November ISLN Meeting These slides are meant to provide information before the meeting occurs. This powerpoint presentation, as it exists here, will not.

November ISLN Meeting These slides are meant to provide information before the meeting occurs. This powerpoint presentation, as it exists here, will not be used at the meeting. Your preview of the information presented here is appreciated by the ISLN planning team. Thank you!

Please take a moment to write questions or concerns (or requests for support) that you have about TPGES, PPGES, and/or Professional Learning on the template provided (see next slide). Before the meeting, review the information and video clips on the next several slides and note if your questions are answered.

ISLN Tab, choose November 2013

TPGES Implementation

TPGES Mid-Year Conference
Making the Most of Conversations

TPGES Mid-Year Conference
Will occur mid-way through the year May take place in December if you are doing your Peer Observations in the 3rd Window May take place in January if you are doing your Peer Observations in the 2nd Window

What should you talk about?
Overall Reflection regarding TPGES Teacher shares what was learned through the implementation of the effectiveness system up to this point. Reference KLA document as we go through

PGP Goal/Plan and Professional Responsibilities (Domain 4) Teacher shares data/evidence toward Professional Growth Plan Goal attainment. Principal asks questions and provides feedback through sharing evidence considering the following: How has this goal caused you to change professional practice? How has this change impacted student learning? Principal and teacher collaborate together to aid teacher in progress towards the goal.

Review evidence collected regarding Student Growth Goal/Plan Teacher shares data/evidence toward Student Growth Goal attainment. Principal asks questions and provides feedback on evidence by considering the following: How are students meeting or showing progress toward growth goal and proficiency targets? What patterns do you see in special populations of students? How do the activities, materials, and resources in the student growth plan align to the needs of the students now that you have the new data? What support do you need? Principal and teacher collaborate together to aid teacher in progress towards the goal.

Review Evidence from Pre and Post Observation Conferences and Observations (Domains 1, 2, 3) Teacher reviews communication notes from pre and post conference and formal observations and responds to the following prompts during discussion with principal: How do you think you have shown improvement? What areas do you still need to grow, and what evidence can you show or provide? What professional practices and decisions in your work have had the most influence on your ability to support your students to achieve growth?

Identify supports needed and next steps (Domains 1-4) What are our (teacher & principal) next steps? What supports does the teacher need? Think About: How can I support the teacher in his/her professional learning and efforts to increase student learning? What do I (principal) need to help me implement TPGES with fidelity?

Graffiti Thoughts In the meeting, participants will espond with:
Another quotation from the article An example that you have experienced related to the topic A question for further understanding A thought or further elaboration on the statement

ISLN Tab, choose November 2013

Peer Observation Sample Questions from the Teacher Module are on the next 7 slides. These are for the purpose of introducing you to the types of questions that your peer observers will encounter during the module. We will not be reviewing these during the meeting.

NEED the clickers for this part!!! Formative assessment

Peer Observation Training
The two video clips that follow are part of the Peer Observation Training modules. If you have not had a chance to preview these short clips, it is encouraged that you do so. We will NOT be viewing these videos at our meeting, but will reference them in discussions.

Introduction to Peer Observation

Collegiality and Trust

Peer Observation If your district has already completed a round of peer observations, please be prepared to share any comments you have heard about this part of the TPGES implementation process as it relates to teacher effectiveness.

TPGES Table-Talk For your contemplation…
How are we going to support our teachers in the process? How are we going to make the professional learning meaningful? How are we going to foster a collegial culture of inquiry? What structures do we need in place to facilitate the peer observations?

Peer Observer Technical Information
Teachers should NOT click “Submit Final” button on the peer observation Teachers should register for the training modules in EDS and through KET (see PGES tab on Peer observations are not evaluative, and they should take place during the 2nd or 3rd window A pre- and post-conference should occur during the pilot to ease apprehension and encourage collegiality

Principal Professional Growth and Effectiveness
System (PPGES) (9:00-11:00 Slides 1-20) Welcome to the PPGES Training. Information presented will be used to guide the state wide pilot. Data from the pilot will inform decisions of the Principal Effectiveness Steering Committee and their recommendations to the Kentucky Board of Education. The KY. Board of Education will enact policy and regulation in preparation for the full implementation.

