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Principal Performance Evaluation System

Principal Performance Evaluation System. Student Academic Progress Goal Setting February 2013. What a re the P urposes of Student Academic Progress Goal Setting ?. Focus on student results Explicitly connect teaching and learning Improve instructional practices and teacher performance

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Principal Performance Evaluation System

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  1. Principal Performance Evaluation System Student Academic Progress Goal Setting February 2013

  2. What are the Purposes ofStudent Academic Progress Goal Setting? • Focus on student results • Explicitly connect teaching and learning • Improve instructional practices and teacher performance • Tool for school improvement

  3. Goal-Setting Process Step 3: Create and implement leadership and management strategies Step 4: Monitor progress through ongoing data collection Step 5: Assess goal attainment Step 1: Determine needs Step 2: Create specific growth goals using baseline data

  4. Step 1:Determine Needs Step 3: Create and implement leadership and management strategies Step 4: Monitor progress through ongoing data collection Step 5: Assess goal attainment Step 1: Determine needs Step 2: Create specific growth goals using baseline data

  5. How Do We Determine Needs?

  6. Considerations:Determining Needs • Baseline Data • Vision and/or Mission • Division Initiatives • School’s Strategic Plan • Survey Results

  7. Simulation:Principal A Elementary School Principal

  8. Simulation:Determine Needs • Review the School Profile, Content Area, and Baseline Data for Principal A. • Answer the following: • What area did Principal A choose as the goal-setting focus? • What influenced this choice? • What data were used as a baseline?

  9. Implementation:Determine Needs • What might be some areas of focus for your school? • What baseline data could be used?

  10. Based on what you have learned today, what assessment data sources would be appropriate for…

  11. Step 2:Create Student Academic Progress Goals Step 3: Create and implement leadership and management strategies Step 4: Monitor progress through ongoing data collection Step 5: Assess goal attainment Step 1: Determine needs Step 2: Create specific growth goals using baseline data

  12. A goal is a statement of an intended outcome of your work: Student Learning Distinct from Strategies Strategies = Means Goal = End What is a Student Academic Progress Goal?

  13. Specific Measureable Appropriate Realistic, but Rigorous Time-bound What Makes a Goal SMART?

  14. SPECIFIC: Focus • Does the goal focus on a specific expectation?

  15. Has an appropriate instrument or measure been chosen to assess the attainment of the goal? MEASURABLE

  16. Is it within the principal’s control to effect change? APPROPRIATE

  17. Is the goal feasible? Is it a “stretch” goal? Goldilocks Principle REALISTIC, but RIGOROUS

  18. Is the goal contained to a single school year? TIME-BOUND

  19. Evaluate:Is this Goal SMART? • A good goal statement is one that is… • Specific • Measurable • Appropriate • Realistic, but Rigorous • Time-bound Principal A’s goal statement: During the current school year, all third-grade students will improve in the subject of mathematics.  

  20. Better Goal for Principal A? • A good goal statement is one that is… • Specific • Measurable • Appropriate • Realistic, but Rigorous • Time-bound Principal A’s goal statement: From August 2012 to May 2013, 100 percent of third-grade students will improve at least 1.0 grade levels as measured by the online mathematics assessment. Additionally, students who score a 2.7 and below on the pre-assessment will improve at least 1.2 grade levels as measured by the online diagnostic mathematics assessment.

  21. Step 3:Create and Implement Leadership and Management Strategies Step 3: Create and implement leadership and management strategies Step 4: Monitor progress through on-going data collection Step 1: Determine needs Step 2: Create specific growth goals based on baseline data Step 5: Determine goal attainment

  22. Considerations:Strategies • How do the different Uniform Performance Standards for Principals affect the outcome of your goal? • What does current research say regarding best practices in the focus areas?

  23. When Writing Strategies, Consider Asking: • Why these strategies were chosen. • Who is included in these strategies and when they are included. • How these strategies will be implemented.

  24. Simulation:Reviewing Strategies • What standards affected the outcome of the goal? • What are the strengths of the chosen strategies? • What improvements could be made to these strategies?

  25. Step 4:Monitor and Adjust Step 3: Create and implement leadership and management strategies Step 4: Monitor progress through on-going data collection Step 1: Determine needs Step 2: Create specific growth goals based on baseline data Step 5: Determine goal attainment

  26. Simulation:Monitor and Adjust • What progress has been made toward the goal? • What further progress needs to be made? • How can strategies be adjusted?

  27. Step 5:Determine Goal Attainment Step 4: Monitor progress through on-going data collection Step 3: Create and implement leadership and management strategies Step 2: Create specific growth goals based on baseline data Step 5: Determine goal attainment Step 1: Determine needs

  28. Considerations:Determining Effectiveness • What results would you expect to see from an effective principal?

  29. Simulation:Determine Goal Achievement • Did Principal A achieve the goal? • What contributed to any successes? • What improvements could be made? • If the same focus area is chosen next year, what might the new goal be?

  30. In summary…

  31. What are the challenges to student academic progress goals for principals?

  32. What are the benefits of student academic progress goals for principals?

  33. Questions?

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