Carol

Bush Network Team Specialist Orleans/Niagara BOCES

The Nine Training Requirements

1. NYS Teaching Standards and the ISLLC, 2008 Leadership Standards 2. Evidence-based observation techniques 3. Application and use of the student growth and value-added growth model 4. Application and use of State approved teacher/principal rubrics 5. Application and use of any assessment tools intended to use (e.g. portfolios,

surveys, goals) 6. Application and use of any State approved locally selected measures of student achievement you intend to use 7. Use of the Statewide Instructional Reporting System 8. The scoring methodology used by the department and/or your district 9. Specific considerations in evaluating teachers and principals of English Language Learners and students with disabilities

Agenda
Highly Effective Leaders ISLLC Standards & Evidence Tools & Protocols Principal Rubrics MPPR SLO

Three Key Questions?

1. What is a leader? A person who rules, guides or inspires others Having primary authority 2. What is leadership? The will to control events, the understanding to chart a course, and the power to get the job done, cooperatively using the skills and abilities of other people 3. What makes a leader? Belief that leadership comes from within.. it is a function of character, not an accident of birth or a prerogative of position

The Changing Role of the Principal

Buses

Boilers

School

Books

The Changing Role of the Principal

NCLB Spec Ed Regents Exams Grad. Requirements Buses Discipline AP Exams ELL Lunch Forms Spec Ed GraduaFon Rates Audits Boilers NYSESLAT Teacher observaFons Inventory LAB-R 3-8 ELA Assessments IDEA 3-8 Math Assessments NYSAA Registers PA/PTA Budgets AYP

School
ACendance

Books

SURR SINI Sub-groups C. A. Restructuring

The Changing Role of the Principal

NCLB Spec Ed SEDCAR Regents Exams UISA Discipline Grad. Requirements Buses NYSESLAT JITs Teacher observaFons nySTART IDEA 3-8 Math Assessments NYS Report Cards LAB-R ARIS- NYC Data VericaFon 3-8 ELA Assessments Common Core Standards Inventory IRS

Benchmarks

Scantron
AP Exams Boilers

Math ShiUs
ELL

Data Submission for Fed Indicators Lunch Forms Spec Ed NYC Progress Reports

Books NYC QR ACendance PA/PTA Data Teams Audits Budgets

School

NYSAA Registers AYP

SURR SINI PLA Sub-groups C. A. Restructuring

GraduaFon Rates

ELA ShiUs

The School Principal as Leader

The traditional model for the principal resembled the middle manager suggested in William Whyte's 1950s classic The Organization Man:
An overseer of buses, boilers and books. Today, a different conception has emerged one closer

to the model suggested by Jim Collins 2011 Good to Great essential, what needs to be done and how to get it done.

A leader who focuses with great clarity on what is

Activity 1
Small groups
Think of leaders who you know well List 3 or 4 of the key features that made the difference

between those you consider to be highly effective and the less effective leaders Be prepared to share your reflections with the rest of the group.

A Model of Leadership EecFveness

Four key factors aecting the performance of a school

Individual Characteristics Job requirements

Leadership Eectiveness

Leadership Styles

Context for School Improvement

Leader of Learning
Wallaces work since 2000 suggests this entails five key responsibilities: 1. Shaping a vision of academic success for all students, based on high standards 2. Creating a climate hospitable to education in order that safety, a cooperative spirit and other foundations of fruitful interaction prevail 3. Cultivating leadership in others, so that teachers and other adults assume their part in realizing the school vision 4. Improving instruction to enable teachers to teach at their best and students to learn at their utmost 5. Managing people, data and processes to foster school improvement

THE SCHOOL PRINCIPAL AS LEADER: GUIDING SCHOOLS TO BETTER TEACHING AND LEARNING - The Wallace Foundation, January 2012.

Activity 2: Five Key Responsibilities

Small groups Focus on one key responsibility:

List sources of evidence which a principals supervisor should look for in order to be able to evaluate the principals effectiveness in fulfilling this responsibility Share your findings at your table

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The Big Picture

Owning the ISLLC Standards

Have you seen it? Have you seen it done well? What is your evidence?

Note: What is the support when its not happening or not happening well?

ISLLC Standard 1
An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders. Functions: A. Collaboratively develop and implement a shared vision and mission B. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning C. Create and implement plans to achieve goals D. Promote continuous and sustainable improvement E. Monitor and evaluate progress and revise plans

ISLLC Standard 2
An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. Functions: A. Nurture and sustain a culture of collaboration, trust, learning, and high expectations B. Create a comprehensive, rigorous, and coherent curricular program C. Create a personalized and motivating learning environment for students D. Supervise instruction E. Develop assessment and accountability systems to monitor student progress F. Develop the instructional and leadership capacity of staff G. Maximize time spent on quality instruction H. Promote the use of the most effective and appropriate technologies to support teaching and learning I. Monitor and evaluate the impact of the instructional program

ISLLC Standard 3
An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment. Functions: A. Monitor and evaluate the management and operational systems B. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources C. Promote and protect the welfare and safety of students and staff D. Develop the capacity for distributed leadership E. Ensure teacher and organizational time is focused to support quality instruction and student learning