Principal Performance Standards
1. Instructional Leadership 2. School Climate 3. Human Resources Management 4. Organizational Management These are the seven performance standards. We will talk about each one individually. We will have time following this presentation to unpack each of these performance standards in much greater detail. 5. Communication and Community Relations 6. Professionalism 7. Student Growth

Terms Used in Performance Levels
Enhancing Teacher Quality: Questioning Terms Used in Performance Levels Category Description Definition Ineffective The principal consistently performs below the established standards or in a manner that is inconsistent with the school’s missions and goals. Unacceptable Performance Does not meet requirements contained in job description as expressed in evaluation criteria Results in minimal student progress May contribute to a recommendation for employee not to be considered for continued employment Developing The principal often performs below the established standard or in a manner that is inconsistent with the school’s missions and goals. Below Acceptable Performance Requires support in meeting the standards Results in less than quality work performance Requires professional growth being jointly identified and planned between principal and evaluator Accomplished The principal meets the standard in a manner that is consistent with the school’s mission and goals. Proficient Performance Meets the requirements contained in job description as expressed in evaluation criteria Behaviors have positive impact on learners and school climate Willing to learn and apply new skills These are the Definitions used in the Performance levels. Principals who are exemplary consistently and considerably surpass the performance standard. These principals serve as role models to others. Principals who are accomplished are high quality principals. They consistently meet the standard. Principals who are developing are inconsistent meeting the standards. They need assistance in meeting the standards. Principals who are ineffective consistently perform below the standard. Exemplary The principal maintains performance, accomplishments, and behaviors that consistently and considerably surpass the established standard. Exceptional Performance Sustains high performance over period of time Empowers teachers and students Serves as role model to others TQR Teacher Quality Resources, LLC (c) 2005

