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ISLLC Interstate School Leaders Licensure Consortium. LIASCD Annual Fall Conference Dr. Eustace Thompson October 7, 2011. Interstate School Leaders Licensure Consortium (ISLLC).

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isllc interstate school leaders licensure consortium

ISLLCInterstate School Leaders Licensure Consortium


Annual Fall Conference

Dr. Eustace Thompson

October 7, 2011

interstate school leaders licensure consortium isllc
Interstate School Leaders Licensure Consortium (ISLLC)
  • Only common set of standards developed by a national body of state departments of education (originally 23 states) and national leadership organizations (originally)
  • 35 states have adopted them
  • National Council for the Accreditation of Teacher Education (NCATE) used them as the bases of their standards
  • Endorsed by National Association of State Boards of Education (NASBE); National Association of Secondary School Principals (NASSP); National Association of Elementary School Principals (NAESP)

Standards will:

  • apply to all educational leader positions
  • improve leader performance which is connected to teacher/student performance
  • Identify skills and dispositions for leaders
  • be assessed primarily through performance measures
leadership focus
Leadership Focus

“Leadership is second only to classroom instruction among all school-related factors that contribute to what students learn at school”.

Wallace Report 2006


ISLLC Standards:

  • What are they?
  • Why are they important to leaders?
  • How do we put standards to use in schools?
  • How will they affect our performance evaluations?
session goals
Session Goals
  • Develop a knowledge and appreciation of the ISLLC Standards
  • Understand the APPR scoring matrix for principals
  • Understand the integration of the ISLLC Standards as integral to APPR leader evaluation
principal s goal school improvement initiative
Principal's goal/school improvement initiative

To implement writing across the curriculum in order to address declines in ELA test results

evidence submitted by the principal
Evidence submitted by the principal
  • Minutes from Building Leadership Team noting consensus on selecting this goal as a building focus.
  • Records indicating attendance by 87% of the faculty in a five-day series of workshops by a national expert on writing across the curriculum.
  • Evaluations from faculty with 75% rating the above workshops as “excellent”; 15 % rating it “of some value”; and 10% rating it “of little value.”
  • A letter from the PTA to the principal indicating that parents support the increase in written homework assignments.
  • Newly created curriculum documents which include expectations at each grade level and in each subject for writing assignments aligned with the NY State Learning Standards.
  • Faculty meeting agenda indicating discussion of the focus on writing across the curriculum.
  • Classroom observation reports in which the principal recognizes teachers for including writing assignments consistent with curriculum expectations.
data collection methods examples
Data Collection MethodsExamples

Documents -




evidence approach assessment centers
Evidence Approach-Assessment Centers

The term assessment center is a catch-all term that can consist of a variety of exercises. They…

  • include oral exercises, counseling simulations, problem analysis

exercises, interview simulations, role-play exercises, written report or analysis exercises, and group exercises.

  • allow candidates to demonstrate more of their skills through job-relevant situations.
  • provide extremely accurate measures of performance and capability.
evidence approach 360 degree feedback
Evidence Approach-360-Degree Feedback
  • A 360-degree feedback evaluation is a questionnaire that asks colleagues, teachers, parents, students

and external stakeholders—how well a leader performs in any number of behavioral areas.

evidence approach multi rater feedback
Evidence Approach-Multi-Rater Feedback

Using multiple reviewers, or multi-rater feedback. In such a process, at least two levels of administration review the leader and agree on their performance and competencies.


Standard 1 Essential Knowledge

Pluralistic Society- social justice and equity are apparent in structures- key words :open access; building equity audits;


standard 1 vision
Standard 1Vision

Developing a visions can be measured based on several characteristics: implementation of a vision statement can be measured by the leaders knowledge and articulation of the specific needs, faults, weaknesses, and strengths of school-identify critical individuals to foster vision; identify future trends; the written document.

standard 1 data analysis and analysis strategies
Standard 1 Data Analysis and Analysis Strategies

Example: documents must identify gaps in achievement at all levels and provide a design for the evaluation of specific instructional programs. Race, gender, SES, intra school populations, similar school populations; regional populations, statewide populations, national populations.. Rationales for all assessments (qualitative and quantitative).

standard 1 strategic planning
Standard 1Strategic Planning

Example: document review of short-or long-term timelines that focus on basic steps in a comprehensive strategic planning process: common vision, goal identification, priority setting, program development/budget; program implementation actions; annual evaluation measures.

standard1 communication skills
Standard1 Communication Skills

Example: External evaluation of written documents (memos. reports, etc.) based on audience identification, clarity of purpose, writing conventions. The extent of leader media use through technology, television, internet; newspaper.

