1. Using Effective Performance Evaluation Practices in Support of Continuous Improvement

2. Inspire and guide the professional growth of system leaders through:  Aligning individual professional goals to appropriate measures of success  Distinguishing between actions and measures  Recognizing how individual goals support the cross functional high leverage strategies

3.  Aligned and similar  Based on national standards  Clarifies expectations  Requires evidence of success  Aligned yet different  Addressing different functions  Six versus seven  Rating scale

4. Standard—expectation Performance Behavior—what one does that models the expectation; could be used as a goal Goal—what do I want to accomplish? [Objectives are subsets of a goal, are often short term, and tend to be more specific.] Measure of Success—How do I know I have achieved this goal? Action Steps—What will I do to achieve this goal? Artifacts—evidence of the process (optional) and the results (mandatory)

5. Leadership Standard: Measures of Success:

6.  Standard: Physical Well Being The adult will take responsibility for maintaining a healthy lifestyle by engaging in regular physical activity.  Goal: The adult will complete the Baltimore Marathon in October 2010.

7.  Log with running distances completed  Feedback from personal trainer  Certificate of completion from the Baltimore Marathon  Schedule of conditioning exercises completed three times a week

8.  Over a twelve month period, this hypothetical adult engaged in a regular fitness routine designed for marathon runners. This resulted in her successful completion of the marathon in a time of 4 hours and 26 minutes, which meets her goal.  In the last twelve months, this hypothetical adult exercised regularly and worked with a trainer. At the Baltimore Marathon, she was only able to complete 16 miles. While she did not complete the marathon, this is an excellent start! The adult has determined that in addition to running, she needs to ensure that core training is a regular part of her training program.

9.  Quantitative versus Qualitative  Outcomes versus Output

10.  Standard 2: Instructional Leadership An administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school climate and instructional program conducive to student learning and professional development.  Goal (Objective): To facilitate a Professional Learning Community to use the PDSA model to improve math achievement.

11.  100 percent of staff members participate in the PLC  Improved unit test averages  Read professional literature on math instruction and discussed with the PLC  5 percent improvement on MSA Math scores

12. How might the feedback sound?

13.  The Assistant Principal facilitated a successful PLC with the 4 th grade team. The teachers enjoyed meeting and discussing the literature and tracked math scores throughout the semester. While these actions were important in achieving the goal, there was no improvement on MSA scores. The team believes……..  The Assistant Principal did a fabulous job of providing meaningful feedback to members of the math PLC that resulted in more effective instruction and data monitoring. Not only did unit test scores improve, but MSA results for Grade 4 increased by 11 percent, which exceeded the goal.

14.  Use the selected standard and accompanying goal to simulate a discussion with one of your direct reports.  Complete the Professional Goal Planning Sheet to record ideas from the simulated discussion.  Share any key learning or “point to ponder further” with the whole group.

15.  Standard 4: Collaboration  Goal: To actively engage the parents of LEP students in helping their child with vocabulary development so that…  Standard 3: Management  Goal: To ensure that the office produces the results identified in HSA Performance office action plan.

16. When leaders provide a clear sense of direction and feedback along the way, they encourage people to reach inside and do their best. Kouzes & Posner

17.  Continue to practice and engage in dialogue with each other about performance evaluation.  Offer suggestions for additional professional development or professional growth opportunities to support our journey.