Data Sources for Principals
Surveys Provide information about perceptions of job performance Include VAL-ED or TELL Kentucky and additional surveys as desired Part of Reflective Practice and Professional Growth Planning Template Self-Reflection Reveals principals’ perceptions of their job performance Principals share self-reflection with supervisors Part of Reflective Practice and Professional Growth Planning Template Professional Growth Plan Helps translate growth needs into practical activities and experiences Professional goals developed collaboratively with evaluator Part of Reflective Practice and Professional Growth Planning Template Observations/ School Site Visits Ranges from watching how principals interact with others, to observing programs and shadowing Should include formal interview or less structured discussion of job Two per year; minimum duration of one hour Here are the data sources that will be used for principal evaluation. We will talk about each one in greater detail in a subsequent presentation. Surveys: Surveys provide information to principals about perceptions of job performance. Principals should use their reflection on the survey results to inform their professional growth plan. During alternating years, the principal or the school working conditions will be surveyed using the Vanderbilt Assessment of Leadership in Education (VAL-ED) or TELL Kentucky, respectively. Principals may also administer additional surveys as they see fit. Principals fill out a survey summary as part of Reflective Practice and Professional Growth Planning Template. Self-Reflection: Self-reflection is a critical self-examination of practice on a regular basis to deepen knowledge, expand repertoire of skills and incorporate findings to improve practice and should inform the development of the professional growth plan. Furthermore, self-reflection can help a principal to target areas for professional learning. Principals should conduct their self-reflection using the Reflective Practice and Professional Growth Planning Template provided in Part III. Principals should conduct a self-reflection by October 1 as part of their growth plan and should refer to it throughout the year to see if their strategies for improving performance are effective. As part of the self-reflection, principals should reflect on results from VAL-ED and/or TELL Kentucky surveys. Principals share their self-reflections with their supervisors as they collaboratively develop their individual professional growth plan. Professional Growth Plan: The purpose of a professional growth plan is to facilitate the translation of growth needs identified through self-reflection and other processes into practical activities and experiences that are of value to principals in strengthening their competencies in the identified growth need areas. The Professional Growth Plan, developed collaboratively with the evaluator, should address realistic, focused, and measurable professional goals. The plan should connect data from multiple sources. (e.g,. survey results, self-reflection on the standards, data on student growth and achievement, and professional growth needs). These goals should become the focus of professional growth activities, support, and on-going reflection. Using the Reflective Practice and Professional Growth Planning Template, this process should be completed by October 1, reviewed at mid-year for any needed revision of strategies, and reviewed at the end of the year for professional goal accomplishment. Observations/School Site Visits: Observations/school site visits, applied in a variety of settings, provide information on a wide range of contributions made by principals. Observations/school site visits may range from watching how a principal interacts with others to observing programs and shadowing the administrator. Evaluators are encouraged to conduct multiple site visits to the principal’s school. During a site visit, evaluators should discuss various aspects of the job with the principal. This can take the form of a formal interview or a less structured discussion. Through questioning, the evaluator may help the principal reflect on his or her performance, which may provide insight into how the principal is addressing the standards. Such a discussion may also help the principal to think through the artifacts he or she might submit to the evaluator to demonstrate proficiency in each standard. In addition, evaluators can use the principal’s responses to the questions to determine issues they would like to further explore with the principal’s faculty and staff. Following the site visit, evaluators should provide timely and specific feedback to the principal. Evaluators should conduct at least two observations/site visits with a minimum duration of one hour. The first should occur prior to the mid-year review. Documentation: Documentation created in the day-to-day running of a school can provide evidence related to specific performance standards. While some documentation is collected by the district and reviewed outside of the evaluation process, it can also be used as a data source in principal evaluation. Identification of artifacts that support the individual principal growth plan and performance standards should be done as a collaborative effort between the evaluator and principal. The evaluator will identify and use artifacts available through the work cycle. At the same time the principal may have access to additional artifacts that support the identified goals/performance standards and can provide the evaluator with these. Principals will complete the Documentation Form prior to a conference with the evaluator. During the conferencing process, documentation for the performance standards will be reviewed and additional artifacts that may be needed by the evaluator will be discussed. Documentation may need to be annotated or discussed to clarify the principal’s practice and process for the evaluator. The principal will complete the Documentation Form to submit to the evaluator prior to the summative evaluation conference. Goal Setting for Student Growth: Principals are responsible for setting at least one school growth goal that is tied directly to school improvement and improved student academic growth and/or to the school’s comprehensive improvement plan that are developed and updated regularly. The evaluator and the principal meet to discuss the baseline data and review the annual goals. New goals are identified each year. The goal should be customized for the particular school and its student population. The principal’s and school goals should be aligned with district goals and the school improvement process. Goals should be reviewed at the beginning of the year, mid-year, and end of the year to determine the progress. Documentation Provides principals with key voice in evaluation 1-3 artifacts per performance standard Annotations as needed for clarification Goal Setting for Student Growth Principal student growth goals are comprised of a state and local contribution from their school CSIP. Evaluator and principal review and agree on local goal trajectory for the year. Goals also reviewed at middle and end of year to determine progress

Multiple Data Sources EVIDENCE Principal Evaluation Surveys
Self-Reflection EVIDENCE Professional Growth Plan Principal Evaluation Observations/ School Site Visits Documentation The principal’s evaluation system uses multiple data sources. We will talk about each source individually. Student Growth Goal Setting

