Presentation on theme: "RISE Principal Evaluation and Development System: Overview and Principal Effectiveness Rubric."— Presentation transcript:
1 RISEPrincipal Evaluation and Development System: Overview and Principal Effectiveness Rubric
2 AgendaOverview of the RISE Principal Evaluation and Development System Professional Practice Student Learning Summative Scoring
3 What is the purpose of the RISE Principal Evaluation and Development System? Shine a Spotlight on Great LeadershipPromote the Development of Key Leadership SkillsSupport a Fair and Transparent Evaluation of Effectiveness
4 There are two major components of the RISE system. Professional PracticeStudent LearningSummative Evaluation Rating
5 Multiple measures inform the summative evaluation score. Each of these measures are scored separately and combined for the summative rating.1) Professional PracticeMeasure: Indiana Principal Effectiveness Rubric (PER)2) Student LearningMeasure: School-wide Learning Measure (SWL)Measure: Administrative Student Learning Objectives (SLO)
6 The overall summative scoring weights emphasize school performance and rubric data.
7 AgendaOverview of the RISE Principal Evaluation and Development System Professional Practice Student Learning Summative Scoring
8 We will first look at Professional Practice, as measured by the Principal Effectiveness Rubric. Student LearningSummative Evaluation Rating
9 Activity 1: Indicators of an Effective Principal PART I You will need: Paper and Pen Directions: Brainstorm a list of 5 or more skills/actions effective principals display. List your ideas on paper. You will have 5 minutes.Guiding Question: What skills and actions do effective principals display?
10 How was the RISE Principal Effectiveness Rubric Developed? School OperationsStudent DisciplineMission and VisionHiring and RetentionInstructional LeadershipProfessional DevelopmentDeveloped with focus on principal as driver of student achievement and growth
11 The Principal Effectiveness Rubric (PER) has two Domains. Professional Practice: PERDomain 1: Teacher EffectivenessDomain 2: Leadership Actions
12 The two Domains each have three Competencies. Domain 1: Teacher Effectiveness1.1 Human Capital Manager1.2 Instructional Leadership1.3 Leading Indicators of Student Learning50%Domain 2: Leadership2.1 Personal Behavior2.2 Building Relationship2.3 Culture of Achievement50%
13 Each competency has multiple sub-competencies. 50%Domain 1: Teacher EffectivenessCompetency 1.1: Human Capital ManagerSub-competencies:1.1.1 Hiring and retention1.1.2 Evaluation of teachers1.1.3 Professional development1.1.4 Leadership and talent development1.1.5 Delegation1.1.6 Strategic assignment1.1.7 Addressing teachers who are in need of improvement or ineffectiveOverall there are 23 sub-competencies in the Principal Effectiveness Rubric.
14 The rubric is structured to capture multiple performance level ratings, as defined by indicators. CompetenciesPerformanceLevel RatingsSub-competenciesIndicators
15 Activity 1: Effective Principal Indicators PART II You will need: The Principal Effectiveness Rubric and the list you created in Part I of this activity. Directions: Read through the sub-competencies and some of the indicators in the Principal Effectiveness Rubric. If a skill or action you identified appears in the rubric, circle it on your list.Discussion Questions: Which skills appear both in your list and in the rubric? Which skills appear in the rubric, but not in your list? Why might these skills be highlighted in the rubric?
