An Administrator Evaluation System Curriculum Leaders Institute Cohort 5 Day 8

Making Evaluation Count Evaluation System for Learning, Growth, Improved Performance and Improved Student Results

Six Research Supported Principles Authentic Professional Purpose Driven Adaptive Data Informed Inclusive

References STANDARDS Standards for School Leaders. Interstate School Leaders Licensure Consortium (ISLLC). (1996) Washington, D.C. Program Standards for the Preparation of School Principals, (2004) Michigan State Board of Education Standards for Professional Learning (2011). Learning Forward. Oxford, OH National Educational Technology Standards for Administrators, (2009) International Society for Technology in Education (ISTE), Eugene, OR.

References Marazano, Waters, & McNulty, School Leadership that works: From research to results. Platt, Tripp, Ogden, Fraser The Skillful Leader Reeves, Assessing Educational Leaders: Evaluating Performance for Improved Individual and Organizational Results. Robbins & Alvy, The New Principal’s Fieldbook, Strategies for Success Schmoker, Results now: How we can achieve unprecedented improvements in teaching and learning. Stronge, Richard, Catano,N. Qualities of Effective Principals. Assessing the Effectiveness of School Leaders: New Direction and New Processes, The Wallace Foundation Williams, Cameron, & Davis, Principal Evaluation System Seashore, et al. (2010) Learning From Leadership: Investigating the Links to Improved Student Learning. Center for Applied Research and Educational Improvement

Administrator Evaluation Tools Vanderbilt Assessment for Leadership in Education (VAL-ED) i-Observation, Principal evaluation-Leadership Performance Matrix (Reeves) Data-Informed Decision-Making on High-Impact Strategies: A Measurement Tool for School Principals (WMU +) Principal Evaluation System (McRel)

Principal Performance 5 Domains 9-12 Factors Characteristics

Domains 1) Results 2) Leadership 3) Programs 4) Processes 5) Systems

Domain 1 Results Improved Student Achievement Improved Teacher Performance Achieve Gap Reduction/Elimination Overall School Performance

Domain 2 Leadership Vision for Learning & Achievement Factors – Personal Vision – Shared Vision Leadership Behavior Factors – Informed – Strategic and Systemic – Fair, Legal, Honest, Ethical & Professional – Resilient

Domain 3 Programs High Quality/Fidelity/Reliability Instructional Program Factors – Curriculum – Instruction – Assessment Safe Effective Efficient School Operations Factors – Policies, Laws, and Procedures – Systems, Processes, & Procedures – Allocation & Management of Resources

Domain 4 Processes Community Building Factors – Relationships – Inclusion – Communications Evidenced Based and Data Informed Decision Making Factors – Collaborative Inquiry Process – Systematic use of Multiple Data Sources – Data Systems

Domain 5 Systems Technology Integration & Competence – Personal Use – Learning & Teaching with Technology – Leadership for Technology Human Capacity – Faculty Development – Leadership Development – Productivity – Performance Evaluation

Central Office Performance 5 Domains Factors Characteristics

Central Office Domains 1) Results 2) Leadership 3) Systems Alignment 4) Processes 5) Capacity Building

Domain 1 Results Improved Student Achievement Improved Teacher Performance Achieve Gap Reduction/Elimination Overall School Performance

Domain 2 Leadership Vision for Learning & Achievement Factors – Mission & Vision – Goals & Expectations Culture Factors – Values, Beliefs, Principles, & Diversity – Language, Traditions, Celebrations, and Stories Leadership Behavior Factors – Informed and Current – Strategic and Systemic – Fair, Legal, Honest, and Ethical – Adaptive and Resilient

Domain 3 Systems Alignment High Quality and Reliability Instructional Program Factors – Guaranteed and Viable Curriculum – Research Based and Differentiated Instruction – Standards Based Assessment and Feedback – Technology to Expand Learning Opportunity Safe Effective Efficient School Operations Factors – Policies and Laws – Systems, Processes, and Programs – Fiscal and Material Resource Management – Human Resource Management – Non-Instructional Technology

Domain 4 Processes Community Building Factors – Board Relations – Leadership Team Relations – Internal and External Stakeholder Relations – Communications and Media Relations School and District Improvement Factors – Collaborative Inquiry – Systematic use of Multiple Data Sources – Data Systems – Aligned Improvement, Monitoring, and Reporting

Domain 5 Capacity Building Human Development Factors – Professional Learning – Leadership Development – Adaptation and Innovation – Performance Evaluation Contextual and Political Factors – Contextual and Political Awareness – Education and Advocacy

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Works with STAGES to automate Administrator Evaluations School ADvance Administrator Evaluation System

Works with STAGES to automate Administrator Evaluations School ADvance Administrator Evaluation System

And What is School ADvance School ADvance is: 1.Guiding principles and processes for designing an adaptive performance evaluation system 2.Tools for implementing the system 3.Performance rubrics for school administrators

Key Features of School ADvance 1.Aligned to: – Research supported principles – National and State standards – Major school leadership research findings 2.Matched to: – The MCEE design recommendations – The specific requirements of MI statute

Benefits of School ADvance 1.Cost Effective in 3 ways: – Small, one time licensing agreement – Can be used either with or outside of a commercial management system – Michigan based training and support 2.Offered as a Member Service – Responsive to users – Readily available – Co-owned by members