Surveys Gathers client data regarding perceptions of the principal’s performance. Provides feedback for professional growth and development; helps principals set goals for continuous improvement (formative evaluation) VAL-ED and Tell Kentucky will be administered during alternating years Principals may administer additional surveys Principals fill out Reflection on Survey Results portion of the Reflective Practice and Professional Growth Planning Template Survey results should inform the Professional Growth Plan Surveys are an important data collection tool used to gather client data regarding their perceptions of the principal’s performance. Among the advantages of using a survey design include the rapid turnaround in data collection, the limited cost in gathering the data, and the ability to infer perceptions of a larger population from smaller groups of individuals. One of the benefits of using surveys is that the collected information may help the principal set goals for continuous improvement (i.e., for formative evaluation) ‒ in other words, to provide feedback directly to the principal for professional growth and development. Surveys also may be used to provide information to evaluators that may not be accurately obtained through other types of documentation. During alternating years, the principal or the school working conditions will be surveyed using the Vanderbilt Assessment of Leadership in Education (VAL-ED) or TELL Kentucky, respectively. These surveys will normally be completed by [date]. Principals may also administer additional surveys as they see fit. The principal will provide a summary of the surveys to the evaluator as part of the Reflective Practice and Professional Growth Planning Template. Crosswalk to standards in the appendix for both TELL and VAL-ED.

The VAL-Ed Report Some questions to consider
1. Who participated in the assessment of the principal’s leadership behavior? 2. What evidence did the respondents report using to make their effectiveness ratings of the principal? 3. How effective is the principal’s leadership behavior judged in comparison to a national sample of principals? 4. How effective is the principal’s leadership behavior judged in comparison to the VAL- ED proficiency standards? 5. To what degree did the three respondent groups-teachers, supervisors, and principals-agree with regard to these effectiveness ratings? 6. Which areas of leadership behavior represent areas of relative strength and which represent areas of possible improvement? When completed as designed by a representative and large portion of eligible respondents in a school, the VAL-Ed can provide useful results for the purpose of evaluation the performance of a principal and also identifying leadership behaviors for improvement. The results of VAL-Ed address six fundamental questions. Please use your sample report to answer these six questions.

TELL Kentucky Statewide survey of certified school-based educators to assess teaching conditions at the school, district, and state level Questions are about the school environment, not about any one person or individual; no questions refer to a principal, rather questions refer to “leadership” at the school Administrators receive many of the same questions as teachers, but have additional types of questions to asses how the district and state support them Responses for administrators are only reported at the state level All certificated school-based educators (teachers, administrators, media coordinators, counselors, etc.) can take the survey Administrators use the same website ( to access the survey using one of the anonymous access codes provided. When the principal selects “administrator” as his/her school position, he/she will receive many of the same questions as teachers, but will also receive an additional bank of questions that have been specifically designed for administrators. These additional questions are intended for administrators to help assess district and state level supports needed to do their jobs well. The responses for administrators are only reported at the state level. Results show answers to every question by school*, district, and state. (*For every school that reaches the minimum response rate of 50% and at least 5 teachers.)

Survey Summary Results
Shows the percent of respondents that agreed with the statement xx High School All KY High Schools County KY Time Class sizes are reasonable such that the teachers have the time available to meet the needs of all students. Teachers have time available to collaborate with colleagues. Teachers are allowed to focus on educating students with minimal interruptions. The non-instructional time provided for teachers in my school is sufficient. Efforts are made to minimize the amount of routine paperwork teachers are required to do. Teachers have sufficient instructional time to meet the needs of all students. Teachers are protected from duties that interfere with their essential role of educating students. xx% Facilities and Resources Professional Development Instructional Practices and Support Community Support and Involvement Managing Student Conduct Teacher Leadership School Leadership New Teacher Support Each major category has specific questions beneath This shows the type of information on the survey summary results. Under each major category, the specific prompts are listed. The percentage of respondents that agreed with the statement are show for that particular school, all schools in KY of that level, the county, and the state. The first prompt under the Time category is highlighted because we will focus on it in the next slide.

Crosswalk between TELL Kentucky and Performance Standards
TELL Kentucky Categories Performance Standards Time Instructional Leadership School Climate Facilities and Resources Organizational Management Professional Development Instructional Practices and Support Human Resources Management Community Support and Involvement Communication & Community Relations Managing Student Conduct Teacher Leadership School Leadership Human Resources Management Organizational Management New Teacher Support This shows a crosswalk between the TELL Kentucky categories and the principal performance standards.

