0. DPAS II for Administrators: Training for Principals Supervising Assistant Principals Summer This power point is a collaborative project between New Leaders and the Delaware Academy for School Leadership. Please write your name and district on the table tent.

1. Session Outcomes As a result of active participation, Principals will:
Be prepared to implement the DPAS II for Assistant Principals in SY15-16
Increase their understanding of Delaware’s definition of effective school leadership
Increase their skills in key areas of evaluation, including:
assessing the quality of student performance targets,
helping Assistant Principals establish leadership practice priorities, and
providing accurate and actionable feedback to individual Assistant Principals “

2. Today’s Agenda Welcome and overview of the day
Review the Purpose of Assistant Principal Evaluation
Overview of the Guide for Evaluating Assistant Principals
Goal Setting
Assessing the quality of student performance targets
Helping Assistant Principals establish leadership practice priorities
Evidence Collection
Implementation: Early Adopters Sharing Practices
Close the day

3. How did your supervisor know how you were doing in your job?
Think about your own experience as an Assistant Principal. Think about how you were evaluated. Write down your reflections of these questions:
What was the process?
How did your supervisor know how you were doing in your job?
What aspects of being an Assistant Principal were the focus of your evaluation?
In what ways was your evaluation helpful? In what ways was it not helpful?
Turn to a partner and share your reflections with a neighbor. .

4. Leadership Matters
Leadership is second only to classroom instruction among all school-related factors that contribute to what students learn at School.
School leaders improve teaching and learning indirectly and most powerfully through their influence on staff motivation, commitment, and working conditions.
School leadership was the most important condition affecting teachers’ willingness to remain teaching at their school.
--Ken Leithwood
“Principals are important.
Research has taught us at New Leaders a great deal about what makes an effective school leader and what their impact is. We know that one highly effective principal amplifies the impact of effective teachers – leaders can have a stronger effect on all students in a school than teachers do because teachers affect only their particular students.
We also know that high-quality principals will hire, develop and support talented teachers. High quality principals create working conditions that support teachers to stay longer at their jobs.”

5. Key Ideas in DPAS II for Administrators
Provides space for professional judgment
Supports professional growth
Assures continuous improvement of student outcomes
Facilitates quality talent management
“The DPAS II model has four big ideas embedded in its design.
Provides space for judgment: DPAS II requires evaluators to observe the practice of administrators enough to make informed judgments about the quality and efficacy of practice.
Supports professional growth: evaluators and administrators identify areas for growth and opportunities to enhance administrators’ skills and knowledge.
Assures continuous improvement of student outcomes: supports continuous improvement of instructional practice and student outcomes by helping evaluators and administrators monitor professional growth and student improvement.
Facilitates quality talent management by having quality administrators in every school building. Evaluation systems are part of a managing talent through clear criteria for performance and credible evidence about administrator performance. Evaluators use this evidence to make important talent management decisions.

6. The Guide Building greater skills and knowledge for educators
Delaware Performance Appraisal System
Building greater skills and knowledge for educators   
DPAS-II Guide for Administrators
(Assistant Principals) Supervisor Guide
for Evaluating Assistant Principals
Updated July 2015
Draft
“We want to be sure you are familiar with all the steps and forms associated with the DPAS II system for administrators. We will walk through the guide and take questions of understanding along the way.”

7. Five Components of Assistant Principal Evaluation
1. VISION AND GOALS
2. TEACHING AND LEARNING
3. PEOPLE, SYSTEMS, AND OPERATIONS
4. PROFESSIONAL RESPONSIBILITIES
5. STUDENT IMPROVEMENT

8. Timing and Steps Activity Timing Forms Goal-Setting Conference
June – September1
Goal Setting Form
Evidence Collection
September – June
(Optional Forms Provided)
Mid-Year Conference
Mid-Winter
Mid-Year Form
Summative Evaluation
May – July
Summative Evaluation Form

