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Principal & Assistant Principal Evaluation 2012-13 Orientation Administrative Policy GCN-2 Presented by Dr. David Peak Assistant Superintendent for Human.

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Presentation on theme: "Principal & Assistant Principal Evaluation 2012-13 Orientation Administrative Policy GCN-2 Presented by Dr. David Peak Assistant Superintendent for Human."— Presentation transcript:

1 Principal & Assistant Principal Evaluation Orientation Administrative Policy GCN-2 Presented by Dr. David Peak Assistant Superintendent for Human Resources 1

2 Overview of Principal Evaluation N+1 Communication Model Foundational Assumptions Beliefs Principal Performance Standards Levels of Performance Goal Setting/Dialogue Process Data Sources Summative Evaluation 2

3 N + 1 * Communication System The system requires decisions to be made at the point of most impact while delineating how input will be gathered. Assume that the decision point in the district (school) is identified as “N”. The communication system that then surrounds the decision point is as follows: Look “up” in the district (department/school) for rationale and support. Look “down” in the district (department/school) for feasibility and commitment. Look sideways interior to the district (department/school) for impact and acceptance. Look sideways exterior to the district (department/school) for impact and acceptance. * Developed by Dr. Ted Rogers, Assistant Superintendent in Adams #12 School District in 1972 Guiding question for administrators… How do I know when it’s important to contact my supervisor regarding a situation? If a situation is high-stakes, political or systemic! 3

4 Graphic Picture of N + 1 with Guiding Questions Rationale and Support Is this district, school, department…responsible for this activity? Is this consistent with the Board of Education mission? Is this consistent with the Board of Education belief statements? Is this consistent with the site plan? Is this consistent with my goals for the year? Impact and Acceptance Outside the District, School, Department Is there input from all stakeholder groups? How was the information gathered and what groups are represented? Who needs to know about this? How will this impact others in the district, schools, departments? How will this impact the community? Impact and Acceptance Inside the District, School, Department Is this in the best interest of students? How will this benefit students? How will this lead to increased student achievement? How will this impact my district, school, department? How will this impact my colleagues? Feasibility and Commitment Is this the best use of district, school, department funds? Is this the best use of time? Is this activity cost effective? How was this determined and what will it cost to implement? Will there be a cost savings? Will there be a work impact on current staff? N

5 Foundational Assumptions Principals are committed to the highest possible standards for themselves and their schools. Principals influence the direction of their school. The evidence to support evaluation is a joint responsibility between the principal and supervisor. The system requires that the principal and supervisor jointly assume responsibility for making the evaluation process authentic. The system includes an implicit continuum of professional expertise ranging from emerging principal to excelling principal. The conversation with the supervisor is just as important to the principal as the formal written evaluation. Ongoing rich conversations between principal and supervisor are open, honest and respectful. 5

6 Beliefs The relationship between supervisor and principal is important; trust is foundational. The evaluation process is growth-oriented, should improve professional skills and enhance principals’ performance. The process is individualized so as to challenge the principal and results in a meaningful experience for both the principal and supervisor. Time is valued and respected. When something is high stakes, systemic or political, there are “no surprises” between the principal and the supervisor. District change is promoted and district goals are achieved through principal leadership fostered by the relationship between the principal and supervisor. 6

7 Principal Performance Standards As an Academy School District 20 Principal/Assistant Principal, I am a leader who… A.Provides vision to the school community in a way that supports district direction and builds widespread ownership for healthy change. B.Plans, models and evaluates my instructional leadership based upon continued school improvement. C.Is accountable for academic achievement for all students. D.Creates, nurtures, and sustains a safe, ethical, respectful, motivating and intellectually stimulating work and learning environment. E.Recommends for hire, encourages, supports, develops, and evaluates staff. F.Encourages and involves school communities as partners. G.Manages and enhances fiscal resources wisely and effectively. H.Acts with integrity and courage. I.Uses research and knowledge of successful practices to lead a learning community. 7

8 Levels of Performance Rubric format The Emerging Principal (Developing) The Evolving Principal (Proficient) The Excelling Principal (Exemplary) Satisfactory performance shall be the successful demonstration of all performance standards. While a principal may reflect a range of talents and skills crossing rubric indictors, it is expected that a principal will exhibit proficient performance. 8

9 Goal Setting/Dialogue Process Step One: The principal and supervisor shall meet prior to the end of September to review the performance standards and to formulate appropriate goal(s). The goal(s) will be written by the principal in terms of an action plan. The number of goals will be determined by the principal with supervisor endorsement. The performance standards rubric shall serve as a basis for discussion between the principal and supervisor to assist in determining goals and on-going professional development. Because supervision is not an event, but a process of dialogue, the principal and supervisor will set a schedule at the goal- setting meeting for on-going times for conversation and support. They will also discuss the data sources to be used during the year. 9

10 Goal Setting/Dialogue Process Step Two: Prior to the end of 1st semester, the principal and supervisor shall meet to review the progress toward the accomplishment of goal(s). Step Three: Prior to the end of year evaluation, the principal will present to the supervisor any specific written data sources discussed the previous fall. 10

11 Data Sources Since it is intended that the evaluation process be flexible and individualized, at the goal setting meeting the principal and supervisor will discuss and determine the data sources, which may include: Principal self-assessment at the beginning and end of school year Principal portfolio development Principal survey of staff, students, parents, peers based on performance standards Peer coaching and summary dialogue among principal, peer coach and supervisor Annual character education/climate survey School accreditation data Supervisor observation of principal’s activities School assessment data Unsolicited input from others Other as specified The supervisor has the responsibility for stating the data sources used in the formal written evaluation. 11

12 Summative Evaluation There will be an end of year summative evaluation written by the supervisor each academic year. The evaluation shall be discussed and signed by the evaluator and the principal, each to receive a copy of the report. The signature by the principal shall not be construed to indicate agreement with information contained in the evaluation. The evaluation shall be reviewed by the supervisor of the evaluator, whose signature shall also appear on the report. Evaluators are encouraged to discuss strengths and weaknesses of principal’s performance throughout the year. Anytime that principal performance is deemed unsatisfactory, the principal shall be given a Notice of Deficiency. A Remediation Plan related to the performance standards shall be developed by the supervisor and the principal, stating the goal(s) of the plan as related to specific performance standards, strategies for implementation, a reasonable time line for remediation, resources and assistance available for correcting the deficiency(ies), and the observable outcomes resulting from the remediation plan. 12


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