Principal Effectiveness: Setting the Stage

1. Principal Effectiveness:Setting the Stage 09/27/12 revision

2. Principal EffectivenessWhy Important and Why Now? • Effective school leadership has an impact on developing a culture focused on student achievement. However as stated by Douglas Reeves from the Leadership and Learning Center: “Most leadership assessments are infrequent, late, unhelpful and largely a source of administrative bother.” • Given the efforts taking place with teacher effectiveness, this becomes an opportune time for Pennsylvania to also develop its first universal instrument for principal effectiveness. 2

3. Principal Effectiveness Why Important and Why Now? (continued) • As the Commonwealth continues its work with the establishment of universal effectivenessinstruments, it is essential that building and system leaders have initial and on-going training to guarantee sustainability and reliability. 3

4. Our Approach Review of Previous Work • Reviewed existing state models from North Carolina, Delaware, Washington, Tennessee, and Colorado • Analyzed elements of the various models from the following perspectives: • The nine PA School Leadership Standards; Specifically the Core & Corollary Leadership Standards as mandated by Act 45 of 2007 • The leader’s role in improving student achievement • The desire for measureable and constructive feedback to staff • Conducted an extensive review of research linked to principal effectiveness. 4

5. Our Approach Review of Research • Highlights from the Measures of Effective Teaching (MET) Report: • Principals have the greatest indirect impact on student learning. • An emphasis is needed for evaluators to be accredited and reaccredited after a set period of time to prevent rater drift. • Having multiple observers helps to validate the growth, improvement, and evaluation process. Resource: http://www.metproject.org/reports.php 5

6. Our Approach Review of Research (continued) • Highlights from the RAND Corporation Report: “First Year Principals in Urban School Districts”: • The report provided an analysis of the relationship between first year principals and achievementwithin urban school districts. • Results showed that when a principal leaves, student achievement suffers 2-3 years. Resource: http://www.rand.org/content/dam/rand/pubs/technical_reports/2012/RAND_TR1191.pdf 6

7. Our Approach Review of Research (continued) • Highlights from the Wallace Foundation Report: “The School Principal as Leader” include the following competencies for effective school leaders: • Share a vision of academic success for all students • Create a climate hospitable to education • Cultivate leadership in others • Improve instruction • Manage people, data, and processes to foster school improvement Resource:http://www.wallacefoundation.org/knowledge-center/school-leadership/effective-principal-leadership/Documents/The-School-Principal-as-Leader-Guiding-Schools-to-Better-Teaching-and-Learning.pdf 7

8. Our Approach Review of Research (continued) • Highlights from the April 2010 Policy Brief, Center for Analysis of Longitudinal Data in Education Research (CALDER): • More effective principals are able to staff schools with more effective teachers • Experience is a predictor of principal effectiveness • The principal's job is complex; Effectiveness depends on sense of efficacy on tasks and how time is allocated for tasks • Principal evaluations of teachers can offer valuable feedback on teacher performance, as opposed to student test scores alone Resource: http://www.caldercenter.org/publications/calder-policy-brief-8.cfm 8

9. Our Approach Engaging Stakeholders and Expertise • Educational experts from national, state, and locals levels provided reviews of various work throughout the process. • On June 18, 2012 Pennsylvania conducted its first statewide stakeholder meeting, which included representation from LEAs of various sizes and locations. 9

10. Our Approach Incorporating Act 82 of 2012 • Within Act 82, new requirements for Educator Effectiveness have been defined for teachers, principals, and education specialists. • Within the Act, it defines various categories that need to be addressed within principal evaluation systems: • Planning and Preparation • School Environment • Delivery of Service • Professional Development 10

11. Principal Effectiveness System • Observation/ Evidence • Domains • Strategic/ Cultural Leadership • Systems Leadership • Leadership for Learning • Professional and Community Leadership Building Level Data PSSA Achievement PVAAS Growth Graduation Rate Promotion Rate AP Course Participation SAT/PSAT Correlation PVAAS Elective Data/SLOs District Designed National Tests District Rubrics IEP Growth Projects Portfolios Surveys PDE Standards for Review And Approval

12. Principal Effectiveness Instrument: The Results: Creation of an Instrument • Combing all the background previously identified, a draft instrument was developed that establishes a set of four leadership domains: • Domain 1: Strategic/Cultural Leadership • Domain 2: Systems Leadership • Domain 3: Leadership for Learning • Domain 4: Professional and Community Leadership • The instrument contains specific components (with corresponding descriptors) to be included in each of the four domains. 12

13. Domain 1: Strategic/Cultural Leadership: With Components Domain Descriptor: The school leader will systematically and collaboratively develop a positive culture to promote continuous student growth and staff development. The leader articulates and models a clear vision of the school’s culture that involves students, families, and staff. Components Included in Domain: • Creates an Organizational Vision, Mission, and Strategic Goals • Uses Data for Informed Decision Making • Builds a Collaborative and Empowering Work Environment • Leads Change Efforts for Continuous Improvement • Celebrates Accomplishments and Acknowledges Failures 13

14. Draft – For Reference Only 14

15. Domain 2: Systems Leadership:With Components Domain Descriptor: The school leader will ensure that the school has processes and systems in place for budgeting, staffing, problem solving, communicating expectations and scheduling that result in organizing the work routines in the building. The school leader must efficiently, effectively, and safely manage the building to foster staff accountability and student achievement. Components Included in Domain: • Leverages Human and Financial Resources • Ensures School Safety • Complies with Federal, State, and LEA Mandates • Establishes and Implements Expectations for Students and Staff • Communicates Effectively and Strategically • Manages Conflict Constructively 15

16. Domain 3: Leadership for Learning:With Components Domain Descriptor: The school leader assures a Standards Aligned System is in place to address the linkage of curriculum, instruction, assessment, and data on student learning and teacher effectiveness based on research and best practices. Components Included in Domain: • Leads School Improvement Initiatives • Aligns Curricula, Instruction, and Assessments • Implements High Quality Instruction • Sets High Expectations for All Students • Maximizes Instructional Time 16

17. Domain 4: Professional and Community Leadership:With Components Domain Descriptor: The school leader promotes the success of all students, the positive interactions among building stakeholders, and the professional growth of staff by acting with integrity, fairness and in an ethical manner. Components Included in Domain: • Maximizes Parent and Community Involvement and Outreach • Shows Professionalism • Supports Professional Growth 17

18. Principal Effectiveness Instrument:Alignment with Act 82 and PIL Program Draft – For Reference Only 18

19. The mission of the Pennsylvania Department of Education is to lead and serve the educational community, to enable each individual to grow into an inspired, productive, fulfilled lifelong learner. 19