9. Leadership Practice Components and Criteria
Component: Broad domain of leadership practice
Performance Level: Four levels of practice
Criteria: Specific area of leadership practice
COMPONENT ONE
A. DEVELOPS A VISION FOR HIGH STUDENT ACHIEVEMENT
Ineffective
Needs Improvement
Effective
Highly Effective
Rarely supports or participates in the creation and implementation of a school-wide, district-aligned vision.
Demonstrates little or no confidence in the potential of all students and educators to perform at high levels.
Supports the creation and implementation of a school-wide, district-aligned vision.
 Inconsistently asserts the belief that all students and educators can meet high expectations.
Participates in the development, implementation, and communication of a school-wide, district-aligned vision that incorporates high student achievement, college and career readiness for all students, and effective teaching practices for all teachers.
Models values, beliefs, and attitudes that reflect high expectations for all educators, students, and parents.
Engages stakeholders in collaboratively developing and regularly evaluating a school-wide, district-aligned vision that emphasizes high student achievement, college and career readiness for all students, and effective teaching practices for all teachers.
Builds expectations among educators, students, and parents that success is possible for all students.
“For each of the first four components – which together are the leadership practice components – this slide shows the more detailed criteria for evaluation.”
Assistant Principal Actions: Actions that correspond to each criterion and performance level

10. Assessing Leadership Practice (Components 1-4)
Highly Effective
Expert level of performance across components + build the capacity of others to lead
Effective
Effective leadership practices across components
Needs Improvement
Knowledge and awareness of effective leadership practices, but not consistent execution
Ineffective
Unacceptable levels of performance on one or more components

11. Theory of Action for Assistant Principal Development
The rubrics for the Assistant Principal are similar to the Principal rubrics. Therefore, it is the role of the Principal to develop the skills, knowledge and dispositions of an Assistant Principal to be prepared to assume the principalship. The Assistant Principal should be day one job ready when he or she assumes the role of Principal. The Principal needs to provide opportunities that will ensure the Assistant Principal has the depth and breadth of experiences needed to be successful.

12. Theory of Action Ineffective Not doing or no evidence
Conceptual Framework
Theory of Action
Ineffective
Not doing or no evidence
(see additional comments below with regard to AP development)
Knows little or has few skills in this area and therefore struggles, or has knowledge and skills but rarely acts.
Needs Improvement
Inconsistently doing on their own or with ongoing support and reminders
Has some knowledge and skills, but still has a learning curve.  Needs a good deal of support or oversight. Inconsistent in acting on knowledge and skills.
Effective
Uses a team approach by leading and assisting
Has the needed knowledge and skills.  Can act on his/her own with minimal support or oversight.  Consistent in use of knowledge and skills.  Leads others with support.
Highly Effective
Independently facilitates and empowers others
Has the knowledge and skills to do on his/her own, no support or oversight. AP can “make it so” on his/her own.  Has the ability to teach or develop others capacity to do same.  Can create and imbed systems, which in turn could become culture.

13. 70-20-10 Learning Model Training was most effective:
The learner had one to one meetings with his or her immediate manager to discuss how to apply the learning in his or his specific role.
The learner perceived his or her manager endorsed and supported specific training.
The learner expected to be recognized or rewarded for the training-related behavior.

14. Did any QUESTIONS surface about your role
Processing
Each group will be assigned a section of the Guide. Chart key ideas about that section.
Did any QUESTIONS surface about your role
evaluating your Assistant Principal?
Give reading time. Take questions.

15. Key Steps: Goal-Setting
Two goals (ELA/Math + Other)
Measure, baseline data, and target
Student Improvement (Required)
Leadership actions connected to criteria
Indicators of success
Leadership Priority Areas (Recommended)
“The first step in the process is goal-setting, which is described on page 11 (and forms on pages 36 and 37)…
“Two parts:
* Student improvement goals: Here the principal chooses specific student performance measures and sets targets for improvement on those measures. These form the basis for assessing the principal in Component V . This is required.
* Priority Leadership Areas: Here the principal identifies areas of his/her practice where improvement would contribute both to his/her overall growth as a leader and to the accomplishment of the student performance goals. The priorities should focus on specific criteria in the DPAS II for Administrators Principal Rubric. This is strongly recommended.

16. Key Steps: Evidence Collection
Direct Observation
The evaluator is physically present in the school or venue where the administrator is present and leading
Indirect Observation
The evaluator is observing systems that operate without the leader present
Artifacts
Materials that document assistant principal practice
School Data
Concrete results of a leader’s work
“There are two resources for evidence collection: On page 38 is a form for observations.
Starting on page 25 is the rubric of practice:
You can see here how the rubric is structured…”

17. Key Steps: Mid-Year Conference
Critical Questions:
What actions has the Assistant Principal taken to accomplish goals?
What positive accomplishments would the Assistant Principal share?
What evidence exists of progress toward goals?
How will you cite strengths, weaknesses and next steps? (Theory of Action)
What resources/supports does the Assistant Principal need to help accomplish their goals?
What goes in the online system?
How and what evidence will you collect, and what opportunities will you provide going forward up to the summative process?
This is a chance to check in on progress and ask critical questions.
See pages 39 and 40 for the forms to use.”