standard 1 consensus building
Standard 1 Consensus Building
  • Example: Principal identifies the specific structures that facilitate the flow of conversations. Development of PLC using models of Collaborative Inquiry or Reflective Practice or Root Cause Analysis.
essential aspects of standard 2
Essential Aspects of Standard 2
  • Expectations –learning theories, differentiation, multiple learning opportunities, applied learning theories
  • Safety and Order-principles of effective instruction-school climate-barriers to learning addressed
  • Responsibility and Empathy-lifelong learning-feels valued and important-respect and fairness
  • Praise-acknowledgment of all individual contributions
essential aspects of standard 3
Essential Aspects of Standard 3
  • Models of organization: i.e. Mintzberg’s 5
  • Principles of organizational development-change theory and organizational learning
  • School safety- Albert Snow (2003) school safety strategies
  • Human resource management-mentoring, coaching supervision, evaluation
  • Fiscal operations- zero based budgeting
  • School facilities-evaluation of spaces to determine support of instructional program(sp. ed. rms)
essential elements of standard 4

Essential Elements of Standard 4

Collaborative decision making- what strategies does the principal use to collect data from the community

Parental Participation in the school environment –the principal can articulate what is meant by parental involvement in the school

Teacher involvement with the family and community-clarification of roles and responsibilities for student learning

Community resources-does a school community plan exist and is it of quality- tutorial, health, churches, law enforcement, media, political, economic

Decision making- does a collaborate model exist for external stakeholders to provide input and feedback to schools? -inclusive of all stakeholders

standard 5 evidence
Standard 5 Evidence
  • Formal character education programs
  • Informal moral and ethical modeling by leader
  • Presentations to faculty
  • Reflective journals
  • Discussion of scenarios-focus groups
  • Discipline guidelines aligned respect & caring
  • Emphasis on sportsmanship
standard 6 aspects
Standard 6 Aspects
  • Faculty improvement
  • Student achievement in a milieu of accountability
overview of appr
Overview of APPR
  • Lead Evaluators/Evaluators
  • New York State Teaching Standards and ISLLC Standards
  • Evidence-based observation
  • Application and use of Student Growth Percentile and Value Added Growth Model data
  • Application and use of the State-approved teacher or principal rubrics
  • Application and use of any assessment tools used to evaluate teachers and principals
  • Application and use of State-approved locally selected measures of student achievement
  • Use of Statewide instructional Reporting System
  • Scoring methodology used to evaluate teachers and principals
  • Specific considerations in evaluating teachers and principals of ELLS and students with disabilities.
the rating plan
The Rating Plan
  • 20 points- growth of state assessments
  • 20 points growth on locally selected measures of student achievement
  • 60 points state approved rubric based on ISLLC Standards

(ineffective-developing-effective-highly effective)

principal effectiveness score 60 based on isllc standards
Principal Effectiveness Score 60%Based on ISLLC Standards

60% of score must be locally developed and negotiated consistent with standards in commissioner’s regulations

  • Reeves, Vanderbilt, Learner Centered Initiative
  • Requires Site License
  • 40 points based on leadership and management actions
  • For 2011-12 -30% of student body must be in tested grades
pr incipal effectiveness score 60 continued
Principal Effectiveness Score 60%continued
  • Evidence Binders includes school documents
  • Goal setting aligned with District’s and Board goals
  • May include surveys done by parents, staff and students
  • Work Products (Newsletter, Communication with Community)
  • Discussions in task force around
    • Differentiated evaluations for novice principals versus experienced principals
    • Accountability for issues that are in their direct control
other measures for principals 60 points isllc 2008 leadership standards choice of rubric
 Other Measures for Principals: 60 PointsISLLC 2008 Leadership Standards: Choice of rubric
  • Multiple Measures
  • 40 of 60 points based on supervisor’s broad assessment of principal leadership and management actions
  • Must incorporate supervisory visit to school and at least two sources of evidence
    • -feedback from students, parents, and/or other teachers
    • -visits from independent trained evaluators
    • -review of school documents (archival data)
  • Any remaining leadership standards not addressed through above requirements must be assessed at least once a year
list of approved principal practice rubrics
List of Approved Principal Practice Rubrics
  • The school district that selects a principal practice rubric from this list may enter into agreement with the rubric provider for services. The district collaborated directly with the provider to develop and support their capacity to implement principal evaluations.
selecting a principal rubric
Selecting a Principal Rubric
  • In choosing rubrics for use in the APPR, LEAs should note that the governing body of each school district and BOCES is responsible for ensuring that evaluators have appropriate training—including training on the application and use of the rubrics—before conducting an evaluation under 3012-c and Commissioner's regulations. The governing body is also responsible for certifying a lead evaluator as qualified before that lead evaluator conducts or completes a teacher’s or principal’s evaluation.  

