education.state.mn.us

24. School Performance Data: Other MCA Tests – Growth – Proficiency – Reading & Math Grades 3-8 Once in secondary Student Growth NWEA Scores Achievement Gap Graduation Rates Dropout Rates Attendance Discipline Referrals Suspension Rates Open Enrollment (in/out) PSEO AP Enrollment and Tests IB Enrollment and Tests College in the Schools RTI SMART Goals Data education.state.mn.us

25. School Performance Data: Secondary Schools MCA Tests – Growth – Proficiency – Reading & Math Once in secondary Student Growth Attendance Achievement Gap Graduation Rates Dropout Rates NWEA Scores Discipline Referrals Suspension Rates Open Enrollment (in/out) PSEO AP Enrollment and Tests IB Enrollment and Tests College in the Schools RTI SMART Goals Data education.state.mn.us

26. School Performance Data: Elementary MCA Tests – Growth – Proficiency – Reading & Math Grades 3-8 Once in secondary Student Growth Achievement Gap NWEA Scores Attendance Dropout Rates Discipline Referrals Suspension Rates Open Enrollment (in/out) IB Enrollment and Tests RTI SMART Goals Data education.state.mn.us

27. What happens as a result of the evaluation? Annual evaluation must… (7) be linked to professional development that emphasizes improved teaching and learning, curriculum and instruction, student learning, and a collaborative professional culture; and (8) implement a plan to improve the principal's performance; and (9) specify the procedure and consequence if the principal's performance is not improved education.state.mn.us

28. Distinguished Consistently and significantly exceeds standards of performance. Accomplished Exceeds standards of performance most of the time. Proficient Demonstrates basic competence on standards of performance. Unsatisfactory Does not meet acceptable standards of performance. Developing Demonstrates adequate growth toward meeting standards of performance. Self-directed growth plan. Eligible for additional roles; responsibilities; Mentor/Coach Self-directed growth plan. One-year jointly designed growth plan One-year improvement plan One-to-two year directed growth plan Summative Evaluation Performance Results Formative Evaluation: Evidence of professional practice gained through observations and other evidences. School Performance Measures: Multiple measures of school performance using available data, including measures of student learning and growth. Other Evaluative Considerations: Additional evidences related to standards including surveys and stakeholder input. No improvement Discipline per M.S. 122A. 40 or 122A.41 Provisions Improves

29. Minnesota’s Model: What does it mean? In the end who decides? This is a model……… There are other models. The district decides which model to use. District may develop its own model District may take a model and modify it. But the model used…. must be consistent with statute! education.state.mn.us

30. Next Steps: January 19: 1:00 to 3:00 p.m. Joint meeting with Teacher Evaluation Work Group Presentation: MDE staff Testing and assessment information Proficiency Growth Achievement Gap Longitudinal data Panel: Use of assessment data Non-tested areas education.state.mn.us

31. Next Steps: January 19, 2012 Meeting: 3:00 to 4:30 Final decisions Draft model/report Recommendations January 23, 2012 Meeting: 1:00 to 4:00 Final approval: model/report/recommendation February 1, 2012: Due to legislature education.state.mn.us

32. Completing the work? QUESTIONS