1. Idaho Principal Evaluation Process Tyson Carter Educator Effectiveness Coordinator Idaho State Department of Education tcarter@sde.idaho.gov 208-332-6917 http://www.sde.idaho.gov/site/educator_effectiveness/

3. Agenda Principal Evaluation Overview Principal Observation – Instructional Feedback Observation Tool 3

4. PRINCIPAL EVALUATION OVERVIEW

5. Principal Evaluation Cycle

6. Three Phases for Scoring

7. Principal Evaluation: Framework Domain 1: School Climate 1a. School Culture 1b. Communication 1c. Advocacy Domain 2: Collaborative Leadership 2a. Shared Leadership 2b. Priority Management 2c. Transparency 2d. Leadership Renewal 2e. Advocacy Domain 3: Instructional Leadership 3a. Innovation 3b. Instructional Vision 3c. High Expectations 3d. Continuous Improvement of Instruction 3e. Evaluation 3f. Recruitment and Retention 7

8. Objectives – Understand the principal observation process: Instructional Feedback Observation – Analyze, align, and rate observation evidence using the Instructional Feedback Observation process.

9. Instructional Feedback Teacher post-observation conferences are a critical link! – Connects evidence and ratings to concrete changes in instruction and their impact on student learning – Crucial opportunity for teachers to reflect and collaborate to identify strategies to improve instruction – Rare opportunity for principals and teachers to engage in an in-depth, highly analytical discussion centered on instructional practice

10. Instructional Feedback Principals vary widely in providing instructional coaching and feedback—areas that may need support are: – Asking high-level questions – Prompting teacher reflection – Ensuring a balanced or teacher-driven conversation – Identifying and modeling concrete, actionable changes in practice – Connecting feedback to individualized supports and professional growth planning Principals need training, support, and ongoing coaching to provide high-quality instructional feedback

11. Observation Process: Quick Reference Guide 45 123 Evidence Use Professional Interactions Differentiated Questioning Leading Conversations Written Feedback

12. Four-Step Observation Process Step A — Prepare: Pre-observation meeting (with principal) Step B — Collect: Observation of principal and teacher during post-observation conference Step C — Analyze: Coding, alignment of observation data, and assessment of performance Step D — Discuss: Post-observation meeting (with principal)

13. Observation Process: Prepare Communicate and Schedule – Work with principals to identify post- observation conferences to attend. – Meet with the principal for the pre-observation meeting. – Notify the teacher that you will be attending. – Ensure that the teacher understands you will be observing the principal’s work, not the teacher’s performance. Do not surprise the principal and teacher by showing up unexpectedly to observe a teacher observation postconference.

14. Observation Process: Collect Establish the right conditions to observe – In person, video tape, etc. – Review the Behavioral Indicators Quick Reference Take detailed notes – Running Record Gather additional evidence and summarize – Collect copies of the teacher observation documents

15. Observation Process: Analyze Coding & Rating Return to the notes immediately after the observation session to analyze. Review your running record and the teacher observation documents and “code” the notes: coding = connecting what you observed with the descriptions in the Performance-Level Rubric Use the “Behavioral Indicators Quick Reference” to make coding easier. Choose a rating for each indicators based on the evidence collected.

16. Observation Process: Discuss Prepare for the Discussion – Identify strengths and areas for growth – Ask principal to complete self- assessment Hold post-observation conference after observation and discuss evidence. – Prompt the principal to share his/her reflection – Reinforce strengths and provide formative feedback on areas in need of improvement. Plan for the post- observation conference – use the performance level rubric in order to model giving excellent feedback.

17. Observation Process: Discuss Principals learn best when feedback is: – Tied to specific leadership standards What should performance look like? How does the evidence differ from this expectation? – Specific, detailed, and fact-based What evidence do you have to support your claim? – Timely and frequent Can the feedback be used to make adjustments tomorrow? How often are principals receiving feedback? – Constructive What strategy or approach can you suggest as a next step? What additional supports does the principal need?

18. Collecting Evidence Practice Prepare to watch part of a post-observation instructional feedback meeting: get out your pen and paper and/or computer. – Running Record Tips – Write/type quickly and think of a few shortcuts (T = teacher, P = principal, and so on). – Don’t be neat. – Note what the principal says (especially questions asked), teacher responses, and sources of evidence in the discussion. – Try to capture all four types of evidence.

19. Collecting Evidence Practice https://vimeo.com/77080120

20. Reflection How might the principal observation – Instructional Feedback Observation impact a principal? Superintendent? How might this be implemented by capacity builders?

21. Tyson Carter School Improvement/Educator Effectiveness Coordinator Idaho State Department of Education (208) 332-6917 tcarter@sde.idaho.gov 21 Questions?