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Alabama Professional Education Personnel Evaluation Program

Alabama Professional Education Personnel Evaluation Program. Principal Evaluation System. August 2002. 1. Communication. 2. Collaboration. 3. Assessment/Evaluation. 4. Organization. 5. Planning. 6. Laws/Policies. 7. Problem Solving. 8. Innovation.

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Alabama Professional Education Personnel Evaluation Program

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  1. Alabama Professional Education Personnel Evaluation Program Principal Evaluation System August 2002

  2. 1. Communication 2. Collaboration 3. Assessment/Evaluation 4. Organization 5. Planning 6. Laws/Policies 7. Problem Solving 8. Innovation 9. Technology Management 10. School Operations/Management 11. Fiscal Management/Leadership 12. Professional Responsibilities 13. Leadership of Human Resources Principal Evaluation System • 13 Knowledge/Skill Areas

  3. Principal Evaluation System • Scoring • 4-point rating scale with rationale statements (rubrics) • Holistic scoring cross-cutting 13 knowledge/skill areas • Evaluators • Trained in conducting evaluations • Must meet reliability standards • Principals • Evaluation content varies with years of experience in position • Evaluation process is same for all

  4. 1. Portfolio developed by principal 2. Surveys of various stakeholder groups 3. Interviews (written or oral) 4. Supervisor’s Review Form 5. School observation 1. Evaluation Summary Report (shows scores and score rationales by knowledge/skill area) 2. Professional Development Plan (becomes a data source in next cycle) Principal Evaluation System • Instrumentation/Data Sources • Summary Report Sources • Optional Instrumentation 1. Self-Assessment Form (completed by principal, but not considered in evaluation scoring)

  5. · Principal Data: evidence of competence produced, assembled and submitted by the principal Portfolio · Written interview · Interpretation of survey responses · Evaluator Data: evidence of principal competence developed by the evaluator · Oral Interview · School management observation · Supervisor's Review Form · Clarifying interview · · Line of Evidence: all data/information supporting the score awarded in a knowledge/skill area, whether produced by the principal or the evaluator Principal Evaluation System

  6. Interview Mgt Obs SRF Evaluation Summary Report Prof Devlpmnt Plan Knowledge/ Skills Lines of Evidence Surveys Portfolio How the Principal Evaluation System Works Self Assmnt Scores

  7. Principal Evaluation System • Steps in Evaluation Process 1. Orientation (LEA responsibility) 2. Self-assessment (principal) 3. Prepare portfolio (principal) 4. Distribute and analyze surveys (principal) 5. Supervisor Review Form - (evaluator/supervisor) 6. Conduct observation (evaluator)

  8. Principal Evaluation System • Steps in Evaluation Process (cont.) 7. Review portfolio (evaluator) 8. Conduct interviews (evaluator/principal ) 9. Prepare Evaluation Summary Report (evaluator) 10. Summary conference and PDP (evaluator/principal)

  9. Generates data for all areas of knowledge and skills · Optionally used by the principal and shared with evaluator only if principal agrees · Used by principal to: · 1) Identify areas that need improvement 2) Compare the principal’s perceptions of performance with the results of the evaluation 3) Determine areas for professional growth activities to be included in a professional development plan. Self Assessment

  10. Two types of interviews: · A Structured Interview with 6 questions commonly asked of principals (can be oral or written response format) · A Clarifying Interview with probing questions focused on clarifying or bringing understanding to the portfolio and/or written interview (questions differ from principal to principal) · Conducted after the evaluator analyzes principal’s portfolio · Modified scripting is used to record responses Responses can be banked for one year · · Interviews

  11. · Generates data for seven areas of knowledge/skills: · Communication (oral) · Collaboration processes and skills · Assessment/measurement/evaluation · Organizing for results · Planning · Problem solving · Technology management · Oral Option: A discussion between the principal and the evaluator (or his/her designee) about particular areas of the principal’s knowledge, skills, and performance. Structured Interviews

  12. · Each of the structured interview question sets is intended to cover one knowledge and skill area (although responses may cut across more than one area). Communication skills are considered as part of the oral presentation. · The structured interview itself is not scored, but responses are added to other evidence provided through other sources. · Written Option: Principal’s written responses to interview questions (will have clarifying discussion). Structured Interviews (cont.)

  13. Conducted after the structured interview is completed with a focus on the written interview and, optionally, the principal’s portfolio · No set number of questions, but key questions specific to the written interview and portfolio (optional) are developed by the evaluator to bring clarity and understanding of their contents · Responses are added to other evidence provided through other sources · The Clarifying Interview

  14. Generates data for four areas of knowledge and skills: · Professional Responsibilities · Fiscal Leadership/Management · Laws/Policies · Leadership of Human Resources · Provides data where a supervisor should have objective, experiential information · The Supervisor’s Review Form

  15. Generates data for 11 areas of knowledge and skills: · Communication Collaboration · · Assessment/Evaluation Organizing for Results · · Planning Laws and Policies · · Problem Solving Innovation · · Operations/Management Fiscal Leadership · · Human Resources Leadership · Principal is responsible for providing some evidence of his/her knowledge and skills · The totality of the evidential material (lines of evidence for all knowledge/skill areas) will constitute principal’s evaluation portfolio · The Principal Portfolio

  16. There is no one specific form of packaging required for the portfolio, but there are organizational requirements · · Each entry (piece of evidence) is accompanied by a Portfolio Entry Form · Total portfolio requires approximately 26 pieces of evidence · One piece of evidence might serve 2-3 purposes (e.g., Program Improvement Plan) · With multiple purposes, a portfolio may have 10-12 entries (pieces of evidence) The Principal Portfolio