STUDENT GROWTH GOAL STATE LOCAL
The State Contribution is derived from the school’s Accountability score and requires no goal development by the principal. The Local Contribution is derived from Growth Goals developed around one of the interim targets housed in ASSIST. For the purpose of the Pilot, the Student Growth measure is comprised of two contributions: a STATE contribution and a LOCAL contribution. The State Contribution is derived from the school’s Accountability score and requires no goal development by the principal. The Local Contribution, however, is derived from Growth Goals developed around one of the interim targets housed in ASSIST. Choosing which target, and developing the specifics around the goal itself, is a collaborative process between the principal and the superintendent.

Required Kentucky Board of Education Goals for CSIP
Decreasing achievement gaps (E-M-H) Increase average combined reading and math K-PREP scores (E-M-H) Increasing percentage of College and Career Ready students (M-H) Increase average freshman graduation rate(M-H) The Kentucky Board of Education has established that each school, based on the grade-levels served, must address particular student growth goals and objectives. For all four levels -- elementary, middle, and high schools -- those goals/objectives are: Decreasing achievement gaps between disaggregated groups of students, and Increasing the average combined reading and math K-PREP scores. Middle and High Schools must also address Increasing the percentage of College and Career Ready students and Increasing the average percentage of freshman graduation.

GOAL Achievement Gap K-PREP Combined Reading and Math College and Career Ready Freshman Graduation Rate OBJECTIVE Increase or decrease in goal percentage for the current school year STRATEGY Best Practice Professional Development Progress Monitoring Consolidated Planning ILP Addendum Other The goal statement, found in the School Report Card, is already set by KBE with a 2017 trajectory. The annual objective % is determined by the Principal in collaboration with the Superintendent. The strategies are specific to what the PRINCIPAL will do to meet the stated goal and objective. Principals will find these KBE goals and objectives in their School Report Card. They will select ONE of the grade-level appropriate goals to use as the LOCAL contribution of their Student Growth Goal. The goal statements are already set by KBE with a 2017 trajectory. The principal with then collaborate with the superintendent to determine what percentage of the overall trajectory will be targeted for student growth during the CURRENT school year. For example, if the original goal and trajectory is to decrease the achievement gap from a 2012 percentage of 45 to 15 percent by 2017, the principal and superintendent may decide to simply divide the 30 percent difference evenly and set an objective of decreasing the achievement gap in the school year by 6 percent. Or, the decision might be made to be more aggressive initially and set the objective percentage at 10 percent. The principal and superintendent must then agree to the specific strategies the principal will implement to reach the objective percentage. It is critical to remember that these are strategies which the PRINCIPAL HIMSELF or HERSELF will implement – not statements of what teachers or others will do. Those strategies have already been addressed in the original CSIP document.

One Year Lag Write LOCAL CONTRIBUTION goal in September
Place goal into ASSIST Superintendent conducts formative mid-year review Superintendent conducts end- of-year review the following September The work flow for a Principal does not always fit neatly with the time frames in which data actually arrives. Subsequently, there may be an actual one year lag between writing a student growth goal and having data to measure the success of that goal. In reality, the time line might look something like this: The principal collaborates with the superintendent to write the LOCAL CONTRIBUTION goal in September. The goal is then entered into ASSIST later in the year. The mid-year review is held and focuses on the status of implementation of the strategies the Principal has identified for goal and objective attainment. Then the end-of-year review is held the following September when the data comes into the district and goal attainment can actually be measured.

