Enhance Professional Growth Principal Evaluation

1. Enhance Professional GrowthPrincipal Evaluation Superintendents are Key in the Assessment of Principal Performance Renae Tostenson EDAD 608 April 2011

2. Principals • Principals are instrumental in creating an educational environment that supports quality and effective programs and services for all students. Successful superintendents search for principals who are educational leaders, who understand the teaching-learning process, and know how data is used to improve curriculum and instruction to best meet the student achievement goals. Dr. Kay T. Worner

3. Superintendents Support the Leadership of Their Administrative Team Robert J. Marzano’s research has correlated the achievement of students to the growth of effective leadership skills of the district and school Leadership. Effective school leadership on average raises student achievement by 10%.

4. The Evaluation of Minnesota’s School Principals Sponsored by MASA, BOSA, MESPA, and MASSP • Principals play a critical role in student success • Principal preparation/performance competencies • Conversations with superintendent is essential • Link to school improvement plans is vital • Age of accountability-controlling our own destiny • Student Growth, Student Growth, Student Growth

5. A Comprehensive principal performance review process must: • Align with Minnesota K-12 Principal competencies • Recognize the importance of the principal’s role in improving culture of the learning community • Connect academic, social, emotional, and developmental growth for all students in the learning community • Be intended to continuously acknowledge strengths and promote a high level of performance • Have research-based criteria effective professional practices that are substantiated by measurable data from multiple sources and are legal, feasible, accurate and useful.

6. A Comprehensive principal performance review process must: • Support opportunities for personal and professional growth • Offer pathways for a role transition for those who are not able to perform to acceptable standards • Support continuous progress and be connected to school improvement goals • Align building and district goals with the vision of the school community

7. The Basic Framework • Annual evaluation as part of a 3-5 year cycle of performance improvement • First year, formative evaluation sets the stage for ongoing performance reviews in the subsequent years • Measureable goals are set • Annual evaluations based on the progress toward those goals

8. Seven Core Competencies Strategic Leadership Instructional Leadership Managerial Leadership Cultural Leadership Communications Leadership School Community Leadership Ethical and Professional Leadership

9. Principal/staff generate school improvement plan Superintendent/designee and principal meet in summer to review school improvement plan and Professional Growth Plan Superintendent/ designee orients principal on evaluation process Superintendent/ designee writes Evaluation Summary and files Principal writes Professional Growth Plan and implements Principal conducts self-assessment and sets preliminary goals Evaluation Conference Pre-evaluation conference; competency targets set Principal: evidence gathering and reflection Superintendent/designee: evidence gathering and reflection

10. Principal/staff generate school improvement plan Superintendentand principal meet in summer to review school improvement plan and Professional Growth Plan Superintendent orients principal on evaluation process SuperintendentwritesEvaluation Summary and files Principal writes Professional Growth Plan and implements Principal conducts self-assessment and sets preliminary goals Evaluation Conference Pre-evaluation conference; competency targets set Principal: evidence gathering and reflection Superintendent: evidence gathering and reflection

11. Rubric Unsatisfactory: The principal does not meet acceptable standards for performance. Developing: The principal does not meet standards for performance but demonstrates adequate growth toward meeting standards during the period of performance. Proficient: The principal demonstrates basic competence on standards of performance. Accomplished: The principal exceeds basic competence on standards for performance most of the time. Distinguished: The principal consistently and significantly exceeds basic competence on standards of performance.

12. Resources available in the Evaluation Of MN School Principals document: • Core Leadership Competencies for all Minnesota Administrative licenses • Examples of evidence/artifacts by core competency • Sample Timeline for a 3 year evaluation process • Three forms are offered for use in the process of evaluation: Evaluation Conference Summary Professional Growth Plan—Continuous Improvement Professional Growth Plan--Remediation

13. Superintendents are Key to an Effective School Leadership Team and Student AchievementPrincipal Evaluations are the First Step

14. References Marzano, Robert J. (2009). District Leadership that Works. Bloomington IN: Mid Continental Research for Education and Learning Marzano, Robert J. , Timothy Waters, and Brian A. McNulty. (2005). School Leadership That Works: From Research to Results. Alexandra, VA: ASCD and McREL Reeves, Douglas B. (2009). Leading Change in Your School. Alexandra, VA: ASCD Worner, Kay T. (2010). Success in the Superintendency. New York: Rowman & Littlefield Education