Instructional Support Leadership Network April 30, 2013 www.kvecsupportnetwork.wikispaces.com
Your Facilitator’s for Today Stacy Noah Effectiveness Coach/ISLN Facilitator email@example.com Abbie Combs KVEC Director of Innovations and PPGES firstname.lastname@example.org Carole Mullins Regional Network Content Specialist, Eng/LA email@example.com
Today’s Learning Target • I can reflect on the growth of my district related to KCAS ELA/Math standards and determine current level of implementation. • I can identify the Principal Proficiency Standard for the new PPGES and recognize their importance to student learning. • I can explain the PPGES process and data sources. • I can enhance my learning of the correct process/procedures for PR submittal in June 2013.
What is the implementation level of the Eng/LA and Math KCAS in my district? • With your district’s team, discuss each indicator (such as “Knowledge of Standards”) on the Eng/LA rubric.Think about specific accomplishments your district has made. • Agree on a rating for each indicator. • Circle the group’s rating decision on the colored copy of the Eng/LA rubric. • Complete the same process for the Math rubric. Each district team will complete an Eng/LA rubric and a Math rubric (color copies) and submit to me TODAY.
Introduction to Kentucky’s Principal Professional Growth and Effectiveness System
Looking for Patterns Look for some ways that this process is like/different from your current evaluation process. Reflections: • What changes will the new PPGES system make in the current evaluation process? • How is the PPGS similar/different from the TPGES • What can your district/school do to prepare teachers, principals, and the district office for the pilot and for statewide implementation?
Getting to Know the Standards Handouts • Design a Principal • Performance Standard/Indicators/Rubric TABLE TALK • Share your principal design. • Using the principal performance standards decide which standard matches the criteria.
As you work think about: What is the expectation of the standard? What do the indicators tell you about the standard? For a principal to be accomplished, what must he/she do? Share with the highlights of what you have learned with the others in your group.
What do Good Principals Do? Instructional Leadership School Climate Professionalism The Principal Human Resources Management Communication & Community Relations Organizational Management
Main Components Performance Standard Performance Indicators Performance Rubric
Multiple Data Sources Surveys Self-Reflection EVIDENCE Professional Growth Plan Principal Evaluation Observations/ School Site Visits Documentation Student Growth Goal Setting
Surveys Gathers client data regarding perceptions of the principal’s performance. • Provides feedback for professional growth and development;helps principals set goals for continuous improvement (formative evaluation) • VAL-ED and Tell Kentucky will be administered during alternating years • Principals may administer additional surveys • Principals fill out Reflection on Survey Results portion of the Reflective Practice and Professional Growth Planning Template • Survey results should inform the Professional Growth Plan
Vanderbilt Assessment of Leadership in Education (VAL-ED) • Multi-rater assessment of principal’s learning-centered behaviors • 360⁰ feedback from teachers, principals, supervisors • Core components (“what”); Key processes (“how”)
Vanderbilt Assessment of Leaderhip in Education (VAL-ED) • The VAL-ED report addresses the questions of: • Who responded? • What evidence was used to evaluate the principal?
VAL-EDResults • Four performance levels: • Below Basic • Basic • Proficient • Distinguished • Scores associated with levels determined by national panel of principals, supervisors, teachers Total scores are interpreted against a national representative sample that included principals, supervisors, and teachers to give a percentile rank. • What do the results say about the principal's current leadership behaviors?
VAL-ED Results 5 point effectiveness rating 1 = ineffective 2 = minimally effective 3 = satisfactorily effective 4 = highly effective 5 = outstandingly effective (standard deviation)
VAL-ED Integrated Summary The lowest rated core components by key process are identified as leadership behaviors for possible improvement BB = Below Basic B = Basic P = Proficient D = Distinguished
TELL Kentucky • Statewide survey of certified school-based educators to assess teaching conditions at the school, district, and state level • Questions are about the school environment, not about any one person or individual; no questions refer to a principal, rather questions refer to “leadership” at the school • Administrators receive many of the same questions as teachers, but have additional types of questions to asses how the district and state support them • Responses for administrators are only reported at the state level
Survey Summary Results Shows the percent of respondents that agreed with the statement Each major category has specific questions beneath
Survey Detailed Results • Class sizes are reasonable such that teachers have • the time available to meet the needs of all students. Strongly disagree Agree Strongly agree Disagree XXX HS(n=60, dk=0) All KY HS(n=10279, dk=42) XXX County (n=213, dk=0) Kentucky (n=41793, dk=165)
Reflection on Survey Results Describe your survey population(s). List factors that might have influenced the results. What did teachers/staff perceive as major strengths? What did teachers/staff perceive as major weaknesses? How will you use this information for continuous professional growth? Part of the Reflective Practice and Professional Growth Planning Template Abbreviated for training purposes
Self-Reflection Helps a principal judge the effectiveness and adequacy of his/her knowledge and performance for the purpose of self-improvement; helps target areas for professional development. • Principals reflect on survey results and on performance standards • Principals fill out Reflection on the Standards portion of the Reflective Practice and Professional Growth Planning Template • Principals should select an area of growth identified in self-reflection upon which to focus professional growth goals • Principals share self-reflection with supervisor as they collaboratively develop the Professional Growth Plan • Principals refer to self-reflection throughout the year to see if strategies for improvement are effective
Reflection on the Standards Part of the Reflective Practice and Professional Growth Planning Template Abbreviated for training purposes
Professional Growth Plan Helps facilitate the translation of growth needs into practical activities and experiences to strengthenthe principal’s competencies. • Principals select an area of growth identified in self-reflection upon which to focus professional growth goals • Developed collaboratively with the evaluator • Goals should be SMART (specific, measurable, appropriate, rigorous--but realistic, and time-limited) • Should use data from multiple sources • Goals become the focus of professional growth activities, support, and on-going reflection • Principals fill out Connecting Priority Growth Needs to Professional Growth Planning portion of the Reflective Practice and Professional Growth Planning Template
Observations/School Site Visits Provides information on a wide variety of contributions made by principals. • Applied in a variety of settings • May range from watching principal’s interactions with others to observing programs and shadowing the principal • Evaluators discuss various aspects of the job via formal interview or less structured discussion • Allows principal opportunity to discuss successes and challenges • Provides insight into how principal is addressing standards; provide further areas for evaluators to explore • Helps principals think through potential artifacts • At least two observations/site visits per year of at least one hour duration • Evaluator provides feedback to principal
Observation/Site Visit Form Abbreviated for training purposes
Documentation Demonstrates a principal’s skills, talents, and accomplishments through an organized collection of work. • Provides evidence of performance related to specific standards – principal’s voice in evaluation • Provides opportunity for self-reflection, demonstration of quality work, and is a basis for two-way communication with evaluator • Identification of artifacts collaborative effort between principal and evaluator • Principal provides one to three artifacts in each standard • Annotations as needed for clarification • Reviewed at mid-year and end of year
Goal Setting for Student Growth Goals set squarely on measurable student performance provide a powerful way to enhance professional performance and positively impact student academic growth. • Principals set at least one goal tied directly to student academic growth • Goals should be SMART (specific, measurable, appropriate, rigorous--but realistic, and time-limited) • New goals identified each year; reviewed with evaluator • Evaluator and principal review goal progress at middle and end of year
Performance Portrait Surveys Self-Reflection Professional Growth Plan Observations/ School Site Visits Documentation Goal Setting