National Summit for Principal Supervisors Building an Effective Evaluation System May 11-13, 2016 Jackie O. Wilson, Interim Director, Professional Development Center for Educators University of Delaware Pete Leida, Executive Director Elementary Schools Colonial School District, DE Jim Simmons, Executive Director Secondary Schools Cora Scott, Executive Director Elementary Schools Brandywine School District, DE

The Research “Once principals are on the job, districts must regularly assess them to identify their strengths and weaknesses as instructional leaders; this information then shapes the support they receive to help improve their performance. Many of the country’s principal evaluation systems, however, misfire because they focus on the old, administrative aspects of a principal’s job; a 2007 study of 66 evaluation systems found that 26 didn’t measure a “principal’s engagement with the curriculum,” 25 didn’t measure the quality of instruction, 22 didn’t measure the “culture of learning and professional behavior” and none measured quality of curriculum. Many simply use test scores as a proxy for principal performance. Moreover, many evaluations are more often than not used to penalize principals who fall short rather than help to identify the support they need to improve.” Turnball, Building a Stronger Principalship, Vol. 1 & 2. Cultivating Talent Through a Principal Pipeline, 2013, 2015 Ellen Goldring, Andrew C. Porter, Joseph Murphy, Stephen N. Elliott, and Xiu Cravens, Assessing Learning-Centered Leadership: Connections to Research, Professional Standards, and Current Practices, Vanderbilt University, 1

Objectives By the end of this session, participants will be able to: Understand the importance of principal evaluation as a strategy for improving student outcomes Be familiar with common elements in effective evaluation systems for principals Create a plan for implementing principal evaluation in your district 2

Developing Principals: The Pipeline PROFESSIONAL STANDARDS FOR SCHOOL LEADERS Recruitment, Licensure, Hiring Coaching Retention Performance Evaluation Pre-Service Preparation 3 University Programs Aspiring Leader Programs District Succession Planning Professional Development for Licensure Renewal Feedback

Student performance measures Leadership priorities GOAL SETTING Use of the rubric to promote growth in specific leadership behaviors RUBRIC Ongoing process for evidence collection and providing feedback to principals PROCESS FOR EVIDENCE COLLECTION

Guiding Principles for Principal Performance Evaluation Provides space for professional judgment Supports professional growth Assures continuous improvement of student outcomes Facilitates quality talent management

A rigorous process for goal-setting  Connecting student performance measures to leadership priorities Observations as part of evidence collection Documented, high quality mid-year conference Consistent ratings on a summative evaluation The Big Ideas

Appraisal of Leadership Practice Comp. 1: Vision and Goals Comp 2: Teaching and Learning Comp. 3: People, Systems, & Operations Comp. 4: Professional Responsibilities Comp. 5 Student Growth One Model: Components of Leadership Practice Directly linked to ISLLC Standards Components 1-4 have descriptive criteria and leadership behaviors that indicate a level of performance Component 5 has specific criteria based on goal setting and student achievement data

Rubric Design Directly linked to ISLLC standards. Each component has four criteria and are the basis upon which the performance of an administrator is evaluated. Each criterion has four performance levels described in the rubric. Component Performance level and descriptor Criterion

Content and Language of the Rubric Provides lens for evaluating administrators Articulates new performance descriptors for highly effective and effective leadership Provides common language to describe leadership practice Puts focus on evidence to describe level of performance Orients feedback toward professional growth with descriptors

Evidence Collection Developing a collaborative system for evidence collection Organizing time for evidence collection Developing a process for evidence collection Aligning principal practice with teacher evaluation and professional growth Determining technology needs

Types of Evidence Direct Observation The evaluator is physically present in the school or venue where the administrator is present, leading, and/or managing Indirect Observation The evaluator is observing systems that operate without the leader present Artifacts Materials that document principal practice School Data Teacher performance data, student performance data, overall school performance data

Possible Data Collection Schedule Quarter 1 Quarter 2 Quarter 3 Quarter 4 Beginning of year conference Train principals on effectiveness rubric and process. Meet to set goals and discuss process of evidence collection. End of year summative evaluation conference Evaluator gives feedback on all performance components Final rating assigned Mid-year conference Evaluator gives feedback on all aspects of principal performance to date Collaboratively check progress on school-wide goals Extended Visit 2 Short Visit 1 Short Visit 2 Extended Visit 1 Short Visit 3 The evaluator collects evidence during observations and conferences throughout the year.

Group Discussion Discussion: What is an effective evaluation system for principals 13

Discussion Guide for Table Talk  Do you have Professional Standards for Education Leaders (PSEL, ISLLC)? Why is it important to have a set of standards as the foundation for the performance evaluation system?  Do principals identify performance goals or leadership priorities? What data is used to determine priorities?  Does the district have a performance practice rubric for principals with specific components, criteria and performance ratings? How were components and criteria determined?  How is evidence collected and matched to the rubric component and criteria?  If more than one evaluator is collecting evidence how do you assure calibration?  How often do principals receive formative & summative feedback?  How does the process foster professional growth of the principal?  How does the district train principal supervisors and principals to use and understand the performance evaluation system? 14

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Key Steps: Performance Evaluation for Principals Summer Conference Data Review Goal Setting Fall Evidence Collection Announced & Unannounced Observations Artifact Review Winter Mid-Year Conference Review Evidence Discuss Goals Spring Evidence Collection & Summative Conference Announced & Unannounced Artifact Review Summative Conference 16

Questions & Contact Information 17 Jackie Wilson, Pete Leida, Jim Simmons, Cora Scott,