Principal Self-Reflection
Helps a principal judge the effectiveness and adequacy of his/her knowledge and performance for the purpose of self-improvement; helps target areas for professional development. Principals reflect on survey results and on performance standards Principals fill out Reflection on the Standards portion of the Reflective Practice and Professional Growth Planning Template Principals should select an area of growth identified in self- reflection upon which to focus professional growth goals Principals share self-reflection with supervisor as they collaboratively develop the Professional Growth Plan Principals refer to self-reflection throughout the year to see if strategies for improvement are effective 1:00-3:00 : Slides 42-67 Self-Reflection: Self-reflection is a process by which one may judge the effectiveness and adequacy of their performance, effects, knowledge, and beliefs for the purpose of self-improvement. By thinking about what works, what does not work, and what type of changes one might make to be more successful, the likelihood of knowing how to improve and actually making the improvements increases dramatically. Evidence suggests that self-reflection is a critical component of the reflection process and is strongly encouraged. Furthermore, self-reflection can help a principal to target areas for professional learning. Principals should conduct their self-reflection using the Reflective Practice and Professional Growth Planning Template. Principals should conduct a self-reflection by October 1 as part of their growth plan and should refer to it throughout the year to see if their strategies for improving performance are effective. As part of the self-reflection, principals should reflect on results from VAL-ED and/or TELL Kentucky surveys. Principals share their self-reflections with their supervisors as they collaboratively develop their individual professional growth plan.

Reflection on Survey Results
What did teachers/staff perceive as major strengths? What did teachers/staff perceive as major weaknesses? List factors that might have influenced the results. How will you use this information for continuous professional growth? Number of Surveys Distributed Number of Completed Surveys Returned Percentage of Completed Surveys Returned Part of the Reflective Practice and Professional Growth Planning Template This is the form on which principals will reflect upon their survey results. This is part of the Reflective Practice and Professional Growth Planning Template. Abbreviated for training purposes

Reflection on the Standards
Self-Assessment Strengths and areas for growth Instructional Leadership The principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic growth and school improvement. I D A 2. School Climate The principal fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders. E 3. Human Resource Management The principal fosters effective human resources management by assisting with selection and induction, and by supporting, evaluating, and retaining quality instructional and support personnel. Part of the Reflective Practice and Professional Growth Planning Template This is the form on which principals will reflect upon their effectiveness and adequacy of practice in the performance standards. This is part of the Reflective Practice and Professional Growth Planning Template. They will rate themselves as exemplary, accomplished, developing, or ineffective. Abbreviated for training purposes

Professional Growth Plan
Helps facilitate the translation of growth needs into practical activities and experiences to strengthen the principal’s competencies. Principals select an area of growth identified in self-reflection upon which to focus professional growth goals Developed collaboratively with the evaluator Goals should be SMART (specific, measurable, appropriate, rigorous--but realistic, and time-limited) Should use data from multiple sources Goals become the focus of professional growth activities, support, and on-going reflection Principals fill out Connecting Priority Growth Needs to Professional Growth Planning portion of the Reflective Practice and Professional Growth Planning Template The purpose of a professional growth plan is to facilitate the translation of growth needs identified through self-reflection and other processes into practical activities and experiences that are of value to principals in strengthening their competencies in the identified growth need areas. The Professional Growth Plan, developed collaboratively with the evaluator, should address realistic, focused, and measurable professional goals. The plan should connect data from multiple sources. (e.g,. survey results, self-reflection on the standards, data on student growth and achievement, and professional growth needs). These goals should become the focus of professional growth activities, support, and on-going reflection. Using the Reflective Practice and Professional Growth Planning Template, this process should be completed by October 1, reviewed at mid-year for any needed revision of strategies, and reviewed at the end of the year for professional goal accomplishment.

Professional Growth Goal:
Part C: Connecting Priority Growth Needs to Professional Growth Planning 1) Initial Reflection: Based on the areas of growth identified in Part B, complete this section at the beginning of the school year. Professional Growth Goal: What do I want to change about my practices that will effectively impact student learning? How can I develop a plan of action to address my professional learning? How will I know if I accomplish my objective? Action Plan Professional Learning What do I want to change about my leadership or role that will effectively impact student learning? What is my personal learning necessary to make that change? Strategies/Actions What will I need to do in order to learn my identified skill or content? How will I apply what I have learned? How will I accomplish my goal? Resources/Support What resources will I need to complete my plan? What support will I need? Targeted Completion Date When will I complete each identified strategy/ action? Professional Growth Goal: Specific Measurable Appropriate Rigorous, but Realistic Time limited Page #33. This is part one of the Professional Growth Plan. Part 2 is completed at mid year to identify progress toward the student growth goal. Part #3 is the summative reflection completed at the end of the year to describe the level of attainment for the professional growth goal. Administrator’s Signature: Date: Superintendent’s Signature:

