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North Carolina Superintendent and Instructional Central Office Staff Evaluation Process 1.

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Presentation on theme: "North Carolina Superintendent and Instructional Central Office Staff Evaluation Process 1."— Presentation transcript:

1 North Carolina Superintendent and Instructional Central Office Staff Evaluation Process 1

2 WELCOME Yvette Stewart Lead Professional Development Consultant Educator Recruitment and Development Division North Carolina Department of Public Instruction October

3 3 Webinar Information Webinars are recorded Mute is enabled for all participants Features you will use and see: –Questions Bar –Q&A Session will not automatically end if we run past time Materials personal questions or concerns to

4 Agenda 4 1. Background Information 2. Overview of North Carolina Standards for Superintendents 3. Review of the Evaluation Processes 4. Closing Questions

5 Future-Ready Students for the 21 st Century The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21 st century. 5 We are all accountable!

6 6 Background Information Standards approved in 2007 Instrument approved September 2010 Optional for school year. (20+ districts participating) Evaluation instruments also approved for: –June 2007: Teachers –July 2008: Principals –September 2010: Assistant Principals September 2010: Online System (not currently for Superintendents and Instructional CO)

7 7

8 Key Components 8

9 Serves as a guide for North Carolinas school superintendents as they reflect upon and improve their effectiveness as district leaders. Focuses the goals and objectives of districts as they support, monitor and evaluate their superintendents. Guides professional development for superintendents and serves as a tool in developing coaching and mentoring programs for superintendents. Informs higher education programs in developing the content and requirements of superintendent degree programs. 9 New Standards and Evaluation Systems Formative, Growth Data- driven PD Alignment

10 Teacher Education Programs Teacher Education Programs Administrator Education Programs M.S.A. Administrator Education Programs M.S.A. Administrator Education Programs Ed.D Administrator Education Programs Ed.D Teacher Evaluation System Teacher Evaluation System School Executive Evaluation System (Principals and Asst. Principals) School Executive Evaluation System (Principals and Asst. Principals) Superintendent Evaluation System (Including Central Office Staff) Superintendent Evaluation System (Including Central Office Staff) 10

11 Reflections from the field… Chuck Graham Associate Superintendent, Surry County Schools Dr. Jean Williams VP for Research and Evaluation, McREL 11

12 Strategic Leadership Instructional Leadership Cultural Leadership Human Resource Leadership Managerial Leadership External Development Leadership Micro-Political Leadership North Carolina Standards for School Superintendents 12

13 13 Standard 1: Strategic Leadership Superintendents create conditions that result in strategically re-imaging the districts vision, mission, and goals to ensure that every student graduates from high school, globally competitive for work and postsecondary education and prepared for life in the 21 st Century. They create a climate of inquiry that challenges the community to continually re-purpose itself by building on the districts core values and beliefs about the preferred future and then developing a pathway to reach it. Elements: a)District Strategic Plan b)Leading Change c)Distributive Leadership

14 Of Every th Graders in North Carolina… 14 Source: NCHEMS Information Center for Higher Education Policymaking and Analysis. Student Pipeline - Transition and Completion Rates from 9th Grade to College www.higheredinfo.org/dbrowser/index.php?submeasure=119&year=2006&level=nation&mode=data&state=0

15 Interesting Facts (NC) 15 In 1950: 60% Unskilled jobs Today: < 20% One result: In North Carolina, the demand for middle- and high-skilled workers is outpacing the states supply of workers educated and experienced at that level. 81% of North Carolinas jobs are middle- or high-skill (jobs that require some postsecondary education or training). Yet only 36% of North Carolina adults have some postsecondary degree (associates or higher).

