NC SCHOOL EXECUTIVE: PRINCIPAL /ASSISTANT PRINCIPAL EVALUATION PROCESS TRAINING

1. NC SCHOOL EXECUTIVE:PRINCIPAL /ASSISTANT PRINCIPALEVALUATION PROCESSTRAINING **Materials revised October 2010 **This training template is to be used at the discretion of the LEA for local training purposes. **Additional resources are available at www.ncpublicschools.org/profdev/training

2. WELCOME Yvette Stewart Lead Professional Development Consultant Educator Recruitment and Development Division ystewart@dpi.state.nc.us 919-807-3278 North Carolina Department of Public Instruction October 5, 2010 October 13, 2010 October 21, 2010

3. Webinar Information • Webinars are recorded • Mute is enabled for all participants • Features you will use and see: • Questions Bar • Q&A • Session will not automatically end if we run past time • Materials available @ www.ncpublicschools.org/profdev/training/principal • Email personal questions or concerns to professional_development@dpi.state.nc.us

4. Agenda Background Information Overview of North Carolina Standards for School Executives Components of the Evaluation Process Closing Questions

5. State Board of Education’s Mission Statement The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for workand postsecondary education and prepared for life in the 21st Century. • Produce globally competitive students • Be led by 21st century professionals • Be governed and supported by 21st Century Systems

6. Background Information • Standards approved on December 2006 • Evaluation instrument approved on: • July 2008: Principals • September 2010: Assistant Principals • September 2010: Online System

7. Key Components www.p21.org Code of Ethics @ www.ncpublicschools.org/profdev www.ncteachingconditions.org

8. The Evaluation Process will…

9. Reflections from the field… Dr. Jeff Peal Associate Superintendent, Alexander County Schools

10. NC Standards for School Executives • Standard 1: Strategic Leadership • Standard 2: Instructional Leadership • Standard 3: Cultural Leadership • Standard 4: Human Resource Leadership • Standard 5: Managerial Leadership • Standard 6: External Development Leadership • Standard 7: Micro-Political Leadership a) School Vision, Mission, and Strategic Goals b) Leading Change c) School Improvement Plan d) Distributive Leadership

11. Standard 1 – Strategic Leadership

12. Discussion Question: How does a principal / assistant principal model or demonstrate Strategic Leadership?

13. NC Standards for School Executives • Standard 1: Strategic Leadership • Standard 2: Instructional Leadership • Standard 3: Cultural Leadership • Standard 4: Human Resource Leadership • Standard 5: Managerial Leadership • Standard 6: External Development Leadership • Standard 7: Micro-Political Leadership • Focus on Learning and Teaching, Curriculum, Instruction and Assessment • Focus on Instructional Time

14. Standard 2 – Instructional Leadership What does this look like? How can you measure this?

15. Instructional Leadership Scenario Transformation High School has 920 students. The principal, Will Succeed, is a first year principal and was hired two weeks before the start of school. The school has had four different principals over the past 3 years -- Principal Succeed will be the fifth. One of the current staff members applied for the principal position and is resentful that Principal Succeed is on board. The superintendent told him he was expected to significantly improve the school’s reading and math scores by any means necessary this year. When conducting classroom walkthroughs during the first month of school, Principal Succeed notices that most teachers consistently and routinely rely on lecture as the primary mode of instruction. He also notices that they utilize very little technology. He also noticed that most teachers do not utilize higher order thinking questions with the students, which is a practice that all staff has been trained on. He reminded the staff at faculty meeting about their training and two months later, in his next round of observations, he sees the same reliance on lecture as an instructional method, little use of higher order thinking questioning, and an even smaller amount of technology being used.  Walking by the second period English 1 classroom, he found out the teacher, Mr. Full O’Excuses, was not at school. The inclusion teacher, Ms. DoWell Anyway, had started class by assigning students a warm up activity on sentence corrections. Ms. DoWell Anyway and Principal Succeed decided on a plan for the remainder of the class period as the students worked on the assignment. Mr. Full O’Excuses arrived during third period unprepared to teach the next lesson, as he left his plan book on his counter at home. • Question: What instructional issues did you pick up on and how would you go about addressing the issue?

