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Principal Leadership Evaluation

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{. Principal Leadership Evaluation. The VAL-ED Vision…. The construction of valid, reliable, unbiased, accurate, and useful reporting of results Summative and formative diagnostic profiles The ability to measure progress over time A variety of settings and circumstances

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  • Principal Leadership Evaluation
the val ed vision
The VAL-ED Vision…

The construction of valid, reliable, unbiased, accurate, and useful reporting of results

Summative and formative diagnostic profiles

The ability to measure progress over time

A variety of settings and circumstances

Feasibility for widespread use

Predicting important outcomes

the val ed instrument
The VAL-ED Instrument
  • VAL-ED Features Include:
    • 72 items for principals/supervisor
    • 36 items for teachers
    • Principal, Teachers, & Supervisor respondents
    • An effectiveness scale (1 – 5)
      • 1 = Ineffective to 5 = Outstandingly effective.
    • Indications of the sources of evidence.
    • Two parallel forms.
    • Online Administration
core components
Core Components
  • High Standards for Student Learning
    • Individual, team, and school goals for rigorous student academic and social learning
  • Rigorous Curriculum (content)
    • Ambitious academic content provided to all students in core academic subjects
  • Quality Instruction (pedagogy)
    • Effective instructional practices maximize student academic and social learning
  • Culture of Learning & Professional Behavior
    • Integrated communities of professional practice in the service of student academic and social learning
    • A healthy school environment in which student learning is the central focus
  • Connections to External Communities
    • Linkages to family and institutions in the community that advance academic and social learning
  • Performance Accountability
    • Leadership holds itself and others responsible for realizing high standards of performance for student academic and social learning
key processes
Key Processes
  • Planning:
    • Articulate shared direction and coherent policies, practices, and procedures for realizing high standards of student performance.
  • Implementing:
    • Engage people, ideas, and resources to put into practice the activities necessary to realize high standards for student performance.
  • Supporting:
    • Create enabling conditions; secure and use the financial, political, technological, and human resources necessary to promote academic and social learning.
  • Advocating:
    • Promote the diverse needs of students within and beyond the school.
  • Communicating:
    • Develop, utilize, and maintain systems of exchange among members of the school and with its external communities.
  • Monitoring:
    • Systematically collect and analyze data to make judgments that guide decisions and actions for continuous improvement.
sources of evidence
Sources of Evidence
  • Reports from others
  • Personal observations
  • School documents
  • School projects and activities
  • Other sources
  • No evidence (automatically rates principal as ineffective)
assessment results
Assessment Results:

Descriptive Analysis

Total Score

Core Components Subscale Scores

Key Process Subscale Scores

Norm-Referenced Profiles

Principal

Teacher

Supervisor

Total respondent composite

Criterion-Referenced Profiles

Distinguished

Proficient

Basic

Below basic

performance level descriptors
Performance Level Descriptors
  • Below basic (1.00-3.28)*
    • A leader at the below basic level of proficiency exhibits leadership behaviors of core components and key processes at levels of effectiveness that over time are unlikely to influence teachers to bring the school to a point that results in acceptable value-added to student achievement and social learning for students.

*Note cut score as a rating of 3 which is deemed “satisfactory” on the survey equates to a below basic performance

performance level descriptors cont
Performance Level Descriptors (cont)
  • Basic (3.29-3.59)*
    • A leader at the basic level of proficiency exhibits leadership behaviors of core components and key processes at levels of effectiveness that over time are likely to influence teachers to bring the school to a point that results in acceptable value-added to student achievement and social learning for some sub-groups of students, but not all.

*Note cut score as a rating of 3 which is deemed “satisfactory” on the survey equates to a below basic performance

performance level descriptors1
Performance Level Descriptors
  • Proficient (3.60-3.99)*

A proficient leader exhibits learning-centered leadership behaviors at levels of effectiveness that are likely to influence teachers positively and result in acceptable value-added to student achievement and social learning for all students

*Note cut score

performance level descriptors2
Performance Level Descriptors
  • Distinguished (4.00-5.00)*

A distinguished leader exhibits learning-centered leadership behaviors at levels of effectiveness that are virtually certain to influence teachers positively and result in strong value-added to student achievement and social learning for all students.

*Note cut score

performance levels
Performance Levels

Distinguished >4.0 14%*

Proficient 3.6 36%*

Basic 3.29 33%*

Below Basic <3.29 17%*

50% identified as Proficient or Distinguished

*National Average

please note cut scores
Please Note Cut Scores

Below Basic (1.00-3.28)

Basic (3.29-3.59)

Proficient (3.60-3.99)

Distinguished (4.00-5.00)

A mean score of “3” could equate to a “Below Basic” performance. The VAL-Ed cut scores are based on psychometric correlations from thousands of surveys. Please distinguish accurate rating when scoring, recognizing that a “3” is not a satisfactory rating.

tip 1
Tip 1
  • The teachers invited to complete the Val-ed should result in a representative and reasonably large sample, ideally greater than 75% of those in the school. When all the appropriate supervisors are included along with the principal, the result is a 360 degree assessment.
tip 2
Tip 2
  • Teachers must be know that their responses are anonymous.
  • To access the survey:

valed.discoveryeducation.com

tip 3
Tip 3
  • Respondents must be given adequate time to read, reflect on evidence, and rate the behaviors of the principal. The instrument is designed to take 30 to 45 minutes, but 1hour should be allocated to the task to ensure that all respondents have time to complete it.
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