18. Key Steps: Evidence Collection
Direct Observation
The evaluator is physically present in the school or venue where the administrator is present and leading
Indirect Observation
The evaluator is observing systems that operate without the leader present
Artifacts
Materials that document assistant principal practice
School Data
Concrete results of a leader’s work
“There are two resources for evidence collection: On page 38 is a form for observations.
Starting on page 25 is the rubric of practice:
You can see here how the rubric is structured…”

19. Key Steps: Summative Evaluation
Summative Rating
Leadership Practice (C 1-4)
Student Improvement (C 5)
Highly Effective
Effective (E) or Highly Effective (HE) on all four
Exceeds
Effective
E or HE on at least three + No Ineffective (I)
Satisfactory (or higher)
Needs Improvement
E or HE on one or two + Fewer than 3 I
E or HE on three or more
Unsatisfactory
E or HE on three + 1 Ineffective  
Ineffective
E or HE on zero, one or two
E or HE on zero
3 or more I
Any rating
Here you can see the ways in which leadership practice and student improvement combine into summative ratings.
See also the form for summative rating, which starts on page 41.

20. Assessing Student Improvement (Component V)
Part
Description
Possible Measures
Possible Points
Method for Calculating Points A
Improvement in Student Scores on State Administered Assessments in ELA and Mathematics
None for SY15-16
0 for SY15-16
N/A
B, Section 1
Improvement in rate of students meeting goals on ELA
and Mathematics assessments
State approved assessments of ELA and Math
0-50
Locally-Determined
B, Section 2
Improvement in rate of students meeting goals on other local priorities
State-approved measures, other state- recommended measures, current
success plan measures pertaining to student performance, or other district priority student achievement measures
“Pages 9 and 10 describe the process for assessing student improvement. This is the same as last year, with Part A on hold.”

21. Alignment of Improvement Goals
State of Delaware - accountability system and goals
District - performance targets and multi-year goals
School - performance targets and multi-year goals
Administrator - Student improvement goals
Teacher - Student performance measures
Student- growth goals

22. Guiding Principles for Goal-Setting
Select the right measures
Set the right targets
Determine how progress to goals will be assessed mid-year and EOY
Identify leadership priority areas connected to goals (Recommended)
Select the right measures: We recommend that the process for selecting measures occur between an administrator and his/her evaluator and that the evaluator bring a clear point of view to the conversation about the measures that are central to top district priorities.
Set the right targets: Targets should be clear enough so that the administrator and her supervisor know what success looks like. It is important to note the examples we will look at are all single year targets, so that they can support annual administrator evaluation.
Determine how many targets need to be met to reach proficiency: DPAS II for Administrator Evaluation outlines the importance of the administrator and evaluator collecting interim data on the SPMs to inform a mid-year formative conversation (which is an opportunity to assess progress and, as needed, adjust targets) and summative data to inform summative ratings.

23. The Student Improvement Goal “Quality” Test
How does the goal address a critical area of growth, a grade or subject state approved measure B, and an additional student performance measure based upon state approved measures, other state recommended measures, current success plan measures pertaining to student performance, or other district priority student achievement measures
Is the target informed and driven by past performance? Describe.
Data Analysis
Alignment
Explain how the goal demonstrates alignment to district priorities.
Does the goals provide an opportunity for the school to move in a coordinated effort toward increases in student achievement? Provide a rationale.
Measures
Explain how the assessments help you track progress on the goals and what important benchmarks exist throughout the year.
Explain how the measures allow you to track growth in addition to attainment, particularly if the goal calls for it.
Strategies
Describe how the Assistant Principal identified strategies (Components I-IV) will support the target that has been set.
Have teachers in appropriate grades and subjects linked their goals to the school-wide goal? .

24. Assistant Principal Student Improvement Goal: An example
Time bound to June, but set up to track progress on MAP benchmark administrations throughout year.
By June 2016, 85% of seventh grade students at Special Middle School will meet or surpass their reading comprehension score end of year target as measured by MAP reading scores.
Reading comprehension is a critical area of growth for all students in all sub-groups at Special Middle..
Use handout to connect “quality test” to the goal. Follow along with the explanation as each appears on the screen.
Assessment measure has three administrations which allows for monitoring benchmark growth toward goal. Grade level goals are clearly outlined.
Setting ambitious goals for students early on is instrumental in moving toward district goal of all students reading at or above grade level by 8th grade.