16 To paint a complete picture of principal practice, the evaluator must collect multiple forms of evidence.Direct ObservationObserving the principal “in action” – Two are requiredIndirect ObservationObserving the result of the principal’s work in the schoolArtifactsRecords kept by the principal of the his/her workSchool dataOutcomes and concrete results of the principal’s work
17 School visits by the evaluator should be frequent, and they will be observing principal practice. Direct ObservationLike attending faculty meetings, a teacher’s observation and post-observation conference, committee meetings the principal leads, etc.Can be used for sub-competencies such as 1.1.1: Hiring and Retention, 1.1.7: Addressing Teachers in Need of Improvement and Ineffective, 1.2.2: Classroom Observations, 2.2.3: Forging Consensus, etc.Indirect ObservationLike sitting in on a PLC, grade-level meeting, or committee meeting without the principal, observing teacher-leaders in action, observing evidence in the halls or on the walls of the building, etc.Can be used for sub-competencies such as 1.1.4: Leadership and Talent Development, 1.2.3: Teacher Collaboration, 2.2.1: Culture of Urgency, 2.3.3: Data Usage in Teams
18 Beginning of year conference Evaluators collect evidence during observations and conferences throughout the year.Quarter Quarter Quarter Quarter 4End of year conferenceRequiredDirectObservation#1RequiredDirectObservation#2Beginning of year conferenceOptionalDirect or IndirectObservationOptionalDirect or IndirectObservationOptionalDirect or IndirectObservationMid-year conference(optional)
19 There are observation requirements for principal evaluators. Observation TypeLength (min.)FrequencyPre ConferencePost ConferenceWrittenFeedbackAnnounced?Required30 min.2/yrOptionalYesWithin 5 daysVaries3/yr (suggested)NoObservations will be spaced throughout the year.Required observations should be direct observations of the principal in practice.Feedback will be provided to principals after each required observation.Additional observations and feedback can be provided as needed.
20 Artifacts and school data are the other forms of evidence an evaluator might gather. Frequently provided by the principalLike schedules of community meetings, PD opportunities for teachers, etc.Can be used for sub-competencies 1.1.3: Professional Development, 1.1.6: Strategic Assignment, : Rigorous SLOsSchool dataCan be gathered by the evaluatorLike surveys of staff and community, teacher evaluation data, etc.Can be used for sub-competencies such as 1.1.2: Evaluation of Teachers, 2.1.3: Using feedback to improve student performance, 2.3.2: Academic rigorGathering this evidence should not be so burdensome for principals that it hinders their ability to focus on their responsibilities as a school leaders.
21 Evaluators use the rubric and a 4 step process to rate a principal. 1) Professional Practice – Assessment of leadership outcomesMeasure: Indiana Principal Effectiveness Rubric (PER)1Compile ratings and notes from multiple observations, drop-ins, and other sources of evidence.Use professional judgment to establish final ratings for each competency within the two domains.2Example: Domain 1Final Domain 1 Rating:3Competency126.96.36.199Principal’s Rating32Use Professional JudgmentCompetency ratings based on notes from observations, conferences and other sources of evidence.
22 The last two steps convert domain ratings to a final, overall Professional Practice rating. Use professional judgment to establish final ratings in Teacher Effectiveness and Leadership Actions.3Average two domain ratings (because each is weighted 50% of the rubric score) into one final professional practice rubric score.4D1: Teacher EffectivenessD2: LeadershipActionsFinal Professional Practice RatingRatings3(E)2(IN)2.550%50%
23 AgendaOverview of the RISE Principal Evaluation and Development System Professional Practice Student Learning Summative Scoring
24 Let’s look quickly at the Student Learning measures for principals in RISE Professional PracticeStudent LearningSummative Evaluation Rating
25 The measures for Student Learning include a school-wide measure and Student Learning Objectives The School-wide Learning Measure will be calculated by the state, and returned to schools as an A-F grade2) Student LearningMeasure: School-wide Learning Measure (SWL)Measure: Administrative Student Learning Objectives (SLO)
26 Each principal will set two administrative Student Learning Objectives, which are weighted equally. Administrative Student Learning Objective A growth or achievement goal focused on student learning, potentially in specific areas/subjects, set to suit local needsAdministrativeSLO#150%AdministrativeSLO#250%An example Administrative SLO: The bottom 25% of grade 6-8 students, based on last year’s ISTEP+ scores, will increase their ISTEP ELA passing rates by 10%.
27 AgendaOverview of the RISE Principal Evaluation and Development System Professional Practice Student Learning Summative Scoring
28 Recall: The summative scoring weights for the RISE Principal Evaluation and Development System
29 A-F Accountability Grade (DOE) Summative Scoring: The evaluator uses raw scores to calculate the summative score for the principal.Raw Score x WeightScoreRubric Rating2.50.501.25A-F Accountability Grade (DOE)3 (B)0.30.90Admin. SLO Rating20.20.4Comprehensive Effectiveness Rating2.55 (E)