Reflection on the Standards
2) On-going Reflection: Complete this section at mid-year to identify progress toward each Professional Growth Goal. Date Status of Professional Growth Goal Revisions/Modifications 3) Summative Reflection: Complete this section at the end of the year to describe the level of attainment for each Professional Growth Goal. Date: End of Year Reflection: This is where the principal will annotate his/her on-going reflection and end-of year reflection on Professional Growth Goals. Next Steps: Abbreviated for training purposes

PPGES Site Visits

Superintendent School Site Visits
Provides information on a wide variety of contributions made by principals. Applied in a variety of settings May range from watching principal’s interactions with others to observing programs and shadowing the principal Evaluators discuss various aspects of the job via formal interview or less structured discussion Allows principal opportunity to discuss successes and challenges Provides insight into how principal is addressing standards; provide further areas for evaluators to explore Helps principals think through potential artifacts At least two observations/site visits per year of at least one hour duration Evaluator provides feedback to principal Observations/school site visits, applied in a variety of settings, provide information on a wide range of contributions made by principals. They may range from watching how a principal interacts with others to observing programs and shadowing the administrator. Evaluators are encouraged to conduct multiple site visits to the principal’s school. During a site visit, evaluators should discuss various aspects of the job with the principal. This can take the form of a formal interview or a less structured discussion. Through questioning, the evaluator may help the principal reflect on his or her performance, which may provide insight into how the principal is addressing the standards. Such a discussion may also help the principal to think through the artifacts he or she might submit to the evaluator to demonstrate proficiency in each standard. In addition, evaluators can use the principal’s responses to the questions to determine issues they would like to further explore with the principal’s faculty and staff. Furthermore, it is recognized that in many cases it takes time to effect change in a school, and by having an honest, open discussion, the principal is provided with an opportunity to explain the successes and trials the school community has experienced in relation to school improvement. It also provides an opportunity for the evaluator to offer feedback. Suggested guiding questions an evaluator may want to address are included on the Observation/Site Visit Form. Following the site visit, evaluators should provide timely and specific feedback to the principal. Evaluators should conduct at least two observations/site visits with a minimum duration of one hour. The first should occur prior to the mid-year review.

Methods for collecting evidence might include:
maintaining an ongoing narrative/script of the principal’s interactions. documenting specific critical behaviors that support effectiveness in the performance standards. cross-referencing observed behaviors with support documents.

Day-to-day snapshot

Recommended Practice Superintendent and Principal, together, schedule at least two site visits per year. a minimum duration of one hour each The first visit should occur prior to the mid-year review.

Observation/Site Visit Form
Performance Standard 1. Instructional Leadership The principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic growth and school improvement. Suggested Guiding Questions/Prompts: Please describe any innovative and effective leadership strategies that you have used this year. What opportunities have you created this year for collaboration among teachers? How have you strived this year to improve the teachers’ effective instructional practices associated with different subject areas? How do you make sure curriculum standards are taught by the teachers and mastered by the students? How do you monitor teachers’ performance and provide constructive feedback to them? What types of teacher learning and development activities or programs have participated in this year? What have you learned? How do you involve the expertise of teacher leaders? Comments: Here is a sample Observation/Site Visit Form. Abbreviated for training purposes

Documentation Demonstrates a principal’s skills, talents, and
accomplishments through an organized collection of work. Provides evidence of performance related to specific standards – principal’s voice in evaluation Provides opportunity for self-reflection, demonstration of quality work, and is a basis for two-way communication with evaluator Identification of artifacts collaborative effort between principal and evaluator Principal provides one to three artifacts in each standard Annotations as needed for clarification Reviewed at mid-year and end of year Documentation created in the day-to-day running of a school can provide evidence related to specific performance standards. While some documentation is collected by the district and reviewed outside of the evaluation process, it can also be used as a data source in principal evaluation. Identification of artifacts that support the individual principal growth plan and performance standards should be done as a collaborative effort between the evaluator and principal. The evaluator will identify and use artifacts available through the work cycle. At the same time the principal may have access to additional artifacts that support the identified goals/performance standards and can provide the evaluator with these. Principals will complete the Documentation Form prior to a conference with the evaluator. During the conferencing process, documentation for the performance standards will be reviewed and additional artifacts that may be needed by the evaluator will be discussed.

