1. NC SCHOOL EXECUTIVE: PRINCIPAL /ASSISTANT PRINCIPAL EVALUATION PROCESS TRAINING 1 **Materials revised October 2010 **This training template is to be used at the discretion of the LEA for local training purposes. **Additional resources are available at www.ncpublicschools.org/profdev/trainingwww.ncpublicschools.org/profdev/training

2. WELCOME Yvette Stewart Lead Professional Development Consultant Educator Recruitment and Development Division ystewart@dpi.state.nc.us 919-807-3278 North Carolina Department of Public Instruction October 5, 2010 October 13, 2010 October 21, 2010 2

3. 3 Webinar Information Webinars are recorded Mute is enabled for all participants Features you will use and see: –Questions Bar –Q&A Session will not automatically end if we run past time Materials available @ www.ncpublicschools.org/profdev/training/principal www.ncpublicschools.org/profdev/training/principal Email personal questions or concerns to professional_development@dpi.state.nc.us professional_development@dpi.state.nc.us

4. Agenda 4 1. Background Information 2. Overview of North Carolina Standards for School Executives 3. Components of the Evaluation Process 4. Closing Questions

5. 5 State Board of Educations Mission Statement The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century. Produce globally competitive students Be led by 21st century professionals Be governed and supported by 21st Century Systems Produce globally competitive students Be led by 21st century professionals Be governed and supported by 21st Century Systems

6. Background Information Standards approved on December 2006 Evaluation instrument approved on: –July 2008: Principals –September 2010: Assistant Principals September 2010: Online System 6

7. Key Components 7 www.p21.org www.ncteachingconditions.org Code of Ethics @ www.ncpublicschools.org/profdev

8. 8 The Evaluation Process will… Serve as a guide for principals and assistant principals (school executives) as they reflect upon and improve their effectiveness as school leaders Focus the goals and objectives of districts as they support, monitor and evaluate their executives Guide professional development and coaching and mentoring programs for school executives Inform revisions of higher education programs in developing the content and requirements of MSA degree programs

9. Reflections from the field… Dr. Jeff Peal Associate Superintendent, Alexander County Schools 9

10. 10 NC Standards for School Executives Standard 1: Strategic Leadership Standard 2: Instructional Leadership Standard 3: Cultural Leadership Standard 4: Human Resource Leadership Standard 5: Managerial Leadership Standard 6: External Development Leadership Standard 7: Micro-Political Leadership a) School Vision, Mission, and Strategic Goals b) Leading Change c) School Improvement Plan d) Distributive Leadership

11. Standard 1 – Strategic Leadership 11 School Leaders Are able to share a vision of the changing world in the 21 st Century Create processes to ensure the schools identity Create processes to distribute leadership throughout the school Are a driving force behind major initiatives that help students acquire 21 st century skills

12. 12 How does a principal / assistant principal model or demonstrate Strategic Leadership? Discussion Question:

13. 13 NC Standards for School Executives Standard 1: Strategic Leadership Standard 2: Instructional Leadership Standard 3: Cultural Leadership Standard 4: Human Resource Leadership Standard 5: Managerial Leadership Standard 6: External Development Leadership Standard 7: Micro-Political Leadership a)Focus on Learning and Teaching, Curriculum, Instruction and Assessment b)Focus on Instructional Time

14. Standard 2 – Instructional Leadership 14 Instructional Leaders Challenges staff to reflect deeply on and define what knowledge, skills and concepts are essential to the complete educational development of students Systematically and frequently observes in classrooms and engages in conversation with students about their learning Creates processes to provide formal feedback to teachers concerning effectiveness of classroom instruction What does this look like? How can you measure this?