  17. Explicit guidelines for developing a line of evidence in each area are provided in the evaluation manual · Evaluated on the quality of materials rather than the quantity of materials in the portfolio · "Extra" entries will not be considered by the evaluator · The Principal Portfolio

  18. The Principal Portfolio Knowledge Skill Area Evidence Communication 3 pieces of written communication · · Collaboration 3 artifacts (documents, tapes, etc.) · · Assessment/Evaluation 2 teacher evaluation files · · 1 document/disk synthesizing and presenting student achievement results · 1 document related to program evaluation · Organizing for Results 2 documents/artifacts representing marketing knowledge/skills, customer focus and/or change efforts · · 1

  19. The Principal Portfolio Knowledge Skill Area Evidence Planning School improvement planning efforts · · 1 other document/artifact · Laws/Policies 2 artifacts/documents · · Problem Solving 2 artifacts/documents · · Innovation 2 artifacts/documents · · School Operations/Management · 2 artifacts/documents ·

  20. The Principal Portfolio Knowledge Skill Area Evidence Fiscal Management/Leadership Budget and expenditures report · · (most recent) 1 other artifact/document · Leadership of Human Resources 2 artifacts/documents · ·

  21. · Generates data for 12 areas of knowledge and skills: · · Communication Collaboration · · Assessment/Evaluation Organizing for Results · · Laws and Policies (staff only) Problem Solving · · Innovation Operations/Management · · Fiscal Leadership Technology Mgt. · · Professional Responsibilities Human Resources Leadership · Four groups of respondents (two groups every year): Faculty/Staff(years 1 and 3) · Students in grades 4-6 and 7-12(years 1 and 3) · Parents (years 2 and 4) · Community leaders(years 2 and 4) · · Respondents are to remain anonymous and represent a cross-section within the group Surveys

  22. Numbers for administration: · Total for groups: 20 or all for faculty/staff, 60 for students, 30 for parents, and 15 for community leaders · Analyses and reporting are responsibilities of principal: · Information/report will be used with other evidence from other sources · Procedures and methodologies used by the principal will in itself be used as part of evidence for assessing the knowledge/skill area of assessment/evaluation · Analyses and reporting: · Number of respondents by subgroup surveyed · Patterns and interpretation · Any problems with data · Conclusions by knowledge/skill area · Surveys (cont.)

  23. Generates data for five areas of knowledge and skills: · Communication Technology Management · · School Operations/Management Organizing for Results · · Innovation · At least 1 Management Observation required · Observer completes 4 major activities: · Observes "routines" of the school at active time of day · Walks through the school plant and facilities · Observes the pattern of the principal's activities · · Observes the utilization and management of technology in the schools Uses Modified Narrative Scripting · A Post-Observation conference will be held · Management Observation

  24. · Scores are not generated by instrument · There will be a total of 13 scores, one for each knowledge/skill area · At end of process, evaluator(s) will: 1. Organize evidence by knowledge/skill area 2. Read through all evidence for a knowledge/skill area 3. Award a score (1, 2, 3, 4) based on the patterns in the evidence in relation to the score level rationales for that particular knowledge/skill area 4. Place score with comments/justification on the Evaluation Summary Report 5. Use the scores and evidence for determining what should be addressed in the Professional Development Plan Scoring

  25. · Used to present the scores developed from the lines of evidence for each of the 13 knowledge and skill areas To complete the Evaluation Summary Report, the evaluator: · 1. Completes demographic information requested 2. Records the scores developed from the lines of evidence for each knowledge and skill area 3. Writes any comments, explanations, or justifications in the space provided that support the score for the specific area 4. Identifies three areas for focus in planning professional development for the coming year(s) Evaluation Summary Report

  26. Activities focus on areas of improvement as identified in the Evaluation Summary Report · Activities focus on the improvement of student achievement and school improvement · Used to generate portfolio entry for Human Resources Leadership after first year of evaluation · Professional Development Plan Professional Development Plan

  27. Professional Development Plan – Goals/Objectives Goals and objectives are statements of the outcomes desired, the ends to be accomplished

  28. Professional Development Plan – Goals/Objectives Goals are time related; tend to be long-range, spanning a full academic year May include desired outcomes in cognitive, affective, and developmental areas

  29. Professional Development Plan – Goals/Objectives Objectives tend to be of shorter duration, may be accomplished in varying time spans, depending upon nature and complexity

  30. Professional Development Plan – Goals/Objectives Types of Objectives • Specific learning task, particular knowledge to be acquired or enhanced • Specific skill to be developed or enhanced • Product to be produced (a written plan for assessing progress – detailed program plans – activity chart, etc.) • Student achievement/program improvement progress targets • Professional service to be rendered to assist or improve the school system/faculty/school related organization, etc.

  31. Professional Development Plan – Activities Activities Activities are the means to accomplish goals/objectives identified or selected

  32. Professional Development Plan – Benefits Criteria: Assessment and Benefits Section 1. Evidence of degree of accomplishment of objective(s) • Written statement • Materials/products appended to PDP Form 2. Description of efforts/activities pursued in attempting to accomplish the stated objective(s) 3. Description of benefits accrued to the educator, students, faculty, school, and school system as appropriate

  33. Professional Development Plan – Comments Evaluator Comments Section 1. Statement of concurrence or non-concurrence with assertions of educator in assessment and benefits section 2. Reason for concurrence or non-concurrence 3. Commendation statement when appropriate 4. Next steps: Develop new PDP for ensuing year, amend and carry over present PDP,etc.

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