16 Governor Perdues Education Initiative 16 Ready – increase number of students who can read, write and do math at the end of grade 3 Set – increase number of students performing at or above grade level Go – increase number of students taking college credit courses in high school, graduating from high school, going to a 4-year college/university or community college

17 In what ways can a Superintendent or Instructional Central Office staff member model or demonstrate Strategic Leadership? DISCUSSION QUESTION:

18 18 Standard 2: Instructional Leadership Superintendents set high standards for the professional practice of 21st Century instruction and assessment that result in an accountable environment. They create professional learning communities resulting in highly engaging instruction and improved student learning. They set specific achievement targets for schools and students and then ensure the consistent use of research-based instructional strategies in all classrooms to reach the targets. Element: a)Focus on Learning and Teaching, Curriculum, Instruction and Assessment

19 19

20 20 State Longitudinal Data System Instructional Improvement System Centrally-provided, Statewide Technology Infrastructure Statewide Student Information System Statewide Information Systems Standard 2 – Instructional Leadership

21 Accountability and Curriculum Reform Effort (ACRE) –NC Common Education Data Analysis and Reporting System (CEDARS) –Common Core Standards –Formative and Summative Assessment 21

22 22 Standard 3: Cultural Leadership Superintendents understand and act on the important role a systems culture has in the exemplary performance of all schools. They understand the people in the district and community, how they came to their current state, and how to connect with their traditions in order to move them forward to support the districts efforts to achieve individual and collective goals. While supporting and valuing the history, traditions, and norms of the district and community, a superintendent must be able to reculture the district, if needed, to align with the districts goals of improving student and adult learning and to infuse the work of the adults and students with passion, meaning and purpose Elements: a)Focus on Collaborative Work Environment b)Acknowledges Failures; Celebrates Accomplishments and Rewards c)Efficacy and Empowerment

23 23 Teacher Conditions Please rate how strongly you agree or disagree with the following statements: Responses from NC Educators Surveyed AgreeStrongly Agree Strongly Disagree Disagree Teachers have time available to collaborate with colleagues 18%43%10%29% Teachers have sufficient access to instructional technology, including computers, printers and internet access 34%46%5%15% This school does a good job of encouraging parent/guardian involvement 36%54%2%8% School administrators support teachers efforts to maintain discipline in the classroom 31%50%5%14% Teachers are encouraged to participate in school leadership roles 35%55%2%7% The faculty and leadership have a shared vision 24%59%3%14%

24 24 Principal Conditions 2010 TABLE 2. AREAS PRINCIPALS IDENTIFIED NEEDING ADDITIONAL SUPPORT Percent Indicating a need for Support 2010 Percent Indicating a need for Support 2008 Difference Teacher remediation/coaching Student assessment Data-driven decision making Teacher evaluation Instructional leadership Budgeting Working with parents and the community School improvement planning School scheduling Creating positive learning environments Staffing (hiring, etc.)

25 25 Principal Conditions 2010 TABLE 1. THE AMOUNT OF TIME PRINCIPALS DEVOTE TO VARIOUS ACTIVITIES IN AN AVERAGE WEEK None Less than 1 hours More than 1 but less than or equal to 3 hours More than 3 but less than or equal to 5 hours More than 5 but less than or equal to 10 hours More than 10 hours Instructional planning with teachers Observing and coaching teachers Covering classes for certified or non- certified absences on-site Meetings with or sponsored by central office Personnel issues Administrative duties Meetings with parents and the community Student discipline issues Working directly with students (i.e. teaching, tutoring, etc.)

26 26 Leadership determines the direction; organization determines the potential; people determine the success. John Maxwell, Developing the Leader Within You and Developing the Leaders Around You. Standard 4: Human Resource Leadership

27 27 Standard 4: Human Resource Leadership Superintendents ensure that the district is a professional learning community with processes and systems in place that result in the recruitment, induction, support, evaluation, development and retention of a high-performing, diverse staff. Superintendents use distributed leadership to support learning and teaching, plan professional development, and engage in district leadership succession planning. Elements: a)Professional Development/ Learning Communities b)Recruiting, Hiring, Placing and Mentoring of Staff c)Teacher and Staff Evaluations