15. Instructional Leadership Scenario Transformation High School has 920 students. The principal, Will Succeed, is a first year principal and was hired two weeks before the start of school. The school has had four different principals over the past 3 years -- Principal Succeed will be the fifth. One of the current staff members applied for the principal position and is resentful that Principal Succeed is on board. The superintendent told him he was expected to significantly improve the schools reading and math scores by any means necessary this year. When conducting classroom walkthroughs during the first month of school, Principal Succeed notices that most teachers consistently and routinely rely on lecture as the primary mode of instruction. He also notices that they utilize very little technology. He also noticed that most teachers do not utilize higher order thinking questions with the students, which is a practice that all staff has been trained on. He reminded the staff at faculty meeting about their training and two months later, in his next round of observations, he sees the same reliance on lecture as an instructional method, little use of higher order thinking questioning, and an even smaller amount of technology being used. Walking by the second period English 1 classroom, he found out the teacher, Mr. Full OExcuses, was not at school. The inclusion teacher, Ms. DoWell Anyway, had started class by assigning students a warm up activity on sentence corrections. Ms. DoWell Anyway and Principal Succeed decided on a plan for the remainder of the class period as the students worked on the assignment. Mr. Full OExcuses arrived during third period unprepared to teach the next lesson, as he left his plan book on his counter at home. Question: What instructional issues did you pick up on and how would you go about addressing the issue? 15

16. 16 NC Standards for School Executives Standard 1: Strategic Leadership Standard 2: Instructional Leadership Standard 3: Cultural Leadership Standard 4: Human Resource Leadership Standard 5: Managerial Leadership Standard 6: External Development Leadership Standard 7: Micro-Political Leadership a) Focus on Collaborative Work Environment b) School Culture and Identity c)Acknowledges Failures; Celebrates Accomplishments and Rewards d)Efficacy and Empowerment

17. 17 Teacher Conditions 2010 www.ncteachingconditions.org Please rate how strongly you agree or disagree with the following statements: Responses from NC Educators Surveyed AgreeStrongly Agree Strongly Disagree Disagree Teachers have time available to collaborate with colleagues 18%43%10%29% Teachers have sufficient access to instructional technology, including computers, printers and internet access 34%46%5%15% This school does a good job of encouraging parent/guardian involvement 36%54%2%8% School administrators support teachers efforts to maintain discipline in the classroom 31%50%5%14% Teachers are encouraged to participate in school leadership roles 35%55%2%7% The faculty and leadership have a shared vision 24%59%3%14%

18. 18 Principal Conditions 2010 TABLE 2. AREAS PRINCIPALS IDENTIFIED NEEDING ADDITIONAL SUPPORT Percent Indicating a need for Support 2010 Percent Indicating a need for Support 2008 Difference Teacher remediation/coaching 45.732.013.7 Student assessment 44.030.014.0 Data-driven decision making 42.148.0- 5.9 Teacher evaluation 40.011.029.0 Instructional leadership 35.832.03.8 Budgeting 34.128.06.1 Working with parents and the community 32.220.012.2 School improvement planning 31.424.07.4 School scheduling 29.727.02.7 Creating positive learning environments 27.823.04.8 Staffing (hiring, etc.) 15.714.01.7 1 2 1 www.ncteachingconditions.org

19. 19 Principal Conditions TABLE 1. THE AMOUNT OF TIME PRINCIPALS DEVOTE TO VARIOUS ACTIVITIES IN AN AVERAGE WEEK None Less than 1 hours More than 1 but less than or equal to 3 hours More than 3 but less than or equal to 5 hours More than 5 but less than or equal to 10 hours More than 10 hours Instructional planning with teachers1.115.843.225.912.21.8 Observing and coaching teachers0.14.029.234.924.17.7 Covering classes for certified or non- certified absences on-site 37.046.211.73.51.30.2 Meetings with or sponsored by central office 2.428.146.518.0 4.4 0.6 Personnel issues2.718.833.625.613.95.4 Administrative duties0.00.75.717.426.949.3 Meetings with parents and the community 0.15.127.733.825.48.3 Student discipline issues0.513.532.527.417.28.9 Working directly with students (i.e. teaching, tutoring, etc.) 5.330.932.117.49.45.0 49.3 www.ncteachingconditions.org

20. 20 NC Standards for School Executives Standard 1: Strategic Leadership Standard 2: Instructional Leadership Standard 3: Cultural Leadership Standard 4: Human Resource Leadership Standard 5: Managerial Leadership Standard 6: External Development Leadership Standard 7: Micro-Political Leadership a)Professional Development/Learning Communities b)Recruiting, Hiring, Placing and Mentoring of Staff c)Teacher and Staff Evaluations

21. New Teacher Evaluation Instrument 21 Standard 4

22. 22 NC Standards for School Executives Standard 1: Strategic Leadership Standard 2: Instructional Leadership Standard 3: Cultural Leadership Standard 4: Human Resource Leadership Standard 5: Managerial Leadership Standard 6: External Development Leadership Standard 7: Micro-Political Leadership a)School Resources and Budget b)Conflict Management & Resolution c)Systematic Communication d)School Expectations for Students & Staff