16. NC Standards for School Executives • Standard 1: Strategic Leadership • Standard 2: Instructional Leadership • Standard 3: Cultural Leadership • Standard 4: Human Resource Leadership • Standard 5: Managerial Leadership • Standard 6: External Development Leadership • Standard 7: Micro-Political Leadership • a) Focus on Collaborative Work Environment • b) School Culture and Identity • Acknowledges Failures; Celebrates Accomplishments and Rewards • Efficacy and Empowerment

17. Teacher Conditions 2010 www.ncteachingconditions.org

18. Principal Conditions 2010 1 2 1 www.ncteachingconditions.org

19. Principal Conditions 49.3 www.ncteachingconditions.org

20. NC Standards for School Executives • Standard 1: Strategic Leadership • Standard 2: Instructional Leadership • Standard 3: Cultural Leadership • Standard 4: Human Resource Leadership • Standard 5: Managerial Leadership • Standard 6: External Development Leadership • Standard 7: Micro-Political Leadership Professional Development/Learning Communities Recruiting, Hiring, Placing and Mentoring of Staff Teacher and Staff Evaluations

21. New Teacher Evaluation Instrument Standard 4

22. NC Standards for School Executives • Standard 1: Strategic Leadership • Standard 2: Instructional Leadership • Standard 3: Cultural Leadership • Standard 4: Human Resource Leadership • Standard 5: Managerial Leadership • Standard 6: External Development Leadership • Standard 7: Micro-Political Leadership School Resources and Budget Conflict Management & Resolution Systematic Communication School Expectations for Students & Staff

23. Standard 5 – Managerial Leadership "My father had a simple test that helps me measure my own leadership quotient: When you are out of the office, he once asked me, does your staff carry on remarkably well without you?" Martha Peak, Group Editor, AMA Magazines, Management Review, October 1992

24. NC Standards for School Executives • Standard 1: Strategic Leadership • Standard 2: Instructional Leadership • Standard 3: Cultural Leadership • Standard 4: Human Resource Leadership • Standard 5: Managerial Leadership • Standard 6: External Development Leadership • Standard 7: Micro-Political Leadership • Parent and Community Involvement and Outreach • Federal, State, and District Mandates

26. NC Standards for School Executives • Standard 1: Strategic Leadership • Standard 2: Instructional Leadership • Standard 3: Cultural Leadership • Standard 4: Human Resource Leadership • Standard 5: Managerial Leadership • Standard 6: External Development Leadership • Standard 7: Micro-Political Leadership • School Executive • Micro-political Leadership

27. Standard 7 – Micro-political Leadership

28. The Evaluation Process

29. Both should: Know and understand the North Carolina Standards for School Executives Receive training on the evaluation process Principal/Assistant Principal Evaluator Prepare for and participate in : Pre-Evaluation Conference Mid-Year and Final Evaluation Conferences Supervise the process and ensure that all steps in the process are conducted according to the approved process Gather data, artifacts, evidence to support performance in relation to standards and progress in attaining goals Identify the principal/assistant principal’s strengths and areas for improvement and make recommendations for improving performance Develop and implement strategies to improve personal performance/attain goals in areas individually or collaboratively identified Ensure that the content of the summary rating form contains accurate information and accurately reflects their performance ROLES

30. Definitions and Terms School Executives – principals and assistant principals licensed to work in North Carolina Self-Assessment– Personal reflection about one’s professional practice to identify strengths and areas for improvement conducted without input from others Practices – statements of what one would see an effective educator doing in each standard Competencies – knowledge and skills one needs to effectively implement the practices Evaluation Rubric – A composite matrix of the standards, components and elements of the North Carolina Standards for school administrators