28 Standard 4 – Human Resource Leadership Professional Learning Communities (PLCs) New Evaluation Systems DLP Leadership Academies IHE Program Revisioning 28

29 29 Standard 5: Managerial Leadership Superintendents ensure that the district has processes and systems in place for budgeting, staffing, problem solving, communicating expectations, and scheduling that organize the work of the district and give priority to student learning and safety. The superintendent must solicit resources (both operating and capital), monitor their use, and assure the inclusion of all stakeholders in decisions about resources so as to meet the 21 st Century needs of the district. Elements: a)School Resources and Budget b)Conflict Management & Resolution c)Systematic Communication d)District Expectations for Students & Staff

30 Standard 5 – Managerial Leadership 30 PROCESSES RESOURCES STAKEHOLDERS

31 31 Standard 6: External Development Leadership A superintendent, in concert with the local board of education, designs structures and processes that result in broad community engagement with, support for, and ownership of the district vision. Acknowledging that strong schools build strong communities, the superintendent proactively creates, with school and district staff, opportunities for parents, community members, government leaders, and business representatives to participate with their investments of resources, assistance, and good will. Elements: a)Parent and Community Involvement and Outreach b)Federal, State, and District Mandates

32 Standard 6 – External Development Leadership Question for Discussion: What do you expect to see or have seen from district staff to heighten external development or collaborate with partners (including parents)? 32

33 33 Standard 7: Micro-political Leadership The superintendent promotes the success of learning and teaching by understanding, responding to, and influencing the larger political, social, economic, legal, ethical, and cultural context. From this knowledge, the superintendent works with the board of education to define mutual expectations, policies, and goals to ensure the academic success of all students. Element: a)Superintendent Micro-political Leadership

34 34 Standard 7 – Micro-Political Leadership The question is not whether organizations will have politics but rather what kind of politics they will have…Constructive politicians recognize and understand political realities. They know how to fashion agendas, create networks of support, and negotiate effectively with both allies and adversaries. …they will need to consider potential (strategies), and, most important, their own values and ethical principles. Bolman L., & Deal, T. (1997). Reframing Organizations. San Francisco: Jossey-Bass (p. 193)

35 1. Superintendent Self- Assessment 1. Superintendent Self- Assessment 2. Meeting Between Superintendent and District School Board 2. Meeting Between Superintendent and District School Board 3. Consolidated Performance Assessment 3. Consolidated Performance Assessment 4. District School Board Rating of Superintendent 4. District School Board Rating of Superintendent 5. Final Evaluation and Goal-Setting Meeting 5. Final Evaluation and Goal-Setting Meeting North Carolina Superintendent Evaluation Process The Evaluation Process 35

36 Superintendent/CO Evaluator (School Board Members, Supts) 36 Develop and implement strategies to improve personal performance/attain goals in areas individually or collaboratively identified Ensure the content of the Summary Evaluation Worksheet contains accurate information and accurately reflects their performance Identify the superintendent/central office staffs strengths and areas for improvement and make recommendations for improving performance Ensure all steps in the process are conducted according to the approved process Gather data, artifacts, evidence to support performance in relation to standards and progress towards attaining goals Both should: 1.Know and understand the North Carolina Standards for Superintendents 2.Receive training on the evaluation process Prepare for Step 2: Self-Assessment Meeting with Supt or board to agree upon guidelines for evaluation Finalize goals and end-of year evaluation with superintendent or board as soon as achievement data is received Participate in evaluation discussions and guide the superintendent/central office staff member in establishing goals for the subsequent year

37 37 What are artifacts? Evidence of collaboration with supervisor and/or leadership team External reviews and audits Evidence of stakeholder involvement Professional Development Plan and Goals Communication Logs District strategic plan Development of district PLCs Use of research-based practices and strategies Student and Teacher Performance Data NCTWCS Data (District-wide) Graduation Dropout Teacher Retention Data Participation in district improvement planning