23. Standard 5 – Managerial Leadership 23 LeadershipManagement Knowledge And Expertise CollaborationProcessesClear ExpectationsVision "My father had a simple test that helps me measure my own leadership quotient: When you are out of the office, he once asked me, does your staff carry on remarkably well without you?" Martha Peak, Group Editor, AMA Magazines, Management Review, October 1992

24. 24 NC Standards for School Executives Standard 1: Strategic Leadership Standard 2: Instructional Leadership Standard 3: Cultural Leadership Standard 4: Human Resource Leadership Standard 5: Managerial Leadership Standard 6: External Development Leadership Standard 7: Micro-Political Leadership a)Parent and Community Involvement and Outreach b)Federal, State, and District Mandates

25. 25 Proactively creates systems that engage parents/guardians and all community stakeholders in a shared responsibility for student and school success Parent and Community Involvement and Outreach Continually assesses the progress of district initiatives and reports results to district-level decision makers. Federal, State and District Mandates Designs protocols and processes that ensures compliance with state and district mandates Federal, State and District Mandates

26. 26 NC Standards for School Executives Standard 1: Strategic Leadership Standard 2: Instructional Leadership Standard 3: Cultural Leadership Standard 4: Human Resource Leadership Standard 5: Managerial Leadership Standard 6: External Development Leadership Standard 7: Micro-Political Leadership a)School Executive Micro-political Leadership

27. Standard 7 – Micro-political Leadership 27

28. Orientation Pre- Evaluation Planning Initial Meeting Data Collection Mid-Year Conference Prepare a Consolidated Performance Assessment Summary Evaluation Conference 28 The Evaluation Process

29. Principal/Assistant Principal Evaluator 29 Develop and implement strategies to improve personal performance/attain goals in areas individually or collaboratively identified Ensure that the content of the summary rating form contains accurate information and accurately reflects their performance Identify the principal/assistant principals strengths and areas for improvement and make recommendations for improving performance Supervise the process and ensure that all steps in the process are conducted according to the approved process Gather data, artifacts, evidence to support performance in relation to standards and progress in attaining goals Both should: 1.Know and understand the North Carolina Standards for School Executives 2.Receive training on the evaluation process Prepare for and participate in : Pre-Evaluation Conference Mid-Year and Final Evaluation Conferences

30. 30 Definitions and Terms School Executives – principals and assistant principals licensed to work in North Carolina Self-Assessment – Personal reflection about ones professional practice to identify strengths and areas for improvement conducted without input from others Practices – statements of what one would see an effective educator doing in each standard Competencies – knowledge and skills one needs to effectively implement the practices Evaluation Rubric – A composite matrix of the standards, components and elements of the North Carolina Standards for school administrators

31. Definitions and Terms 31 Performance Goals - Goals for improvement in professional practice based on the self-assessment and/or supervisor recommendation Evidence – documents that demonstrate or confirm the work of the person being evaluated and support the rating on a given element Summary Evaluation Form – A composite assessment of the principal/assistant principals performance based on the evaluation rubric and supporting evidence Artifact – A natural by-product of work, not just for the purpose of an evaluation

32. 32 What are artifacts? Evidence of collaboration with school improvement and/or leadership team School Survey Data Evidence of stakeholder involvement Professional Development Communication Logs Data of School Improvement Planning PLCs Use of research-based practices and strategies Student Achievement Data NCTWCS Data Teacher Retention Data (and plan of action) Participation in school improvement planning

33. 33 Performance Rating Scale Developing Proficient Accomplished Distinguished Demonstrated adequate growth during the period of performance, but did not demonstrate competence on standard(s) of performance Demonstrated basic competence on standards of performance Exceeded basic competence on standards for performance most of the time Consistently and significantly exceeded basic competence on standards of performance Not Demonstrated Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance *Requires documentation Knowledge and skills replicated Exemplar of performance Innovation + High Performance Skill not mature or unsuccessful Solid, effective application + success Never demonstrated