25. Work Session: Write Student Improvement Goals
Think about the school you are leading. What are your goals for this coming year?
Step 1: Diagnose and understand the current state of the school as best you can.
Student data — identify key areas of need
School wide data — priority areas for improved student achievement
Self-assessment from your prior year’s evaluation
District/superintendent priorities
Look back at the “quality test” questions
Step 2: Complete the Goal-Setting Form.
Step 3: Complete the Leadership Priority Areas
Step 4: How are you going to ensure your Assistant Principal’s goals are aligned with your goals?

26. Give Feedback | Get Feedback
Take your Goal Setting Form and…
Find a partner from a different table who you do not know or have not worked with today
Each partner will get 3 minutes to read the completed form and describe the intentional through line from measure to target
After the measures/targets are shared the partner will ask clarifying questions, apply the “quality test”, and identify strengths
We will do this cycle twice so each partner gives feedback and gets feedback
The cycle ends when you return to your seat to refine your measure after the “quality test”
Describe the process, then have people pair. Keep close attention to time and switch partners after three minutes.

27. What processes will you put in place to:
Ensure the Assistant Principal understands the key concepts of goal setting?
Ensure the Assistant Principal applies key goal setting concepts with the teachers they evaluate?
Monitor the Assistant Principals goals throughout the year?
Assist a veteran Assistant Principal to set rigorous goals and leadership priorities?
Assist a new Assistant Principal to set rigorous goals and leadership priorities?
To observe and collect evidence?

28. Checking for Understanding
What strikes you as critical when carrying out this process in your own district?
What questions, concerns, ideas do you have about goal setting?
Ask participants to quick write answers to these questions and then talk with a partner, with facilitators floating.

29. Effective Leadership Brainstorm
Take 5 minutes on your own to list what it takes – skills, knowledge, habits, mindsets – to be an effective Assistant Principal in your school district
Share and compare with your table group. Where are there similarities? Differences?
Together as a team, prioritize the top ten from the lists and put them up on chart paper. Post the paper when you are finished.
Take a gallery walk.
Read directions. Monitor time.
Do a brief gallery walk so that participants get a sense of the similarities and differences in defining effective leadership across the training participants. We will come back to these as we do a close read of the rubric.

30. Toward a Shared Vision of Assistant Principal Effectiveness
Practice based on each district’s definition of effectiveness
Practice supported
by a common definition
Practice supported by a common definition and shared practice
“Each of you has a definition of principal effectiveness that you’ve honed. The rubric is designed to help you collectively build a more shared definition of practice, and working together will increase the likelihood of that happening.

31. Standards and Rubric Connection
DPAS II Component
Delaware Administrator Standards
(Six ISLLC)
1. Vision and Goals
A vision of Learning
2. Teaching and Learning
School Culture
3. People, Systems and Operations
The Management of Learning
4. Professional Responsibilities
Family and Community Collaboration Ethics
Societal Context
“We also want you to know that the rubric is anchored by Delaware Administrative Standards, which align with the Interstate School Leaders’ Licensure Consortium (ISLLC) Standards, aligning the evaluation of school and district administrators with student learning and school improvement. DPAS II for administrators is grounded in research and an understanding of leader performance in high-achieving schools.
In 1998, the State Board of Education approved the Delaware Administrator Standards. In 2002, the Professional Standards Board and the State Board, recognizing the close correlation between the two sets of standards, adopted the standards for educational leaders developed by the Interstate School Leaders Licensure Consortium (ISLLC) as the Delaware Administrator Standards. The ISLLC standards were revised in 2008 and in 2009; the Professional Standards Board adopted the revised ISLLC standards.
Take a look at this table and see how each ISLLC standard is represented in the DPAS II component and rubric. The DPAS II system provides a strong focus on teaching and learning.

32. Directly linked to ISLLC standards.
Rubric Design
Directly linked to ISLLC standards.
Each component has four or five criteria and are the basis upon which the performance of an administrator is evaluated.
Each criterion has four performance levels described in the rubric.
Reference rubric starting on page 25 and observation form on page 38
Walk through annotated components.

