NC SCHOOL EXECUTIVE: PRINCIPAL /ASSISTANT PRINCIPAL EVALUATION PROCESS TRAINING

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NC SCHOOL EXECUTIVEPRINCIPAL /ASSISTANT
PRINCIPALEVALUATION PROCESSTRAINING
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/training
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WELCOME

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

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Webinar Information

• Webinars are recorded
• Mute is enabled for all participants
• Features you will use and see
• Questions Bar
• QA
• Session will not automatically end if we run past
  time
• Materials available _at_ www.ncpublicschools.org/prof
  dev/training/principal
• Email personal questions or concerns to
  professional_development_at_dpi.state.nc.us

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Agenda

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

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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 workand 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

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Background Information

• Standards approved on December 2006
• Evaluation instrument approved on
• July 2008 Principals
• September 2010 Assistant Principals
• September 2010 Online System

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Key Components
Code of Ethics _at_ www.ncpublicschools.org/profdev
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The Evaluation Process will

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Reflections from the field

• Dr. Jeff Peal
• Associate Superintendent, Alexander County
  Schools

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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
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Standard 1 Strategic Leadership
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Discussion Question
How does a principal / assistant principal model
or demonstrate Strategic Leadership?
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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

1. Focus on Learning and Teaching, Curriculum,
   Instruction and Assessment
2. Focus on Instructional Time

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Standard 2 Instructional Leadership
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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?

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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
• Acknowledges Failures Celebrates Accomplishments
  and Rewards
• Efficacy and Empowerment

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Teacher Conditions 2010
Please rate how strongly you agree or disagree with the following statements Responses from NC Educators Surveyed Responses from NC Educators Surveyed Responses from NC Educators Surveyed Responses from NC Educators Surveyed
Please rate how strongly you agree or disagree with the following statements Agree Strongly 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
www.ncteachingconditions.org
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Principal Conditions 2010
TABLE 2. AREAS PRINCIPALS IDENTIFIED NEEDING ADDITIONAL SUPPORT TABLE 2. AREAS PRINCIPALS IDENTIFIED NEEDING ADDITIONAL SUPPORT TABLE 2. AREAS PRINCIPALS IDENTIFIED NEEDING ADDITIONAL SUPPORT 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 45.7 32.0 13.7
Student assessment 44.0 30.0 14.0
Data-driven decision making 42.1 48.0 - 5.9
Teacher evaluation 40.0 11.0 29.0
Instructional leadership 35.8 32.0 3.8
Budgeting 34.1 28.0 6.1
Working with parents and the community 32.2 20.0 12.2
School improvement planning 31.4 24.0 7.4
School scheduling 29.7 27.0 2.7
Creating positive learning environments 27.8 23.0 4.8
Staffing (hiring, etc.) 15.7 14.0 1.7
1
2
1
www.ncteachingconditions.org
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Principal Conditions
TABLE 1. THE AMOUNT OF TIME PRINCIPALS DEVOTE TO VARIOUS ACTIVITIES IN AN AVERAGE WEEK TABLE 1. THE AMOUNT OF TIME PRINCIPALS DEVOTE TO VARIOUS ACTIVITIES IN AN AVERAGE WEEK TABLE 1. THE AMOUNT OF TIME PRINCIPALS DEVOTE TO VARIOUS ACTIVITIES IN AN AVERAGE WEEK TABLE 1. THE AMOUNT OF TIME PRINCIPALS DEVOTE TO VARIOUS ACTIVITIES IN AN AVERAGE WEEK TABLE 1. THE AMOUNT OF TIME PRINCIPALS DEVOTE TO VARIOUS ACTIVITIES IN AN AVERAGE WEEK TABLE 1. THE AMOUNT OF TIME PRINCIPALS DEVOTE TO VARIOUS ACTIVITIES IN AN AVERAGE WEEK 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 None Less than 1 hours More than 1 but less than or equal to 3 hours 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 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 teachers 1.1 15.8 43.2 25.9 12.2 1.8
Observing and coaching teachers 0.1 4.0 29.2 34.9 24.1 7.7
Covering classes for certified or non-certified absences on-site 37.0 46.2 11.7 3.5 1.3 0.2
Meetings with or sponsored by central office 2.4 28.1 46.5 18.0 4.4 0.6
Personnel issues 2.7 18.8 33.6 25.6 13.9 5.4
Administrative duties 0.0 0.7 5.7 17.4 26.9 49.3
Meetings with parents and the community 0.1 5.1 27.7 33.8 25.4 8.3
Student discipline issues 0.5 13.5 32.5 27.4 17.2 8.9
Working directly with students (i.e. teaching, tutoring, etc.) 5.3 30.9 32.1 17.4 9.4 5.0
49.3
www.ncteachingconditions.org
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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