34. 34 Orientation Pre- Evaluation Planning Initial Meeting Data Collection Mid-Year Conference Prepare a Consolidated Performance Assessment Summary Evaluation Conference 1. Orientation 2. Pre-Evaluation Planning Group Orientation – receive materials Complete Self-Assessment Develop Professional Development Plan (Goals) Understand your evaluators expectations for the Consolidated Performance Assessment

35. 35 Self-Assessment a. School Vision, Mission and Strategic Goals: The schools identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to establish these attributes, and the ways they are embodied in the life of the school community. DevelopingProficientAccomplishedDistinguished Not Demonstrated (Comment Required) Develops his/her own vision of the changing world in the 21 st century that schools are preparing children to enter.... and Leads and implements a process for developing a shared vision and strategic goals for student achievement that reflect high expectations for students and staff. Maintains a focus on the vision and strategic goals throughout the school year.... and Creates with all stakeholders a vision for the school that captures peoples attention and imagination. Designs and implements collaborative processes to collect and analyze data, including the Teacher Working Conditions survey, about the schools progress for the periodic review and revision of the schools vision, mission, and strategic goals.... and Ensures that the schools identity (vision, mission, values, beliefs and goals) actually drive decisions and inform the culture of the school. Initiates changes to vision and goals based on data to improve performance, school culture and school success.

36. Individually Discuss: –Self-assessment –Preliminary goals –and agree upon the Consolidated Performance Assessment evidence/process (including timelines, procedures, expectations, etc.) 36 Orientation Pre- Evaluation Planning Initial Meeting Data Collection Mid-Year Conference Prepare a Consolidated Performance Assessment Summary Evaluation Conference 3. Initial Meeting 4. Data Collection

37. District form or sample form (p. 47, 48 Manual) No more than 3 goals per year –Does not include school-wide goals –Change initiatives underway at school Standard 4 – Required Goal –Teacher turnover rate (improve or maintain) (P) Progressing or (NP) Not Progressing Discussed at Mid-Year Conference 37 Goal Setting

38. Data Collection Artifacts –Evidence of performance –Feedback from a variety of sources –Demonstrate any element or standard Site Visits/Observations –Feedback: Evaluation rubric 38 On-going

39. Mid-Year Conference Required conference Focused on the status of goal attainment and mid-year adjustments Principals and Assistant Principals should have evidence toward goal attainment that reflects the process detailed on their goal plan. Be prepared to discuss leading indicators and the impact the goal is having on the school. 39 Orientation Pre- Evaluation Planning Initial Meeting Data Collection Mid-Year Conference Prepare a Consolidated Performance Assessment Summary Evaluation Conference

40. Performance Ratings: Mid-Year Progressing (P) Not Progressing (NP) N/A (Not Addressed or Not Applicable) 40 Acceptable progress Supportive evidence Progress is not significant or evident Discuss adjustments to actions, plan, support, etc. Standard 4 – required All 7 standards rated at end of year

41. 41 Consolidated Performance Assessment The principal/assistant principal will: Synthesize information from a variety of sources Provide to evaluator in advance of final conference Assessment used to evaluate final performance Orientation Pre- Evaluation Planning Initial Meeting Data Collection Mid-Year Conference Prepare a Consolidated Performance Assessment Summary Evaluation Conference

42. Suggested conversation points between Superintendent and Principal Principal and Assistant Principal –What does your data tell you about your effort toward attaining your goals? –How have your goals impacted your teachers, students and parents? –How does your performance in the targeted area compare to last years performance? –What changes have you observed in teacher performance as a result of your leadership? –What changes have you observed in student performance as a result of your leadership? 42

43. Summary Evaluation Conference 43 Orientation Pre- Evaluation Planning Initial Meeting Data Collection Mid-Year Conference Prepare a Consolidated Performance Assessment Summary Evaluation Conference The evaluator will: 1.Rate each element 2.Determine overall standard rating 3.Summarize information and artifacts

44. Performance Ratings: End of Year 44 Developing Proficient Accomplished Distinguished Not Demonstrated Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance *Requires documentation Knowledge and skills replicated Exemplar of performance Innovation + High Performance Skill not mature or unsuccessful Solid, effective application + success Never demonstrated

45. Questions & Answers Final Comments Contact Information www.ncpublicschools.org/profdev/training/principal Director Dr. Lynne Johnson PD Consultants Eliz Colbert Yvette StewartSavon Willard 919-807-3278 ystewart@dpi.state.nc.us 45