31. Performance Goals - Goals for improvement in professional practice based on the self-assessment and/or supervisor recommendation Evidence – documents that demonstrate or confirm the work of the person being evaluated and support the rating on a given element Summary Evaluation Form – A composite assessment of the principal/assistant principal’s performance based on the evaluation rubric and supporting evidence Artifact – A natural by-product of work, not just for the purpose of an evaluation Definitions and Terms

32. What are artifacts? Communication Logs Evidence of collaboration with school improvement and/or leadership team Evidence of stakeholder involvement PLCs Participation in school improvement planning School Survey Data Professional Development Data of School Improvement Planning Student Achievement Data Use of research-based practices and strategies NCTWCS Data Teacher Retention Data (and plan of action)

33. Performance Rating Scale Consistently and significantly exceeded basic competence on standards of performance Distinguished Not Demonstrated Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance *Requires documentation Knowledge and skills replicated Exemplar of performance Exceeded basic competence on standards for performance most of the time Accomplished Innovation + High Performance Demonstrated basic competence on standards of performance Proficient Solid, effective application + success Demonstrated adequate growth during the period of performance, but did not demonstrate competence on standard(s) of performance Developing Never demonstrated Skill not mature or unsuccessful

34. 1. Orientation 2. Pre-Evaluation Planning • Group Orientation – receive materials • Complete Self-Assessment • Develop Professional Development Plan (Goals) • Understand your evaluator’s expectations for the Consolidated Performance Assessment

35. Self-Assessment

36. 3. Initial Meeting 4. Data Collection • Individually • Discuss: • Self-assessment • Preliminary goals • and agree upon the Consolidated Performance Assessment evidence/process (including timelines, procedures, expectations, etc.)

37. Goal Setting • District form or sample form (p. 47, 48 Manual) • No more than 3 goals per year • Does not include school-wide goals • Change initiatives underway at school • Standard 4 – Required Goal • Teacher turnover rate (improve or maintain) • (P) Progressing or (NP) Not Progressing • Discussed at Mid-Year Conference

38. Data Collection On-going • Artifacts • Evidence of performance • Feedback from a variety of sources • Demonstrate any element or standard • Site Visits/Observations • Feedback: Evaluation rubric

39. Mid-Year Conference • Required conference • Focused on the status of goal attainment and mid-year adjustments • Principals and Assistant Principals should have evidence toward goal attainment that reflects the process detailed on their goal plan. • Be prepared to discuss leading indicators and the impact the goal is having on the school.

40. Performance Ratings: Mid-Year • Acceptable progress • Supportive evidence • Progress is not significant or evident • Discuss adjustments to actions, plan, support, etc. • Standard 4 – required • All 7 standards rated at end of year

41. Consolidated Performance Assessment The principal/assistant principal will: Synthesize information from a variety of sources Provide to evaluator in advance of final conference Assessment used to evaluate final performance

42. Suggested conversation points betweenSuperintendent and PrincipalPrincipal and Assistant Principal • What does your data tell you about your effort toward attaining your goals? • How have your goals impacted your teachers, students and parents? • How does your performance in the targeted area compare to last year’s performance? • What changes have you observed in teacher performance as a result of your leadership? • What changes have you observed in student performance as a result of your leadership?

43. Summary Evaluation Conference The evaluator will: Rate each element Determine overall standard rating Summarize information and artifacts

44. Performance Ratings: End of Year Distinguished Knowledge and skills replicated Exemplar of performance Not Demonstrated Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance *Requires documentation Accomplished Innovation + High Performance Proficient Solid, effective application + success Developing Never demonstrated Skill not mature or unsuccessful

45. Questions & Answers • Final Comments • Contact Information www.ncpublicschools.org/profdev/training/principal Director Dr. Lynne Johnson PD Consultants Eliz Colbert Yvette Stewart Savon Willard 919-807-3278 ystewart@dpi.state.nc.us