38 Both Superintendents and Instructional Central Office Staff member will: Prepare for Initial Meeting 1.Self-Assessment 2.Goal Setting 3.Prepare for Consolidated Performance Assessment Superintendent Self-Assessment 1. Superintendent Self-Assessment 2. Meeting Between Superintendent and District School Board 2. Meeting Between Superintendent and District School Board 3. Consolidated Performance Assessment 3. Consolidated Performance Assessment 4. District School Board Rating of Superintendent 4. District School Board Rating of Superintendent 5. Final Evaluation and Goal- Setting Meeting 5. Final Evaluation and Goal- Setting Meeting North Carolina Superintendent Evaluation Process

39 39 Standard 1: Strategic Leadership – Superintendents create conditions that result in strategically re-imaging the districts vision, mission and goals to ensure that every student graduates from high school, globally competitive for work and postsecondary education and prepared for life in the 21 st Century. They create a climate of inquiry that challenges the community to continually re-purpose itself by building on the districts core values and beliefs about the preferred future and then developing a pathway to reach it. DevelopingProficientAccomplishedDistinguished Not Demonstrated (Comment Required) a - District Strategic Plan: The districts identity (its vision, mission, values, beliefs and goals) is derived from the processes used to establish these attributes, and the ways they are embodied in the life of the community. Develops and communicates a personal vision of a 21 st Century school district. Creates a working relationship with the local board of education that results in a shared vision. Convenes a core group of district leaders to develop a district improvement plan. Effectively communicates district improvement plan to principals Uses multiple data sources to develop goals and objectives and facilitate needed changes. …and Facilitates the development and implementation of a district strategic plan... Participates in consistent, sustained, and open communication with principals about how school policies and practices relate to the districts mission and vision. Creates processes and procedures for developing, implementing, and maintaining the districts strategic plan....and Ensures that the districts strategic plan is implemented as intended by its developers. Develops relationships within and beyond the school community that ensure understanding and appreciation of the districts vision and that positively affect and are affected by the community context. Develops effective systems of open and honest communication. Uses stakeholder input to determine effectiveness of strategies and guide revisions. …and Leads in such a way that the districts strategic plan and implementation processes are referred to by other districts as a model that prompts, supports, or guides similarly integrative and effective planning efforts. Conscientiously solicits input from stakeholder groups to determine the effectiveness of the districts strategic plan. Establishes a rigorous and systematic approach to update or rewrite the districts strategic plan. {Example of self-assessment}

40 #2: Goal-Setting (Initial Meeting) 40 Address Standards and Elements Measurable Goals Key Strategies Actions/Activities Timeline Setting Goals

41 #3: Develop Consolidated Performance Assessment: –Artifacts –Evidence, Data –Summary Superintendent Self-Assessment 1. Superintendent Self-Assessment 2. Meeting Between Superintendent and District School Board 2. Meeting Between Superintendent and District School Board 3. Consolidated Performance Assessment 3. Consolidated Performance Assessment 4. District School Board Rating of Superintendent 4. District School Board Rating of Superintendent 5. Final Evaluation and Goal- Setting Meeting 5. Final Evaluation and Goal- Setting Meeting North Carolina Superintendent Evaluation Process

42 #4: Scoring the Rubric The scoring system for the Superintendent rubric is a 3-step process designed to use the ratings of all school board members in a fair and objective manner. This process involves: 1.Each school board member will independently rate the superintendent on each descriptor. 2.The final rating for each standard is the median rating of all of the school board member ratings. 3.Once the median scores for all of the standards are determined, the overall score is determined based on the median scores for all of the standards. The Superintendent should rate the Instructional Central Office Staff by: 1.Marking the box beside all descriptors on the rubric under each element in evidence. 2.The evaluator must determine an overall element rating and an overall standard rating for all 7 standards.

