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On-the-job Evaluation of Principals Jacquelyn O. Wilson, Ed.D. Delaware SAELP Director Wallace Foundation National Conference October 25-28, 2006.

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Presentation on theme: "On-the-job Evaluation of Principals Jacquelyn O. Wilson, Ed.D. Delaware SAELP Director Wallace Foundation National Conference October 25-28, 2006."— Presentation transcript:

1 On-the-job Evaluation of Principals Jacquelyn O. Wilson, Ed.D. Delaware SAELP Director Wallace Foundation National Conference October 25-28, 2006

2 Delaware Performance Evaluation System II Educator Professional Development and Accountability Act of 2000 Established DPAS II for all educators Required that the system have no more than 5 components, with one component addressing student improvement. Required that evaluators be properly trained and credentialed

3 Delaware Performance Appraisal System II Four Components Each component weighted equally Taken together, the components of the DPAS II system provide a strong focus on teaching and learning Components 2 through 4 directly relate to an administrators daily responsibilities Component 1 examines the administrators performance in light of national standards for school leaders

4 Delaware Performance Appraisal System II Component 1 – Leader Standards Component 2 – Goals and Priorities Component 3 – School or District Improvement Plan Component 4 – Measures of Student Achievement

5 Delaware Performance Evaluation System II-Component 1 Assesses the administrators performance against six national standards Establish a context in which administrators focus on components 2, 3, and 4 Assessed through an electronic survey

6 Component 1 School Leader Survey Provides judgment about 4 components of professional practice for each of six school leader standards Survey completed by: Administrator completes a self-assessment Teachers who are supervised by the administrator complete an anonymous survey by April 1 Evaluator completes a survey

7 Component 1 School Leader Survey All surveys are forwarded electronically to the evaluator, who develops a composite score of the data from the three surveys Evaluator develops a summary assessment in the spring of the year

8 Components 2, 3, and 4 Components 2, 3 and 4 are intentionally aligned with the school improvement plan and the district strategic plan Designed to work together to reinforce and support improved student performance and to drive continuous improvement Data and evidence collected by administrator as part of the process should be a natural harvest of the administrators ongoing work.

9 Component 2: Goals and Priorities Sources of Goals Most should be linked directly to an administrators school or district improvement plan Should be focused on improving practice and student performance May include a goal based on leader standards May focus on unique school or district conditions May result from the administrators self-reflection

10 Component 2: Goals and Priorities Substance of goals should: Connect to ISLLC Standards for School Leaders Be organizationally grounded Emphasize the direct contributions of the administrator Be anchored in analysis of data Be limited in number Have a longitudinal focus Be challenging Be mutually determined

11 Component 3 – School or District Improvement Plan Process mirrors that employed in Component 2 Evaluator and administrator review school or district improvement plan and identify specific goals and targets An agreed upon timeline for achievement of targets will be developed

12 Component 4 – Student Improvement Achievement and improvement in 3 broad areas grounds this part of the system School Accountability DSTP data Other measures of student achievement

13 Process Goal Setting Conference Mid-Year Conference Leader Standards Survey Summative Evaluation & Conference

14 Procedures Determine administrators to be evaluated and their status Administrator submits completed goal form prior to August 15, based on the Summative Evaluation conference held during the summer. New administrators should complete the goal form within one month of employment

15 Procedures Administrator and evaluator meet within one month of summative conference, and no later than September 15 to agree upon goals. For superintendents, conference with the Board will take place prior to June 30 Mid-year conference will be held in December or January Written summary of mid-year conference prepared by the evaluator

16 Procedures Evaluator and administrator agree on who will complete Leader Standards Survey Survey completed by April 1 Evaluator develops a composite of data from survey Administrator compiles student achievement data and progress on goals and submits to evaluator at least one week in advance of summative conference

17 Procedures Summative Conference Held during the summer (Superintendent and Board will hold a summative conference no later than June 15) All four components reviewed and discussed Initiate discussion of goals for the upcoming year. Evaluator completes Summative Evaluation Form and forwards to administrator within one week of conference

18 Waiver Process DPAS II features an annual process, but certain aspects may be waived for experienced educators whose performance is at least satisfactory. One year cycle for inexperienced administrators Two year cycle for experienced administrators whose performance is satisfactory

19 Waiver Year During a waiver year, the goal setting process and conference continue Evaluator and administrator meet at least four times over the two-year cycle Summer or early fall of year 1 for agreement on goals Mid year each year to discuss progress End of year 2 to for summative conference The Leader Standards survey is conducted in the spring of year two

20 Component Performance Levels Satisfactory Performance Clear and convincing evidence that the administrator has met established targets; Demonstrated flexibility in adapting to unusual circumstances; School leader know what to do and does it; Administrator understands the concept underlying the component and implements it well

21 Component Performance Levels Unsatisfactory Performance Little or no evidence of achievement of established targets Administrator does not yet appear to understand the concepts underlying the component and was unable to meet the established targets

22 Summative Performance Levels Effective Four satisfactory ratings among the four components Needs Improvement One unsatisfactory rating among the four components Ineffective Two or more unsatisfactory ratings among the four components

23 Pattern of Ineffective Administration Needs Improvement rating for a third consecutive year results in a pattern of ineffective administration EffectiveIneffective Needs Improvement Ineffective Needs Improvement IneffectiveNeeds Improvement Ineffective Needs Improvement IneffectiveNeeds Improvement Ineffective Needs Improvement

24 Improvement Plan Developed when an administrator receives: An overall rating of Needs Improvement or Ineffective on the Summative Evaluation A rating of Unsatisfactory on any component of the Summative Evaluation

25 Improvement Plan Must include: Definition of specific deficiencies Measurable goals for improving deficiencies to satisfactory level Evidence that must be provided or behaviors that must be demonstrated Procedures for evaluating and documenting improvement Timeline Record of judgment and date completed

26 Development of Improvement Plan Expectation of mutual development Both evaluator and administrator complete a preliminary Assistance Plan Meet to bring two preliminary plans together into one final Assistance Plan If consensus cannot be reached, the evaluator will develop the Plan.

27 Appeal Process An administrator may appeal any rating on the Summative Evaluation, either a component rating or the overall rating Must submit additional information specific to the point pf disagreement in writing within 10 days If the differences cannot be resolved, the appeal is forwarded to the supervisor of the evaluator. If the Superintendent is also the evaluator, the appeal is directed to him/her The decision of the evaluator is final

28 Delaware Performance Evaluation Sytem II Two-year pilot in two school districts Outside evaluator to provide feedback regarding the system and the training Changes to the system and to the training following each year of the pilot Statewide implementation to 17remaining districts and all charter schools

29 So what did we find out with the pilot in year one??? Principals need to know the standards and the behaviors that lead to results in student achievement Principals need to understand how to use data … set goals, priorities, and targets for improvement Principals must be trained on how to collect evidence to show that they did what they said they would do and the results of that work…good or bad

30 So what did we find out with the pilot in year one??? Principals must be able to communicate with their supervisor what is really important regarding school improvement--- this means one must be an instructional leader Principals need high quality professional development in order to be effective leaders-

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