33. Content and Language of the Rubric
Provides lens for evaluating administrators
Articulates new performance descriptors for highly effective and effective leadership
Provides common language to describe leadership practice
Puts focus on evidence to describe level of performance
Orients feedback toward professional growth with descriptors
Walk through key points on slide.
Note especially that the structure and language of the rubric is intentional in its design to provide clear descriptions of proficient practice and to provide support for administrators striving to improve their practice.

34. Read Component 1: Vision and Goals across the performance levels.
Begin at the criterion level.
Next read the indicator language across from “ineffective to highly effective.” “

35. Rubric Language
What evidence could you collect for Component 1: Vision and Goals ? What distinguishes each level? Refer to the Theory of Action.

36. Read the Effective Column of the Rubric:
COMPONENT ONE
A. DEVELOPS A VISION FOR HIGH STUDENT ACHIEVEMENT
Ineffective
Needs Improvement
Effective
Highly Effective
Rarely supports or participates in the creation and implementation of a school-wide, district- aligned vision.
Demonstrates little or no confidence in the potential of all students and educators to perform at high levels.
Supports the creation and implementation of a school-wide, district-aligned vision.
 Inconsistently asserts the belief that all students and educators can meet high expectations.
Participates in the development, implementation, and communication of a school-wide, district-aligned vision that incorporates high student achievement, college and career readiness for all students, and effective teaching practices for all teachers.
Models values, beliefs, and attitudes that reflect high expectations for all educators, students, and parents.
Engages stakeholders in collaboratively developing and regularly evaluating a school-wide, district-aligned vision that emphasizes high student achievement, college and career readiness for all students, and effective teaching practices for all teachers.
Builds expectations among educators, students, and parents that success is possible for all students. “

37. Discussion
What features stand out to you as you read down the “effective” column in Component One: Vision and Goals?
Note areas in Component One: Vision and Goals that aligns to your table’s brainstorm about what it takes to be an effective Assistant Principal in your district.
What area(s) present challenges to determining effectiveness? Why?
Discussion in pairs then Whole group discussion
Have participants discuss questions in pairs or at tables.
After they have had 5 minutes to discuss in groups, ask for some “key ideas” to report to the whole group.

38. Video Note taking Directions: Take notes while you view the video clip
We will only collect evidence for Component One: Vision and Goals.
As you watch the video, only record evidence that you can see or hear. Try to suspend any judgment. -

39. Scripting Observation Notes
When note-taking during observations, capture descriptive statements of what you see and hear.
Evidence
Judgment
AP: Assistant Principal speaking with leads during team meeting: “…In preparation for next week’s PLC you are to review your individual data, focusing on the 1’s and 2’s. Bring the data and the strategies you have used to address any skill deficiencies, especially those that increased student performance.
Assistant Principal does a great job requiring teacher-leaders to use data. “
Judgment is a conclusion based on what you see. Ultimately you will have to make a judgment, but you need specific, observable evidence first.

40. Put Component 1 into Practice: Video Case Study
Video Debrief :
What evidence of Assistant Principal practice in Component One: Vision and Goals were you able to see in this video?
What did you see and hear in this video that aligns to Component One: vision and goals? Come to agreements about WHAT you saw and heard as a table.
Based on the evidence collected, how would you describe the practice on the performance continuum? (Highly Effective, Effective, Needs Improvement, Ineffective?) Why?
Calibrate as a table and be ready to defend your answer with concrete evidence.
Discussion in pairs then Whole group discussion
Have participants discuss questions in pairs or at tables.
After they have had 5 minutes to discuss in groups, ask for some “key ideas” to report to the whole group.

41. Read Component 2: Teaching and Learning
Read the full text of component 2. Criteria and Performance levels.
Pay special attention to the distinctions in language between Effective and Highly Effective.
What does your group notice about the distinctions between an effective Assistant Principal and a highly effective Assistant Principal?
“Read the full text of component 2. Criteria and Performance levels.
Pay special attention to the distinctions in language between Highly Effective and Effective.
What does your group notice about the distinctions between an effective principal and a highly effective principal?

42. Distinctions Effective Highly Effective
Have groups discuss and capture on PPT.
Wrap this section up and take questions before moving on to next section.

43. Evidence Collection – Video Practice
Assistant Principal Conference with teacher.
Leverage Leadership – Clip 3 Leverage Leadership
Take Notes.
This is a coaching conference – not a Post Conference.

