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RISE Principal Evaluation and Development System: Overview and Principal Effectiveness Rubric.

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Presentation on theme: "RISE Principal Evaluation and Development System: Overview and Principal Effectiveness Rubric."— Presentation transcript:

1 RISE Principal Evaluation and Development System: Overview and Principal Effectiveness Rubric

2 2 Agenda Overview of the RISE Principal Evaluation and Development System Professional Practice Student Learning Summative Scoring

3 3 What is the purpose of the RISE Principal Evaluation and Development System? Support a Fair and Transparent Evaluation of Effectiveness Promote the Development of Key Leadership Skills Shine a Spotlight on Great Leadership

4 4 There are two major components of the RISE system. Professional Practice Student Learning Summative Evaluation Rating

5 5 Multiple measures inform the summative evaluation score. Each of these measures are scored separately and combined for the summative rating. 1) Professional Practice Measure: Indiana Principal Effectiveness Rubric (PER) 2) Student Learning Measure: School-wide Learning Measure (SWL) Measure: Administrative Student Learning Objectives (SLO)

6 6 The overall summative scoring weights emphasize school performance and rubric data.

7 7 Agenda Overview of the RISE Principal Evaluation and Development System Professional Practice Student Learning Summative Scoring

8 8 We will first look at Professional Practice, as measured by the Principal Effectiveness Rubric. Professional Practice Student Learning Summative Evaluation Rating

9 9 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?  Activity 1: Indicators of an Effective Principal

10 10 Mission and Vision Hiring and Retention Instructional Leadership Professional Development School OperationsStudent Discipline How was the RISE Principal Effectiveness Rubric Developed? Developed with focus on principal as driver of student achievement and growth

11 11 The Principal Effectiveness Rubric (PER) has two Domains. Professional Practice: PER Domain 1: Teacher Effectiveness Domain 2: Leadership Actions

12 12 The two Domains each have three Competencies. Domain 1: Teacher Effectiveness 1.1 Human Capital Manager 1.2 Instructional Leadership 1.3 Leading Indicators of Student Learning Domain 2: Leadership 2.1 Personal Behavior 2.2 Building Relationship 2.3 Culture of Achievement 50%

13 13 Each competency has multiple sub-competencies. Domain 1: Teacher Effectiveness Competency 1.1: Human Capital Manager Sub-competencies: Hiring and retention Evaluation of teachers Professional development Leadership and talent development Delegation Strategic assignment Addressing teachers who are in need of improvement or ineffective Overall there are 23 sub-competencies in the Principal Effectiveness Rubric. 50%

14 14 The rubric is structured to capture multiple performance level ratings, as defined by indicators. Performance Level Ratings Competencies Indicators Sub-competencies

15 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 16 To paint a complete picture of principal practice, the evaluator must collect multiple forms of evidence. Direct Observation Observing the principal “in action” – Two are required Indirect Observation Observing the result of the principal’s work in the school Artifacts Records kept by the principal of the his/her work School data Outcomes and concrete results of the principal’s work

17 17 School visits by the evaluator should be frequent, and they will be observing principal practice. Direct Observation Like 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 Observation Like 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 18 Evaluators collect evidence during observations and conferences throughout the year. Quarter 1 Quarter 2 Quarter 3 Quarter 4 Beginning of year conference End of year conference Mid-year conference (optional) Required Direct Observation #2 Optional Direct or Indirect Observation Required Direct Observation #1 Optional Direct or Indirect Observation Optional Direct or Indirect Observation

19 19 There are observation requirements for principal evaluators. Observations 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. Observation Type Length (min.) Frequency Pre Conference Post Conference Written Feedback Announced? Required30 min.2/yrOptionalYesWithin 5 daysOptional Varies3/yr (suggested) NoOptional No

20 20 Artifacts and school data are the other forms of evidence an evaluator might gather. Gathering this evidence should not be so burdensome for principals that it hinders their ability to focus on their responsibilities as a school leaders.

21 21 Evaluators use the rubric and a 4 step process to rate a principal. Compile 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. 2 Example: Domain 1 Competency Principal’s Rating 332 Final Domain 1 Rating: 3 Use Professional Judgment Competency ratings based on notes from observations, conferences and other sources of evidence. 1 1) Professional Practice – Assessment of leadership outcomes Measure: Indiana Principal Effectiveness Rubric (PER)

22 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. 3 Average two domain ratings (because each is weighted 50% of the rubric score) into one final professional practice rubric score. 4 D1: Teacher Effectiveness D2: Leadership Actions Final Professional Practice Rating Ratings3(E)2(IN)2.5 50%

23 23 Agenda Overview of the RISE Principal Evaluation and Development System Professional Practice Student Learning Summative Scoring

24 24 Let’s look quickly at the Student Learning measures for principals in RISE Professional Practice Student Learning Summative Evaluation Rating

25 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 grade 2) Student Learning Measure: School-wide Learning Measure (SWL) Measure: Administrative Student Learning Objectives (SLO)

26 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 needs Administrative SLO #1 50% Administrative SLO #2 50% 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 27 Agenda Overview of the RISE Principal Evaluation and Development System Professional Practice Student Learning Summative Scoring

28 28 Recall: The summative scoring weights for the RISE Principal Evaluation and Development System

29 29 Summative Scoring: The evaluator uses raw scores to calculate the summative score for the principal. Raw Score x WeightScore Rubric Rating A-F Accountability Grade (DOE) 3 (B) Admin. SLO Rating Comprehensive Effectiveness Rating 2.55 (E)


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