1 / 42

Principal Practice Within Wisconsin’s Educator Effectiveness Framework

Principal Practice Within Wisconsin’s Educator Effectiveness Framework. Joe Schroeder, PhD Associate Executive Director, AWSA. Session Learning Targets. I) Gain familiarity with Wisconsin’s developing p rincipal practice rubric II) Identify sources of evidence for various

Download Presentation

Principal Practice Within Wisconsin’s Educator Effectiveness Framework

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Principal Practice Within Wisconsin’s Educator Effectiveness Framework Joe Schroeder, PhD Associate Executive Director, AWSA

  2. SessionLearning Targets I) Gain familiarity with Wisconsin’s developing principal practice rubric II) Identify sources of evidence for various components of principal practice III) Identify key considerations andinitial steps for moving forward in the new era

  3. Why the Focus on Principal Effectiveness? Although many factors contribute to student learning, leadership is the second most powerful school-level factor in student learning. (Hallinger & Heck, 1996; Horng, Klasick, & Loeb, 2010)

  4. Why the Focus on Principal Effectiveness? Strong school leadership is essential for • Cultivating high-performing schools • Attracting and retaining high-quality teaching staff • Building community support for education efforts (Clifford, Behrstock-Sherratt, & Fetters, 2012)

  5. Why the Emphasis on Evaluating Principal Practice? • Evaluation practices vary greatly across schools and districts • Professional standards (such ISSLC and/or state standards) often not aligned with evaluation practices • Little empirical evidence that current evaluation models and instruments are effective or technically sound (WestEd, 2011)

  6. Why the Emphasis on Evaluating Principal Practice? The professional literature highlights the importance of principal evaluation in changing practice from thehistorical emphasis on managerial responsibilities to more recent expectations that principals are instructional leaders, who are responsible and accountable for student learning. (WestEd, 2011)

  7. Principal Practice Part I: Familiarity with Wisconsin’s Principal Effectiveness Framework & Rubric

  8. ISLLC Standards(Interstate School Leaders Licensure Consortium) • Human Resource Leadership • Instructional Leadership • Personal Behavior • Intentional and Collaborative School Climate • School Management

  9. Purposes for Professional Standards • Provide a common language and understanding about effective principal practice • Supportprofessional growth through self-assessment, reflection and collaboration • Link various sources of evidence to principal practice that result in improved student achievement

  10. Take a Closer Look What structure do you see?

  11. Structure of Wisconsin’sPrincipal Effectiveness Framework 2 Domains 5 Components 23 Elements 4-Point Rubric for Each Element

  12. Domain 1: Teacher Effectiveness Component 1.2 Instructional Leadership 1.2.1 Living a Vision and Mission for ALL Students 1.2.2 High Expectations for Academic Achievement 1.2.3 Classroom Observations and Feedback 1.2.4 Instructional Time 1.2.5 Teacher Collaborations 1.2.6 Data Usage in Teams 1.2.7 Rigorous Student Learning Objectives

  13. 4-Point Rubric for Each Element Ineffective Minimally Effective Effective Highly Effective

  14. Effective Principal Practice at the Component Level • Relationships to the ISSLC Standards • Overall themes you notice

  15. Reflection and Consolidation:Session I What priorities do you see needed as your district prepares for full implementation of principal practice supervision in coming months and years?

  16. Principal Practice Part II: Identifying Sources of Evidence

  17. Evidence vs. Opinion

  18. Potential Sources of Evidence1.1 Human Resource Leadership School Improvement Plan Recruitment Methods Observations of Staff / Faculty

  19. Potential Sources of Evidence1.2 Instructional Leadership Memos, Newsletter, Website Samples of SLOs Team Meeting Agendas

  20. Reflection and Discussion • Identify where we might look forevidence of the standard elements 2) Share your thoughts with a neighbor

  21. Principal Practice Part III:Moving Forwardin the New Era

  22. Foci for PD in the New Era Understanding the relevant framework, evaluation process, and means for feedback

  23. Foci for PD in the New Era Identifying forms of rating bias, areas of common rating errors, and evidence sources most appropriate

  24. Foci for PD in the New Era Practice observing and rating evidence sources, with feedback, according to the relevant effectiveness framework.

  25. Foci for PD in the New Era Exploring how elements identified through the evaluation process can focus PD and support to enhance student learning in your school(s).

  26. Foci for PD in the New Era Practice coaching conversations as a tool for improving principal practice

  27. Considerations / Next Steps Diagnose Develop Intervene

  28. Diagnose

  29. Leadership and Learning Matrix (Reeves, 2010) Organizational Results AntecedentsofExcellence

  30. Develop

  31. Intervene

  32. Reflection and Consolidation:Session II What priorities do you see needed as your district prepares for full implementation of principal practice supervision in coming months and years?

  33. joeschroeder@awsa.org 608.729.6656

More Related