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Principal Practice Within Wisconsin’s Educator Effectiveness Framework Joe Schroeder, PhD Associate Executive Director, AWSA.

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Presentation on theme: "Principal Practice Within Wisconsin’s Educator Effectiveness Framework Joe Schroeder, PhD Associate Executive Director, AWSA."— Presentation transcript:

1 Principal Practice Within Wisconsin’s Educator Effectiveness Framework Joe Schroeder, PhD Associate Executive Director, AWSA

2 Session Learning Targets I) Gain familiarity with Wisconsin’s developing principal practice rubric II) Identify sources of evidence for various components of principal practice III) Identify key considerations and initial steps for moving forward in the new era

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5 Why the Focus on Principal Effectiveness? Although many factors contribute to student learning, leadership is the second most powerful school-level factor in student learning. (Hallinger & Heck, 1996; Horng, Klasick, & Loeb, 2010)

6 Why the Focus on Principal Effectiveness? Strong school leadership is essential for  Cultivating high-performing schools  Attracting and retaining high-quality teaching staff  Building community support for education efforts (Clifford, Behrstock-Sherratt, & Fetters, 2012)

7 Why the Emphasis on Evaluating Principal Practice? Evaluation practices vary greatly across schools and districts Professional standards (such ISSLC and/or state standards) often not aligned with evaluation practices Little empirical evidence that current evaluation models and instruments are effective or technically sound (WestEd, 2011)

8 Why the Emphasis on Evaluating Principal Practice? The professional literature highlights the importance of principal evaluation in changing practice from the historical emphasis on managerial responsibilities to more recent expectations that principals are instructional leaders, who are responsible and accountable for student learning. (WestEd, 2011)

9 Principal Practice Part I: Familiarity with Wisconsin’s Principal Effectiveness Framework & Rubric

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11 ISLLC Standards (Interstate School Leaders Licensure Consortium) 1)Human Resource Leadership 2)Instructional Leadership 3)Personal Behavior 4)Intentional and Collaborative School Climate 5)School Management

12 Purposes for Professional Standards Provide a common language and understanding about effective principal practice Support professional growth through self- assessment, reflection and collaboration Link various sources of evidence to principal practice that result in improved student achievement

13 Take a Closer Look What structure do you see?

14 Structure of Wisconsin’s Principal Effectiveness Framework 2 Domains 5 Components 23 Elements 4-Point Rubric for Each Element

15 Domain 1: Teacher Effectiveness Component 1.2 Instructional Leadership Living a Vision and Mission for ALL Students High Expectations for Academic Achievement Classroom Observations and Feedback Instructional Time Teacher Collaborations Data Usage in Teams Rigorous Student Learning Objectives

16 4-Point Rubric for Each Element Ineffective Minimally Effective Effective Highly Effective

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18 Effective Principal Practice at the Component Level Relationships to the ISSLC Standards Overall themes you notice

19 Reflection and Consolidation: Session I What priorities do you see needed as your district prepares for full implementation of principal practice supervision in coming months and years?

20 Principal Practice Part II: Identifying Sources of Evidence

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24 Evidence vs. Opinion EvidenceOpinion ObservableDraws Conclusions ObjectiveSubjective Free of Value JudgmentOften Includes Value Judgment UnambiguousMakes Inferences / Debatable

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26 Potential Sources of Evidence 1.1 Human Resource Leadership School Improvement Plan Recruitment Methods Observations of Staff / Faculty

27 Potential Sources of Evidence 1.2 Instructional Leadership Memos, Newsletter, Website Samples of SLOs Team Meeting Agendas

28 Reflection and Discussion 1)Identify where we might look for evidence of the standard elements 2) Share your thoughts with a neighbor

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30 Principal Practice Part III: Moving Forward in the New Era

31 Foci for PD in the New Era Understanding the relevant framework, evaluation process, and means for feedback

32 Foci for PD in the New Era Identifying forms of rating bias, areas of common rating errors, and evidence sources most appropriate

33 Foci for PD in the New Era Practice observing and rating evidence sources, with feedback, according to the relevant effectiveness framework.

34 Foci for PD in the New Era Exploring how elements identified through the evaluation process can focus PD and support to enhance student learning in your school(s).

35 Foci for PD in the New Era Practice coaching conversations as a tool for improving principal practice

36 Considerations / Next Steps Diagnose Develop Intervene

37 Diagnose

38 Leadership and Learning Matrix (Reeves, 2010) Lucky: Good results with no understanding of the reasons Replication of success not probable Leading: Good results with clear understanding of the reasons Replication very probable Losing: Poor results with no understanding of the reasons Replication neither probable nor desirable Learning: Poor results with clear understanding of the reasons Replication of mistakes not probable Organizational Results Antecedents of Excellence

39 Develop

40 Intervene

41 Reflection and Consolidation: Session II What priorities do you see needed as your district prepares for full implementation of principal practice supervision in coming months and years?

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