1. Student Achievement Teacher and Leader Effectiveness Principal Professional Growth and Effectiveness System Field Test Overview

2. Principal Professional Growth and Effectiveness System Effectiveness Effectiveness is the goal. Evaluation Evaluation is merely the means. ©

3. Leader Evaluation System What is the basis of principals’ evaluation?What is the basis of principals’ evaluation? How will principal effectiveness be documented?How will principal effectiveness be documented? How will principal effectiveness be rated?How will principal effectiveness be rated?

4. Question 1 What is the basis of principals’ evaluation?

5. Main Components Sample Performance Indicators Examples may include, but are not limited to: The principal: 4.1Demonstrates and communicates a working knowledge and understanding of Kentucky school laws and regulations, and school/district policies and procedures. 4.2Establishes, in collaboration with the school council, and enforces policies and procedures to ensure to ensure a safe, secure, efficient, and orderly facility and grounds. 4.3Monitors and provides efficient supervision for all physical plant and related activities through an appropriate process. Exemplary In addition to meeting the requirements for Accomplished... Accomplished is the expected level of performance. DevelopingIneffective The principal excels at organizational management, demonstrating proactive decision-making, coordinating efficient operations, and maximizing available resources. The principal fosters the success of all students by supporting, managing, and overseeing the school’s organization, operation, and use of resources. The principal inconsistently supports, manages, or oversees the school’s organization, operation, or use of resources. The principal inadequately supports, manages, or oversees the school’s organization, operation, or use of resources. Performance Rubric Standard 4: Organizational Management The principal fosters the success of all students by supporting, managing, and overseeing the school’s organization, operation, and use of resources. Performance Standard Performance Indicators

6. Principal Performance Standards 1. Instructional Leadership 2. School Climate 3. Human Resources Management 4. Organizational Management 5. Communication and Community Relations 6. Professionalism 7. Student Growth

7. Getting to Know the Standards  Two Handouts:  Quick Research References  Performance Standard/Indicators/Rubric  Each person choose a different standard so as many standards as possible are represented.  Read the Performance Standard sheet and quick research for your assigned standard  Be ready to share your standard once everyone is finished.

8. As you read think about:  What is the expectation of the standard?  What do the indicators tell you about the standard?  For a principal to be accomplished, what must he/she do? Share with the highlights of what you have learned with the others in your group.

9. Question 2 How will principal effectiveness be documented?

10. Data Sources for Principals Observations/ School Site Visits Ranges from watching how principals interact with others, to observing programs and shadowing Should include formal interview or less structured discussion of job Two per year; minimum duration of one hour Surveys Provide information about perceptions of job performance Include VAL-ED or TELL Kentucky and additional surveys as desired Part of Reflective Practice and Professional Growth Planning Template Documentation Provides principals with key voice in evaluation 1-3 artifacts per performance standard Annotations as needed for clarification Goal Setting for Student Growth Principals set at least one goal tied directly to student academic growth Evaluator and principal review baseline data and goal Goals also reviewed at middle and end of year to determine progress Self-Reflection Reveals principals’ perceptions of their job performance Principals share self-reflection with supervisors Part of Reflective Practice and Professional Growth Planning Template Professional Growth Plan Helps translate growth needs into practical activities and experiences Professional goals developed collaboratively with evaluator Part of Reflective Practice and Professional Growth Planning Template

11. Data Collection Responsibility Data Collection Procedure Form(s)EvaluatorPrincipal Survey Reflective Practice and Professional Growth Planning Template Self-Reflection Reflective Practice and Professional Growth Planning Template Professional Growth Plan Reflective Practice and Professional Growth Planning Template Observations/ School Site Visits Observation/Site Visit Form DocumentationDocumentation Form Goal Setting Student Academic Growth Goal Setting Form

12. Question 3 How will principal effectiveness be rated?

13. Evaluations Mid-YearReview Formative evaluation to provide systematic feedback Used to document evidence of meeting standards Does NOT include rating of performance Results shared with principal by January 30 Summative Evaluation Comes at end of evaluation cycle Four-level rating scale Performance rubric for every standard

14. Terms Used in Rating Scale Exemplary The principal maintains performance, accomplishments, and behaviors that consistently and considerably surpass the established standard. Exceptional Performance Sustains high performance over period of time Empowers teachers and students Serves as role model to others CategoryDescriptionDefinition Accomplished The principal meets the standard in a manner that is consistent with the school’s mission and goals. Proficient Performance Meets the requirements contained in job description as expressed in evaluation criteria Behaviors have positive impact on learners and school climate Willing to learn and apply new skills Developing The principal often performs below the established standard or in a manner that is inconsistent with the school’s missions and goals. Below Acceptable Performance Requires support in meeting the standards Results in less than quality work performance Requires professional growth being jointly identified and planned between principal and evaluator Ineffective The principal consistently performs below the established standards or in a manner that is inconsistent with the school’s missions and goals. Unacceptable Performance Does not meet requirements contained in job description as expressed in evaluation criteria Results in minimal student progress May contribute to a recommendation for employee not to be considered for continued employment

15. Focus on Effectiveness Outstanding Outstanding Teachers & Leaders Results = Student Results

16. Links KDE - Effective Leaders: http://education.ky.gov/teachers/HQT/Pages/defaul t.aspxhttp://education.ky.gov/teachers/HQT/Pages/defaul t.aspx KDE - Principal Field Test information http://education.ky.gov/teachers/HQT/Pages/PPGES- Principal-Professional-Growth-and-Effectiveness-System.aspx http://education.ky.gov/teachers/HQT/Pages/PPGES- Principal-Professional-Growth-and-Effectiveness-System.aspx Val Ed information : http://www.valed.com

17. Learning Forward Resources http://www.learningforward.org/publications/implementing -common-core#.UT7_wY7_RUQ School based Professional Learning for Implementing the Common Core Guiding District Implementation of Common Core State Standards: Innovation Configuration Maps Professional Learning Policy Review Meet the Promise of the Standards: The Principal Meet the Promise of the Standards: Investing in Professional Learning

18. Configuration Maps: What are they? Developed by Kentucky Teachers and Leaders Designed for Central Office to review implementation and identify next steps Not a rubric! Different components have different #s of levels depending on what it will take for implementation Could be used to provide activities for CDIP plan

19. Major Areas Addressed Kentucky Core Academic Standards Assessment Literacy Leadership Characteristics of Highly Effective Teaching and Learning

21. School based Professional Learning for Implementing the Common Core Managing Change Facilitating Learning Teams Learning Designs Standards for Professional Learning

22. Each Unit……. Facilitator packet with background, handouts and protocols Facilitator slides with notes (PPT) Facilitator slides without notes (PPT) Facilitator slides with notes (PDF)

23. Uses Use the units “as is” with staff, PLCs, small groups as needed Identify sections that could be embedded in other work Apply the Learning Designs unit to your PD work for next year Use the Standards Unit to rethink your current PD policies