Conferencing The Principal Professional Growth and Effectiveness System require that at least 3 conferences will take place throughout the year.

Beginning of the Year Conference
1. Purpose of the Meeting 2. Discuss reflections of data 3. Discuss and come to agreement on the Student Growth Goal and Action Plan 4. Discuss reflections of the Seven Performance Standards 5. Discuss and come to agreement on the Professional Growth Goal and Action Plan 6. Questions/Concerns/Comments 7. Set tentative dates for first semester site visit and Mid-Year Review At the beginning of the year the superintendent and principal will meet to collaborate on the student growth plan and the professional growth plan. At this time goals will be agreed upon and actions, supports and resources needed, will be discussed. Principals prepare for this meeting by reviewing their data (surveys, student achievement data, prior feedback, nonacademic data, etc) and completing the reflective portion of the Student Growth/ Professional Growth Template. Draft goals should be created for superintendent collaboration and feedback. Superintendents prepare by reviewing past evaluations and the school’s comprehensive plan and report card, and district initiatives and their impact on the principal and his/her school.

Mid-Year Review 1. Purpose of the Meeting 2. Discuss evidences gathered at first site visit and provide feedback 3. Share progress toward Student Growth Goal 4. Share progress toward Professional Growth Goal 5. Discuss documentation of each standard – determine if any other documentation is needed 6. Questions/Concerns/Comments 7. Set tentative dates for 2nd semester site visit and end-of-year review Superintendent and principal will meet again mid year to review progress on both the Student Growth plan and the Professional Growth plan. The goal is to provide systematic feedback. Using the multiple data sources discussed previously, the superintendent will complete the Principal Mid-Year Performance Review to indicate if a principal has shown evidence of each of the performance standards. This form does not include an actual rating of performance. The superintendent should share the results of her or his assessment with the principal by January 30. Plans for the next observation/site visit should be scheduled.

End of Year Review 1. Purpose of the Meeting 2. Discuss evidences gathered at second site visit and provide feedback 3. Share progress toward Student Growth Goal 4. Share progress toward Professional Growth Goal 5. Discuss progress of each standard – determine if any other documentation is needed 6. Discuss the evaluation based on 1) VAL-ED; 2) Student Growth local and state contribution; 3) Working Conditions Goal 7. Questions/Concerns/Comments For the Pilot year an End-of-Year Review will occur that mirrors the Mid-Year Review The principal will complete the Documentation Form to submit to the superintendent prior to the End-of-Year review. Additionally, the principal should provide documentation supporting progress made toward both the student growth goal and professional growth goal. As decisions are made about the summative rating, information about summative decisions will be forwarded to all districts.

Professional Growth Plan Observations/ School Site Visits
Performance Portrait Surveys Self-Reflection Professional Growth Plan Observations/ School Site Visits Documentation Goal Setting Multiple data sources provide for a comprehensive and authentic “performance portrait” of the principal’s work.

Revisit your questions or concerns (or requests for support) that you have about TPGES, PPGES, and/or Professional Learning. Now that you’ve reviewed these presentation slides, highlight the questions/concerns that you want to discuss at ISLN.

November ISLN Meeting These slides are meant to provide information before the meeting occurs. This powerpoint presentation, as it exists here, will not.

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November ISLN Meeting These slides are meant to provide information before the meeting occurs. This powerpoint presentation, as it exists here, will not.

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Presentation on theme: "November ISLN Meeting These slides are meant to provide information before the meeting occurs. This powerpoint presentation, as it exists here, will not."— Presentation transcript:

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