SCHOOL EXECUTIVE EVALUATION PROCESS

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SCHOOL EXECUTIVE EVALUATION PROCESS

• Jack Hoke
• Superintendent
• Alexander County Schools

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The school executive performance evaluation
process will

• Serve as a guide for principals (North Carolinas
  School Executives) as they reflect upon and
  improve their effectiveness as school leaders
• Inform higher education programs in developing
  the content and requirements of school executive
  degree programs

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• Focus the goals and objectives of districts as
  they support, monitor and evaluate their
  executives
• Guide professional development for school
  executives
• Serve as a tool in developing coaching and
  mentoring programs for school executives.

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Definitions

• School Executives Principals licensed to work
  in the state of North Carolina.
• Self-Evaluation Personal reflection about ones
  professional practice to identify strengths and
  areas for improvement conducted without input
  from others.
• North Carolina School Executive Evaluation Rubric
  A composite matrix of the standards, components
  and elements of the North Carolina Standards for
  School Administrators

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• Performance Standard The distinct aspect of
  leadership or realm of activities which form the
  basis for the evaluation of a school executive.
• Performance Elements The sub-categories of
  performance embedded within the performance
  standard.
• Performance Descriptions The specific
  performance responsibilities embedded within the
  components of each performance standard.

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• Performance Goals - Goals for improvement in
  professional practice based on the
  self-evaluation or supervisor recommendation.
• Data Factual information used as the basis for
  reasoning, discussion or planning.
• Artifact A product resulting from a school
  leaders work

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Possible Artifacts

• School Improvement Plan
• School Improvement Team Minutes
• North Carolina Teacher Working Conditions Survey
• Student Achievement Data

• Student Dropout Data
• Teacher Retention Data
• National Board Certified Teachers
• Professional Development
• PTSA

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Definitions cont.

• 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 school executives performance based on
  the evaluation rubric and supporting evidence.
• Standards Performance Rating Scale A rating
  system on a continuum

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Standards Performance Rating Scale

• Developing Demonstrates growth toward the
  performance standard.
• Proficient Demonstrates competence in meeting
  performance expectations.
• Accomplished Meets the standard for
  performance.

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• 4. Distinguished Exceeds the standard for
  performance.
• 5. Not Evident/Not Observed Performance for a
  standard which has not been observed or for which
  no evidence of performance has been provided.
  Comments will be required to indicate performance
  expectations or satisfactory evidence.

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Rubric for Evaluating North Carolina School
Executives
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Standard 2 Instructional Leadership

• School executives set high standards for the
  professional practice of 21st century instruction
  and assessment that result in a no-nonsense
  accountable environment. The school executive
  must be knowledgeable of best instructional and
  school practices and must use this knowledge to
  cause the creation of collaborative structures
  within the school for the design of highly
  engaging schoolwork for students, the on-going
  peer review of this work, and the sharing of this
  work throughout the professional community.

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a. Focus on Learning and Teaching, Curriculum, Instruction and Assessment The school executive leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for students. a. Focus on Learning and Teaching, Curriculum, Instruction and Assessment The school executive leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for students. a. Focus on Learning and Teaching, Curriculum, Instruction and Assessment The school executive leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for students. a. Focus on Learning and Teaching, Curriculum, Instruction and Assessment The school executive leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for students. a. Focus on Learning and Teaching, Curriculum, Instruction and Assessment The school executive leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for students.
Developing Proficient Accomplished Distinguished Not Evident/ Not Demonstrated (Comment Required)
Collects and analyzes student assessment data in adherence with instructional and legal requirements. Provides students access to a variety of 21st century instructional tools, including technology. . . . and Systematically focuses on the alignment of learning, teaching, curriculum, instruction, and assessment to maximize student learning. Organizes targeted opportunities for teachers to learn how to teach their subjects well with engaging lessons. Utilizes multiple sources of data, including the Teacher Working Conditions survey, for the improvement of instruction. Ensures that students are provided opportunities to learn and utilize best practices in the integrated use of 21st century instructional tools, including technology, to solve problems . . . and Ensures that the alignment of learning, teaching, curriculum, instruction, and assessment is focused to maximize student learning. Creates a culture that it is the responsibility of all staff to make sure that all students are successful. . . . and Ensures that knowledge of teaching and learning serves as the foundation for the schools professional learning community. Encourages and challenges staff to reflect deeply on, and define, what knowledge, skills and concepts are essential to the complete educational development of students.
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b. Focus on Instructional Time The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time. b. Focus on Instructional Time The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time. b. Focus on Instructional Time The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time. b. Focus on Instructional Time The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time. b. Focus on Instructional Time The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time.
Developing Proficient Accomplished Distinguished Not Evident/ Not Demonstrated (Comment Required)
Understands the need for teachers to have daily planning and duty-free lunch periods Is knowledgeable of legal requirements regarding teacher planning time and duty-free lunch periods. Develops a master schedule to maximize student learning by providing for individual and on-going collaborative planning for every teacher. Is knowledgeable of designs for age-appropriate school schedules which address the learning needs of diverse student populations. . . . and Adheres to legal requirements for planning and instructional time. Designs scheduling processes and protocols that maximize staff input and address diverse student learning needs. . . . and Ensures that teachers have the legally required amount of daily planning and lunch periods. Routinely and conscientiously implements processes to protect instructional time from interruptions. . . . and Structures the school schedule to enable all teachers to have individual and team collaborative planning time. Systematically monitors the effect of the master schedule on collaborative planning and student achievement. Ensures that district leadership is informed of the amounts and scheduling of individual and team planning time.
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Suggested Artifacts