Lead Evaluator: The Superintendent and his/her designees will be trained and certified as lead evaluators according to the NYSED’s model to ensure consistency and defensibility.

isllc aligned approved rubrics for principals
ISLLC Aligned Approved Rubrics for Principals
  • The Reeves Leadership Performance matrix
  • Vanderbilt Assessment of Leadership in Education (Val-Ed)
  • Multidimensional Principal Performance Rubric
  • Principal Evaluation Rubrics by Kim Marshall
reeves the leadership performance matrix
Reeves- The Leadership Performance Matrix
  • Provides consistent, clear, and fair definitions of leadership performance
  • Focuses on the Dimensions of Leadership revealed by research as key to performance
  • Documents judgments about leadership performance through supporting evidences
  • Offers continuous and effective feedback for veteran, new, and aspiring leaders
  • Supports collaborative processes and collegial conversations that are essential for sustainable Professional Learning Communities
  • Promotes observations and evaluations as part of a holistic learning system that develops leadership effectiveness
  • Offers flexibility for district customization
vanderbilt assessment for leadership in education val ed
Vanderbilt Assessment for Leadership in Education™ (VAL-ED
  • The Vanderbilt Assessment for Leadership in Education™ (VAL-ED) is a research-based evaluation tool that measures the effectiveness of school leaders by providing a detailed assessment of a principal's performance. Aligned to the ISLLC standards, the VAL-ED focuses on learning-centered leadership behaviors that influence teachers, staff, and most importantly, student achievement. It is a 360 assessment, intended to be taken by not only the principal, but by teachers and the principal's supervisor, ensuring that the very best information is available. The VAL-ED instrument is easy for your school to adopt. Completing the VAL-ED, a 72-item inventory of behaviors, requires just 20-25 minutes per respondent. This can be done very easily at a faculty meeting. Or, the assessments can be handed out to teachers and completed on their own time; all that is needed is a faculty representative willing to pick up the assessments, put them in an envelope, and send them off! Because the teacher surveys are completely anonymous (no names required), there is no need to worry about loss of confidentiality. Additionally, schools or individual teachers can opt to take the VAL-ED online. This service will remind respondents with customized emails and allows them to complete the assessment on their own time in the privacy of their home or classroom. Respondents will be able to save their progress and log out at any time.
multidimensional principal performance rubric
Multidimensional Principal Performance Rubric
  • New York State Education Department has included LCI's Multidimensional Principal Performance Rubric (MPPR) on their list of Approved Principal Practice Rubrics. MPPR Part 1. All ISLLC standards were clustered and titled, becoming the 5 dimensions of the rubric: Culture, Instructional Program, Capacity Building, Strategic Planning, Sustainability
the common core state standards initiative ccssi
The Common Core State Standards Initiative (CCSSI)
  • The Common Core State Standards Initiative is a joint effort by Council of Chief State School officers (CCSSO) and the National Governors Association Center for Best Practices (NGA Center) in partnership with Achieve, ACT and the College Board. Governors and state commissioners of education from across the country have committed to joining a state-led process to develop a common core of state standards in English-language arts and mathematics for grades K-12.
  • These standards will be research and evidence-based, internationally benchmarked, aligned with college and work expectations and include rigorous content and skills. The NGA Center and CCSSO are coordinating the process to develop these standards and have created an expert validation committee to provide an independent review of the common core state standards, as well as the grade-by-grade standards.
principal evaluation rubrics by kim marshall
Principal Evaluation Rubrics by Kim Marshall*

These rubrics are organized around six domains covering all aspects of a principal’s job performance:

  • A. Diagnosis and Planning
  • B. Priority Management and Communication
  • C. Curriculum and Data
  • D. Supervision and Professional Development
  • E. Discipline and Parent Involvement
  • F. Management and External Relations
principal improvement plan
Principal Improvement Plan
  • If a principal is rated “developing” or “ineffective” the District shall develop and implement a Principal Improvement Plan (“PIP”). Process [Process for developing a PIP shall be negotiated] Contents: Each PIP shall contain the following information:
  • Identify Areas of Improvement
  • Identify Timeline for Improvement
  • Identify How Improvement will be Assessed
  • Identify Differentiated Activities to Support Improvement
  • {Additional Elements May Be Negotiated}
principal student achievement measures local 20
Principal Student Achievement Measures (Local 20%)


  • Performance of subgroups
  • Selected Metrics from local tests, e.g. writing sample, reading levels
  • % proficiency from former level 1 and 2 on SED Assessments

High School

  • Graduation rates
  • Regents, IB/AP Exams
  • Drop out rates
  • Credit Accumulation
  • Growth Goals for subgroups

Shipman, N.J., Queen, A.J., and Peel H.A. (2007). Transforming School Leadership with ISLLC and ELCC. Larchmont,NY: Eye on Education, Inc..