1. Contextualized Goals Setting: How to operationalize ISLLC standards for school improvement
Dawn Shannon
Assistant Superintendent, Broome-Tioga BOCES

2. The story. . .

3. How do we AVOID creating an evaluation system that treats instructional leadership like a list of “activities” that principals accomplish?

4. Outcomes. . . Participants will. . .
Compare the "activities driven principalship” with strategic, instructional leadership described in ISLLC standards
Describe “contextualized goal setting”
Explain how using ISLLC standards in the context of goals creates focus and efficiencies in principal evaluation
Describe the implications of this process for principal evaluation in your region
Create questions using a principal evaluation rubric that align with contextualized goal setting

5. What are the differences between managers and leaders?
Principal Managers. . .
Principal LEADERS. .
Don’t know about this. .
COMPARE TO ISLLC STANDARDS

6. INSTRUCTIONAL PROGRAM
One view of ISLLC
A school administrator is an educational leader who promotes the success of all student by
INSTRUCTIONAL PROGRAM
STUDENT SUCCESS!
Political, Economic
Integrity? Fairness?
COLLABORATION

7. What are the implications of this model?
How is evidence collected in this “disparate” view of the ISLLC standards?
What are the implications of this model?

8. Defining the “leverage point”
CONSIDER THIS. . .
Defining the “leverage point”
What does the principal want/need to improve?
Example: student performance in ELA (grades 3,4,5)
What is the highest leverage action that will increase the probability of success?
Examples. . Implementing modules?
Implementing DDI?
Implementing evidence based observation with feedback for teachers?
STEP 2: SET THE GOAL!
The building will fully implement a data driven instruction model in the school year in order to improve student performance on ELA state tests in grades 3,4,5 by an increase in 10 students achieving a score of 3 or 4 (this equals 10% of students)

9. ISLLC in CONTEXT
What is the principals’ shared vision for DDI? Who is doing what? How did s/he create a shared vision?
How does the principal manage the issues of more assessments (formative) in the political climate about testing in this community?
What is essential in the school culture to support DDI? Is it present? How will the principal support it? Change it?
How will this impact the instructional program?
DDI
How does the implementation of DDI ensure the success of ALL students in a way that is fair and ethical?
Is data used fairly and ethically?
What systems, resources, PD, time, supports, will be needed for DDI to be successful? How will these be provided ?
How does the principal support teacher collaboration?
How does the principal help parents/community understand DDI?

10. How does a contextualized goal setting model change the conversations
How does a contextualized goal setting model change the way evidence is collected?
How does a contextualized goal setting model change the conversations
between the principal and the evaluator?

11. CREATE QUESTIONS TO FOCUS EVIDENCE COLLECTION THROUGH. .
GO TO YOUR RUBRICS. . .
CREATE QUESTIONS TO FOCUS EVIDENCE COLLECTION THROUGH. .
Observation (school visits)
Pre and post conferences
Review of artifacts
Does it work?

12. Stories from the field. . .
QUESTIONS?

13. So. . . Can contextualized goal setting AVOID
creating an evaluation system
that treats instructional leadership
like a list of “activities”
that principals accomplish?

14. Assistant Superintendent, Broome-Tioga BOCES
THANK YOU!
Dawn Shannon
Assistant Superintendent, Broome-Tioga BOCES