Contextualized Goals Setting: How to operationalize ISLLC standards for school improvement Dawn Shannon Assistant Superintendent, Broome-Tioga BOCES dshannon@btboces.org 607-766-3700

The story. . .

How do we AVOID creating an evaluation system that treats instructional leadership like a list of “activities” that principals accomplish?

Outcomes. . . Participants will. . . Compare the "activities driven principalship” with strategic, instructional leadership described in ISLLC standards Describe “contextualized goal setting” Explain how using ISLLC standards in the context of goals creates focus and efficiencies in principal evaluation Describe the implications of this process for principal evaluation in your region Create questions using a principal evaluation rubric that align with contextualized goal setting

What are the differences between managers and leaders? Principal Managers. . . Principal LEADERS. . Don’t know about this. . COMPARE TO ISLLC STANDARDS

INSTRUCTIONAL PROGRAM One view of ISLLC A school administrator is an educational leader who promotes the success of all student by. . . . INSTRUCTIONAL PROGRAM STUDENT SUCCESS! Political, Economic Integrity? Fairness? COLLABORATION

What are the implications of this model? How is evidence collected in this “disparate” view of the ISLLC standards? What are the implications of this model?

Defining the “leverage point” CONSIDER THIS. . . Defining the “leverage point” What does the principal want/need to improve? Example: student performance in ELA (grades 3,4,5) What is the highest leverage action that will increase the probability of success? Examples. . Implementing modules? Implementing DDI? Implementing evidence based observation with feedback for teachers? STEP 2: SET THE GOAL! The building will fully implement a data driven instruction model in the 13-14 school year in order to improve student performance on ELA state tests in grades 3,4,5 by an increase in 10 students achieving a score of 3 or 4 (this equals 10% of students)

ISLLC in CONTEXT What is the principals’ shared vision for DDI? Who is doing what? How did s/he create a shared vision? How does the principal manage the issues of more assessments (formative) in the political climate about testing in this community? What is essential in the school culture to support DDI? Is it present? How will the principal support it? Change it? How will this impact the instructional program? DDI How does the implementation of DDI ensure the success of ALL students in a way that is fair and ethical? Is data used fairly and ethically? What systems, resources, PD, time, supports, will be needed for DDI to be successful? How will these be provided ? How does the principal support teacher collaboration? How does the principal help parents/community understand DDI?

How does a contextualized goal setting model change the conversations How does a contextualized goal setting model change the way evidence is collected? How does a contextualized goal setting model change the conversations between the principal and the evaluator?

CREATE QUESTIONS TO FOCUS EVIDENCE COLLECTION THROUGH. . GO TO YOUR RUBRICS. . . CREATE QUESTIONS TO FOCUS EVIDENCE COLLECTION THROUGH. . Observation (school visits) Pre and post conferences Review of artifacts Does it work?

Stories from the field. . . QUESTIONS?

So. . . Can contextualized goal setting AVOID creating an evaluation system that treats instructional leadership like a list of “activities” that principals accomplish?

Assistant Superintendent, Broome-Tioga BOCES THANK YOU! Dawn Shannon Assistant Superintendent, Broome-Tioga BOCES dshannon@btboces.org 607-766-3700