• School Improvement Plan
• Documented use of formative assessment
  instruments to impact instruction
• NC Teacher Working Conditions Survey
• Development and communication of goal-oriented
  personalized education plans for identified
  students
• Student achievement and testing data

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• Evidence of team development and evaluation of
  classroom lessons
• Student drop-out data
• Use of research-based practices and strategies in
  classrooms
• Teacher retention data
• Master school schedule documenting individual and
  collaborative planning for every teacher

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School Executive EvaluationSummary School
Executive Evaluation Form

• School Executive Name____________________________
  ___ID___________
• School________________________ School
  Year_________
• Position/Assignment______________________________
  _____
• Evaluator____________________________Title______
  ______
• School Executive Background
• Number of years as a principal____________________
  ________
• Number of years at this school ___________________
  _________
• Highest degree earned ____________________________
  ______

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The North Carolina School Executive Evaluation is
based, in part, on formal evaluation and
conferences conducted on the following dates
Site Visit. Dates Conf. Dates School Executive Signature Evaluator Signature






Summary Evaluation Conference Date ______________
_______
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• School Executive Name__________________School
  year ______
• STANDARD 1 Strategic Leadership. School
  executives will create conditions that result in
  strategically re-imaging the schools vision,
  mission, and goals in the 21st century.
  Understanding that schools ideally prepare
  students for an unseen but not altogether
  unpredictable future, the leader creates a
  climate of inquiry that challenges the school
  community to continually re-purpose itself by
  building on its core values and beliefs about its
  preferred future and then developing a pathway to
  reach it.

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Comments Recommended actions for improvement Evidence or documentation to support rating ___School Improvement Plan. ___NC Teacher Working Conditions Survey. ___Evidence of School Improvement Team. ___Student achievement and testing data. ___Statement of school vision, mission, values, beliefs and goals. ___Evidence of stakeholder involvement in development of vision, mission, value, belief and goal statements. ___Evidence of shared decision-making and distributed leadership. ___360 Feedback.


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North Carolina School Executive EvaluationGoal
Form

• School Executive Name________________ID_________
  ___
• School__________School Year__________
• Position/Assignment______________________________
  ________________________

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INSTRUCTIONS

• This goal-setting form is to be completed by the
  school executive following the school executives
  self-assessment process. The goals, as well as
  activities, outcomes and time line, will be
  reviewed by the school executives supervisor
  prior to the school executive beginning work on
  the goals. The supervisor may suggest additional
  goals as appropriate. It is not necessary for
  the school executive to have a goal in each
  standard area unless suggested by the self
  evaluation or the supervisor.

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Goal Key Activities/Strategies (What you need to accomplish the Goal Outcomes (Measurement) Time Line For Measuring Goal Outcome


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Mid Year Evaluation Goal Progress

• The supervisor determines whether the School
  Executive is making acceptable progress toward
  goal(s) attainment within each standard. Mark
  this category as (P) - progressing or (NP) - not
  progressing.

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Goal P NP
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
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• Plan for Improvement in the goal attainment
• Goal
• Action Plan

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School Executive Responsibilities

• Becoming knowledgeable of the North Carolina
  School Executive
• Performance Standards.
• Becoming knowledgeable of the School Executive
  Evaluation Process.
• Preparing for the Pre-Evaluation Conference,
  including a self-evaluation, identification of
  performance goals, and identifying a change
  initiative underway at their school

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• Gathering data, artifacts, evidence to support
  performance in relation to standards and progress
  in attaining goals.
• Developing and implementing strategies to improve
  personal performance/attain goals in areas
  individually or collaboratively identified.
• Participating in the Final Evaluation Conference.