ISLLC Standard 4
An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources. Functions: A. Collect and analyze data and information pertinent to the educational environment B. Promote understanding, appreciation, and use of the communitys diverse cultural, social, and intellectual resources C. Build and sustain positive relationships with families and caregivers D. Build and sustain productive relationships with community partners

ISLLC Standard 5
An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner. Functions: A. Ensure a system of accountability for every students academic and social success B. Model principles of self-awareness, reflective practice, transparency, and ethical behavior C. Safeguard the values of democracy, equity, and diversity D. Consider and evaluate the potential moral and legal consequences of decisionmaking E. Promote social justice and ensure that individual student needs inform all aspects of schooling

ISLLC Standard 6
An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context. Functions: A. Advocate for children, families, and caregivers B. Act to influence local, district, state, and national decisions affecting student learning C. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies

District Initiatives Building Initiatives State Initiatives

Principal Evaluation

ISLLC Standards

E.T..

E.T.

E.T.

E.T.

E.T.

E.T. = EvaluaFon Tool

Rubric

Research-Based Assessment Tools

Professional Goals/Building Goals Action plans Self-Assessments Surveys Mentoring Programs Student Achievement Data Principal Portfolios On-Site Visits Shadowing the Formal Observation Process

Shadowing: The Formal Observation Process

Pre-Observation Conference Classroom Observation Post-Observation Conference

Pre-Observation Conference
What is the purpose of a pre-observation conference? How would you define an effective pre-observation

conference? What are the look-fors?

Classroom Observation
Principal evaluators have two roles during the classroom

observation Observe the teaching and learning taking place Observe the principal behaviors during the observation

Post-Observation Conference
What is the purpose of the post-observation conference? How would you define an effective post-observation

conference? What are the look-fors?

Determining Protocols
It is not enough to determine the tool you will use to gather

evidence of principal performance, you must also determine the protocol for using that tool!

For example
Surveys Mentoring On-Site Visits Shadowing Does each principal have to be shadowed once per year? Rotations? Is once per year the minimum? Does a principal have to be shadowed for the entire observation process? What will the formal documentation look like? What kinds of Is this only for rst-year How often will these questions will be asked? principals? visits take place?

Who will be surveyed?

How are mentors selected? Are there required readings, activities, or discussions to engage in? What if there is a clash between the mentor and mentee?

Do principals have advanced notice of these visits? How long is an on-site visit?

How often will people be surveyed?

Who will review the results?

What does an on-site visit entail?

Putting it Together
Gather evidence to support the ISLLC standards Determine the best tool for collecting that evidence Create the protocol for implementing the tool your district has

selected

Becoming Familiar with the MPPR

Jigsaw each domain and identify the following
Summary of the domain Key differences between each of the four levels Essential attributes of levels 3 and 4

Making the Connection

The purpose behind all of this is to improve the teaching and

learning that takes place in our schools. What would be gained by focusing on this domain in evaluating principal performance? What connections can you make that support teacher practice?

SLO

What are Student Learning Objectives (SLOs)?

NYS SLOs MUST Have the Following Elements

Districts Steps to Plan and Implement SLOs for the Growth Component of Teacher Evaluation 1. Assess and idenFfy district prioriFes and academic needs. 2. IdenFfy who will have State-provided growth measures and who must have SLOs as comparable growth measures. 3. Determine district rules for how specic SLOs will get set. 4. Establish expectaFons for scoring SLOs and for determining teacher raFngs for the growth component. 5. Determine district-wide processes for se`ng, reviewing, and assessing SLOs in schools.

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4/16

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Step 1. District Leaders Assess and Identify Priorities and Needs

What are the Districts overall priorities, needs, and

long-term goals?

HINT: refer to your district strategic plans, and ensure alignment to the Common Core. HINT: remember that principals and teachers will be held accountable to goals aligned with the districts stated priorities. HINT: the more prescriptive district level goals are, the less variation you will see in (content and rigor of) school/ classroom goals.

Three Types of Teachers

Teacher 1: Those who have a State provided growth measure and are not required to have an SLO. Teacher 2: Those who have a State provided growth measure, and yet, are required to have an SLO because less than 50% of their students are covered by the State provided growth measure. Teacher 3: Those who are required to have an SLO and do not have a State provided growth measure.

Required SLOs: Reference Guide

Please see the Required SLOs: Reference Guide for NYSEDs rules for teachers who have SLOs for State Growth

Assessment OpFons for SLOs: Reference Guide

Please see the Assessment Options for SLOs: Reference Guide for NYSEDs rules for assessment options for teachers who have SLOs for State Growth

Illustrative Alignment of Annual Goals: District, School, Teacher

District Goal: by the end of 2014-2015 school year, increase the percentage of students who meet the Aspirational Performance Measures, which are indicators of College and Career Readiness, from 35% to 50%.
Middle School Goal: by the end of 2012-13 school year, increase the percentage of students who score a procient on end of course State assessments by at least 10%, as compared to 2011-12; increase those scoring advanced by at least 5%.

Teacher Goal: by the end of 2012-13 school year, 85% of students will demonstrate growth on the Social Studies assessment compared to their prior grade performance.