43 The Evaluation Rubric Standard Element DevelopingProficientAccomplishedDistinguished Not Demonstrated (Comment Required) 43 Descriptors Ratings Elements Standards

44 44 Performance Rating Scale Developing Proficient Accomplished Distinguished Demonstrated adequate growth during the period of performance, but did not demonstrate competence on standard(s) of performance Demonstrated basic competence on standards of performance Exceeded basic competence on standards for performance most of the time Consistently and significantly exceeded basic competence on standards of performance Not Demonstrated Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance *Requires documentation Knowledge and skills replicated Exemplar of performance Innovation + High Performance Skill not mature or unsuccessful Solid, effective application + success Never demonstrated

45 Scoring by Superintendent Step 1: The Superintendent will rate the Instructional Central Office Staff member on all descriptors by marking the box beside each element in evidence. 45

46 46 Standard 1: Strategic Leadership – Superintendents create conditions that result in strategically re-imaging the districts vision, mission and goals to ensure that every student graduates from high school, globally competitive for work and postsecondary education and prepared for life in the 21 st Century. They create a climate of inquiry that challenges the community to continually re-purpose itself by building on the districts core values and beliefs about the preferred future and then developing a pathway to reach it. DevelopingProficientAccomplishedDistinguished Not Demonstrated (Comment Required) a - District Strategic Plan: The districts identity (its vision, mission, values, beliefs and goals) is derived from the processes used to establish these attributes, and the ways they are embodied in the life of the community. Develops and communicates a personal vision of a 21 st Century school district. Creates a working relationship with the local board of education that results in a shared vision. Convenes a core group of district leaders to develop a district improvement plan. Effectively communicates district improvement plan to principals Uses multiple data sources to develop goals and objectives and facilitate needed changes. …and Facilitates the development and implementation of a district strategic plan... Participates in consistent, sustained, and open communication with principals about how school policies and practices relate to the districts mission and vision. Creates processes and procedures for developing, implementing, and maintaining the districts strategic plan....and Ensures that the districts strategic plan is implemented as intended by its developers. Develops relationships within and beyond the school community that ensure understanding and appreciation of the districts vision and that positively affect and are affected by the community context. Develops effective systems of open and honest communication. Uses stakeholder input to determine effectiveness of strategies and guide revisions. …and Leads in such a way that the districts strategic plan and implementation processes are referred to by other districts as a model that prompts, supports, or guides similarly integrative and effective planning efforts. Conscientiously solicits input from stakeholder groups to determine the effectiveness of the districts strategic plan. Establishes a rigorous and systematic approach to update or rewrite the districts strategic plan. To score, a superintendent will…

47 Step 2: The superintendent must determine an overall element rating and an overall standard rating for all 7 standards. 47 Dist Acc Pro f Dev ND District Strategic Plan Leading Change Distributive Leadership Over: Strategic Leadership Focus on Learning & Teaching Overall: Instructional Leadership Focus on Collab. Work Environment Acknowledges Failures and Accomp. Efficacy and Empowerment Overall: Cultural Leadership Professional Dev./Learning Comm. Recruiting, Hiring & Mentoring Staff Teacher and Staff Development Overall: Human Resource Leadership School Resources and Budget Conflict Management & Resolution Systemic Communication District Expectations for Students and Staff Overall: Managerial Leadership Parent and Community Involvement Federal and District Mandates Overall: External Development Leadership Superintendent Micro-Political Leadership Overall: Supt. Micro-Pol. Leadership Strategic LeadershipInstruc- tional Leader-ship Cultural LeadershipHuman Resource LeadershipManagerial LeadershipExternal Development Leadership Micro- political Lead.