1. Professional Development/Learning Communities
2. Recruiting, Hiring, Placing and Mentoring of
   Staff
3. Teacher and Staff Evaluations

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New Teacher Evaluation Instrument
Standard 4
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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

1. School Resources and Budget
2. Conflict Management Resolution
3. Systematic Communication
4. School Expectations for Students Staff

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Standard 5 Managerial Leadership
"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
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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

1. Parent and Community Involvement and Outreach
2. Federal, State, and District Mandates

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(No Transcript)
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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

• School Executive
• Micro-political Leadership

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Standard 7 Micro-political Leadership
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The Evaluation Process
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• Both should
• Know and understand the North Carolina Standards
  for School Executives
• Receive training on the evaluation process

• Principal/Assistant Principal

• Evaluator

Supervise the process and ensure that all steps
in the process are conducted according to the
approved process
Prepare for and participate in Pre-Evaluation
Conference Mid-Year and Final Evaluation
Conferences
Identify the principal/assistant principals
strengths and areas for improvement and make
recommendations for improving performance
Gather data, artifacts, evidence to support
performance in relation to standards and progress
in attaining goals
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
ROLES
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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

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Definitions and Terms

• 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

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What are artifacts?
Evidence of collaboration with school improvement
and/or leadership team
Evidence of stakeholder involvement
Communication Logs
PLCs
School Survey Data
Professional Development
Data of School Improvement Planning
Participation in school improvement planning
Use of research-based practices and strategies
Student Achievement Data
NCTWCS Data
Teacher Retention Data (and plan of action)
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Performance Rating Scale
Consistently and significantly exceeded basic
competence on standards of performance
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
Exceeded basic competence on standards for
performance most of the time
Accomplished
Innovation High Performance
Demonstrated basic competence on standards of
performance
Proficient
Solid, effective application success
Demonstrated adequate growth during the period of
performance, but did not demonstrate competence
on standard(s) of performance
Developing
Never demonstrated
Skill not mature or unsuccessful
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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

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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. 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. 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. 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. 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.
Developing Proficient Accomplished Distinguished Not Demonstrated (Comment Required)
Develops his/her own vision of the changing world in the 21st 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.
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3. Initial Meeting 4. Data Collection

• Individually
• Discuss
• Self-assessment
• Preliminary goals
• and agree upon the Consolidated Performance
  Assessment evidence/process (including timelines,
  procedures, expectations, etc.)

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Goal Setting

• 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

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Data Collection
On-going

• Artifacts
• Evidence of performance
• Feedback from a variety of sources
• Demonstrate any element or standard
• Site Visits/Observations
• Feedback Evaluation rubric

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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.

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Performance Ratings Mid-Year
Progressing (P)
Not Progressing (NP)
N/A (Not Addressed or Not Applicable)

• 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

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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

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Suggested conversation points betweenSuperintende
nt and PrincipalPrincipal 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?

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Summary Evaluation Conference

• The evaluator will
• Rate each element
• Determine overall standard rating
• Summarize information and artifacts

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Performance Ratings End of Year
Distinguished
Knowledge and skills replicated Exemplar of
performance
Not Demonstrated Did not demonstrate competence
on, or adequate growth toward, achieving
standard(s) of performance Requires
documentation
Accomplished
Innovation High Performance
Proficient
Solid, effective application success
Developing
Never demonstrated
Skill not mature or unsuccessful
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• Questions Answers
• Final Comments
• Contact Information
• www.ncpublicschools.org/profdev/training/principal
  
• Director
• Dr. Lynne Johnson
• PD Consultants
• Eliz Colbert Yvette Stewart Savon
  Willard
• 919-807-3278
• ystewart_at_dpi.state.nc.us