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Evaluator Responsibilities

• Know and understand the North Carolina School
  Executive Performance Standards.
• Has received training using the School Executive
  Evaluation Process.
• Supervise the School Executive Evaluation Process
  and ensure that all steps in the process are
  conducted according to the agreed upon process.

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• Identify the school executives strengths and
  areas for improvement and making recommendations
  for improvement.
• Ensure that the contents of the School Executive
  Summary Evaluation Report contain accurate
  information and accurately reflect the school
  executives individual performance.

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Instructions for Evaluation Process

• The intended purpose of the school executive
  evaluation process is to focus on formative
  professional development in a collegial,
  non-threatening way to assess the school
  executives performance in relation to the
  Standards for School Executives.

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• The school executive will take the lead in
  conducting the evaluation process through the use
  of self evaluation, reflection and by gathering
  input from the various stakeholders with an
  interest in the leadership in the school.

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• The input and evidence gathered by the school
  executive is not intended to become part of a
  portfolio unless specifically requested by the
  school executives supervisor.
• The evidence gathered is to provide a basis for
  self-evaluation, goal-setting and professional
  development.

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Summary of School Executive Evaluation Process

• School executive conducts self assessment using
  School Executive rubric.
• School executive solicits input from various
  stakeholder groups regarding his/her performance.
  The groups should include teachers and other
  stakeholders such as parents, students, and
  community members.

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Teacher assessment of school leadership may
include

• Focus group discussions
• Interviews
• Questionnaires

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• 3. School executive consolidates assessment of
  school leadership from various data sources.

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Data sources could include

• Student achievement data
• Other performance information
• Teacher working conditions survey data
• Informal and formal feedback from various input
  instruments
• School improvement plan
• Teacher assessments of school leadership
• Parent, teacher and community assessment of
  school leadership

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• 4. School executive meets with Superintendent /
  Evaluator to discuss his/her performance.
• 5. Based on this discussion and performance
  recommendations, school executive develops a
  Professional Growth Plan.

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Executive Evaluation Tool Implementation Plan

• Stephen Greene
• Office of Professional Development
• DPI

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Information Sessions

• Sessions have been held with some of our RESAs
  Consortiums, LEAs, PEP
• March 13 NCASA
• June 30-July 2 NCASA, Summer Leadership
  Conference-for Superintendents, Principals, and
  Human Resource staff

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Cadre of Professionals

• 2 five day training sessions will be provided by
  DPI, McREL, and the New Teacher Center to 60
  staff who will then provide training to our
  principals and principal supervisors. These
  trainings will focus participants on the key
  elements of the new evaluation system.
• May 5-9 and May 12-16

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Cadre of Professionals

• In addition, a third training session for an LEA
  staff member will be provided. LEA staff will
  then be available to provide individual
  professional development and additional support.
• Date TBA

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Principal Training

• Cadres deployed to provide two-day regional
  training to LEAs during the months of June and
  July of 2008.
• Dates provided for LEA trainings June 23-24,
  June 25-26, July 7-8, July 9-10, July 14-15, July
  16-17, July 21-22, July 23-24.

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Advisory Group

• A group of seasoned, master Superintendents,
  Principals, and Teachers will be selected to
  provide input to guide follow up professional
  development needed to ensure successful
  implementation of the instrument. August 2008.

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DPI Office of Professional Dev

• Will provide support to LEAs through the
  development of professional learning geared to
  the standards addressed in the instrument.
• These topics will be available to Principals and
  Principal Supervisors beginning in the fall of
  2008.
• Modules will be developed for specific principal
  needs.

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Between Now and June

• Dr. Shirley Prince,
• Superintendent, Scotland County Schools

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What You Can Do Now

• Review the new standards with your principals.
• Have the principals review the rubric and decide
  where they would place themselves and why.
• Meet one on one and discuss.

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More Suggestions

• Align Strategic Plans, School Improvement Plans,
  etc., with the standards?
• Discuss potential professional development needs
  based on the standards.
• Talk with your colleagues in the Pilots to share
  ideas.

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Suggestions Continued

• Review potential artifacts such as TWC.
• Ensure principals and principal supervisors
  register online for summer training.
• Select LEA representative to attend training.

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Pilot Schools for 2007-2008

• Cherokee Charlotte/Mecklenburg
• McDowell Guilford
• Transylvania Hoke
• Alexander Robeson
• Elkin City Johnston
• Iredell-Statesville Roanoke Rapids
• Alleghany Edgecombe
• Mooresville Wilson
• Onslow Currituck
• Camden Piloted only the school
  executive instrument.
• All others piloted the both the teacher
  and
• school executive instruments.