44. Rubric Study: Components 3-4
Read the practice descriptors across the performance levels from “Ineffective to Highly Effective” for the assigned Component.
List five opportunities where you could collect evidence of Component 3 and 4.
2. What would you collect and how would you collect?
3. How could you plan these opportunities to ensure you had the evidence you needed?
4. Chart

45. Sharing Best Practices – Early Adopters
- What prep work do you and your Assistant Principals do in advance to set goals?
How do you plan for your conversations? (focus, materials)
How do you make the links between student improvement goals and leadership performance areas?
Walk through your own process for assessing the quality of student improvement goal.
How do you think the revised rubric and the Theory of Action will impact your practice?
What has been most challenging? Have you devised ways to address the challenges?
What tools and methods are you using to generate evidence?
Additional questions?

46. Let’s Practice
Sharon
On the handout, cite evidence, develop questions for the assistant principal, what artifacts would you request, and what domain and criteria would this fall.

47. General vs. Specific Evidence
Mr. Assistant Principal had reviewed each of the grade level PLC agendas as evidenced by his comment, “I decided to attend your PLC today as I saw you were reviewing student data and wanted to share some resources and ideas for students not meeting their benchmarks. I just returned from a pd session on mathematics strategies. Ms. Assistant Principal reviewed the faculty meeting agenda. She used a power point to share school discipline data, attendance data, and report card grades. The data was disaggregated by subgroups. She had teachers work in small groups to develop strategies to improve each of the areas. Monthly parent newsletters contained the following: discipline data, attendance data and report card data. Student, teachers and parents were recognized in the newsletter. School goals were listed. Ideas for parents to help their child and a list of resources were also in each newsletter.
Attended PLC’s
Led a Faculty Meeting
Parent Newsletters
Jackie

48. Videos of two to three minutes to practice evidence collection and component and criteria identification
6 year senior
English – talking in class
– politically correct
– Calls the room

49. During the walkthrough, the Assistant Principal’s radio blasts “Administrator needed in Room 205 immediately to remove a student.” The Assistant Principal says, “I need to go” and immediately jogs to Room 205. Upon arrival at the room, there are two other Assistant Principals dealing with the situation.
What questions would you ask?
What component and criteria would this provide evidence?
Sharon

50. On your way to a PLC that the Assistant Principal supervises, he says, “I expect all teachers to use data to plan for instruction. This group of teachers are looking at the data from the RTI screener.” You notice that the teachers are having a superficial discussion of the data and appear to not see how to make the connection to their daily planning. The Assistant Principal does not contribute to the conversation.

51. Following up on the after school program, the Assistant Principal says, “The Boys & Girls Club use the library two days a week for extended learning time activities for our ESOL students. I asked Mrs. Herrera, the ESOL teacher, to collaborate with the program coordinator so they support the work we are doing with students related to reading and math.”
Sharon

52. When the Principal asks the Assistant Principal the status of ensuring all 35 teachers could use google doc, she responded, “Twenty-five teachers will be coming in to use the lab at 3:30 today. The community college agreed to offer a free class on using Google Docs to our teachers on site from 3:30-4:30.”
Sharon

53. When the Principal asked for an update on summer school, the Assistant Principal responded, “We have 200 students registered for summer school this year. Our primary focus is teaching reading skills such as vocabulary and reading comprehension. All students not meeting standards were invited and of the 150 who qualified, 125 are attending. I am still making follow up calls to those who have not responded. I have scheduled the buses, consulted with food service, and have hired staff. Our orientation meeting is next week. I created a handbook to explain expectations for students and staff. I have also planned an orientation meeting for parents and two family nights to give them ideas on how they can help at home, The district literacy specialist will lead it and all staff will attend.”

54. In reviewing the Assistant Principal’s walkthrough data, you determine that he has completed five per day for the last past four months. Feedback is specific and aligned to his goals. All probationary teachers have been evaluated at least one time and five teachers that the Assistant Principal indicated as having concerns had been evaluated also. Feedback to these teachers were specific and actionable. This was aligned with his Leadership Priority goal to be more visible and become more familiar with teachers and curriculum.

55. Getting Ready for Implementation
Take 15 minutes to sketch out key actions step for yourself?
What do I need to communicate now to Assistant Principals I supervise?
What actions do I need to take before the school year starts?
What questions do I still have?
Find a new partner and share your action steps.
Facilitators will float to give feedback and address questions.
Give writing time. Divide the room for early adopters and facilitators to listen in and provide counsel.

56. Complete evaluation form, please
Wrap up
Complete evaluation form, please
Thank you so much for your contributions today!
9 min
Collect the session feedback form.