48 48 Performance Rating Scale Developing Proficient Accomplished Distinguished Demonstrated adequate growth during the period of performance, but did not demonstrate competence on standard(s) of performance Demonstrated basic competence on standards of performance Exceeded basic competence on standards for performance most of the time Consistently and significantly exceeded basic competence on standards of performance Not Demonstrated Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance *Requires documentation Knowledge and skills replicated Exemplar of performance Innovation + High Performance Skill not mature or unsuccessful Solid, effective application + success Never demonstrated

49 Scoring by School Board Member Step 1: Each school board member will independently rate the superintendent on each descriptor. 49

50 50 Performance Rating Scale Developing Proficient Accomplished Distinguished Demonstrated adequate growth during the period of performance, but did not demonstrate competence on standard(s) of performance Demonstrated basic competence on standards of performance Exceeded basic competence on standards for performance most of the time Consistently and significantly exceeded basic competence on standards of performance Not Demonstrated Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance *Requires documentation Knowledge and skills replicated Exemplar of performance Innovation + High Performance Skill not mature or unsuccessful Solid, effective application + success Never demonstrated

51 Summary Evaluation Worksheet (for individual scores) Dist Acc Prof Dev ND District Strategic Plan Leading Change Distributive Leadership Over: Strategic Leadership Focus on Learning & Teaching Overall: Instructional Leadership Focus on Collab. Work Environment Acknowledges Failures and Accomp. Efficacy and Empowerment Overall: Cultural Leadership Professional Dev./Learning Comm. Recruiting, Hiring & Mentoring Staff Teacher and Staff Development Overall: Human Resource Leadership School Resources and Budget Conflict Management & Resolution Systemic Communication District Expectations for Students and Staff Overall: Managerial Leadership Parent and Community Involvement Federal and District Mandates Overall: External Development Leadership Superintendent Micro-Political Leadership Overall: Supt. Micro-Pol. Leadership Strategic LeadershipInstruc- tional Leader-ship Cultural LeadershipHuman Resource LeadershipManagerial LeadershipExternal Development Leadership Micro- political Lead. 51

52 Step 2: The final rating for each standard is the median, or middle, rating of all school board members ratings. 52 Scoring by School Board Member

53 Finding the Median (Example for a Seven-Member Local School Board) Std. Rating Median Not Demonstrated DevelopingProficientAccomplishedDistinguished 1142Proficient 2241Accomplished 325Proficient 4133Developing 51231Accomplished Proficient 53

54 Step 3: Once the median scores for all of the standards are determined, the overall score for the superintendent is determined based on the median scores for all of the standards. 54 Scoring by School Board Member

55 Finding the Overall Score Developing (Standard 4) Proficient (Standard 1) Proficient (Standard 3) *Proficient (Standard 7) Accomplished (Standard 2) Accomplished (Standard 5) Accomplished (Standard 6) *Proficient is the median score, and therefore the overall score for the superintendent. 55

56 Summary Evaluation Worksheet (for final scores) Dist Acc Prof Dev ND District Strategic Plan Leading Change Distributive Leadership Over: Strategic Leadership Focus on Learning & Teaching Overall: Instructional Leadership Focus on Collab. Work Environment Acknowledges Failures and Accomp. Efficacy and Empowerment Overall: Cultural Leadership Professional Dev./Learning Comm. Recruiting, Hiring & Mentoring Staff Teacher and Staff Development Overall: Human Resource Leadership School Resources and Budget Conflict Management & Resolution Systemic Communication District Expectations for Students and Staff Overall: Managerial Leadership Parent and Community Involvement Federal and District Mandates Overall: External Development Leadership Superintendent Micro-Political Leadership Overall: Supt. Micro-Pol. Leadership Strategic LeadershipInstruc- tional Leader-ship Cultural LeadershipHuman Resource LeadershipManagerial LeadershipExternal Development Leadership Micro- political Lead. 56

57 #5: Final Evaluation and Goal Setting Meeting Discuss progress towards goals Including self-assessment, Consolidated Performance Assessment and Superintendent or Boards Summary Rating Worksheet (completed prior to meeting) Agree upon additional artifacts to review –Timeline determined by Superintendent and Board 57

58 Questions? 58


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