KVEC Principal Goal Development July 29, 2015

Administer Val-Ed (Refer to CEP-District Timeline and number of administrations ) Site-Visit by Superintendent Mid-Year Review with Superintendent Site-Visit by Superintendent End-of-Year Review with Superintendent Overall Performance Category Administer Val-Ed (Refer to CEP-District Time Line and number of administrations) Review Accountability and ASSIST Goal Results Set SGG/PGP/ Set or Update Working Conditions 2-year Goal Two Year Cycle of the PPGES Where are we now? Annual Evaluation

District PGES - Principal & Assistant Principal Professional Growth Planning and Self-Reflection Site-Visits Val-ED (Administered this year) Working Conditions Goal (Set Working Conditions Goals) Products of Practice/Other Sources of Evidence State Student Growth Goal – School Report Cards Local Student Growth Goal – ASSIST (School Improvement Plan) Rating Overall Professional Practice Rating Overall Student Growth Determining Overall Performance Category Appeals Process

Principal Goal Planning Principals must develop at least one goal related to: Professional Growth (PGP)– using multiple sources of data (reflection on standards, teacher Student Growth Goal (SGG), feedback from administrator, survey results, etc.) Working Conditions – two year goal based on TELL survey results Principals must develop at least two SGGs Student Growth- One state goal based on ASSIST trajectory target and One local goal based on school need.

Assistant Principals

Principal Goal-Setting Process Step 1: Determine needs Step 2: Create specific growth goals based on baseline data Step 5: Determine goal attainment Step 3: Create and implement leadership and management strategies Step 4: Monitor progress through on- going data collection 9

Principal SMART Goal Process S Specific- The goal addresses school student need. The goal is focused on a specific area of need determined by on multiple sources of data. M Measurable- An appropriate instrument or measure is selected to assess local goal. State goal-Based on Assist Targets. The goal is measurable and uses an appropriate instrument. (KPREP is not an appropriate measure of local goal) A Appropriate- The goal is clearly related to the role of the principal. The goal is directly related to school student academic achievement R Realistic- The goal is attainable. The goal is doable, but rigorous and stretches the outer bounds of what is attainable. T Time-bound-(Bound by unique specifications of state and local goal) The goal is bound by a timeline that is definitive and allows for determining goal attainment. (Refer to district CEP timelines) goal timeline 10

SAMPLE PPGES GOALS

How do Principals determine professional growth needs for Start by gathering multiple forms of data: Self-reflection on standards End-of-year evaluation process TELL survey data Evidence obtained from site visits Other

Self Reflection Conducted by the principal or assistant principal to judge the effectiveness and adequacy of knowledge and performance for purpose of self-improvement. Assists with targeting areas for professional leadership.

Sample PGP Goal Refer to the Goal Development Handout Provided Review the key concepts for PGP Goal Development Review and discuss sample goal statements Questions about PGP and Action Plan?

PPGES Student Growth Goals Student Growth Goals (SGG): State – based on goals in ASSIST/Next- Generation Learners Local – based on school need; may parallel the state goal One of the goals must address gap population

Straight from the Horses’ Mouth

Local Contribution The superintendent and the principal meet to discuss the development of a Local Student Growth Goal. This goal should be based on school need. It may parallel the State goal or it may be based on completely different needs within the school. Possible Goals: May parallel the State Contribution Unlimited based on the needs identified for the school in collaboration with the superintendent

Appropriate Measure for State SGG “What are possible local principal/assistant student growth measures or assessments that are available in your district?” What would cause an assessment (measure) to be inappropriate?

Survey Results Local Baseline Assessments MAP (Reading and Math) STAR Reading and Math (Renaissance Learning) Study Island Discovery Ed. Dibels Local Screeners Local Rubrics

Principal SGG Setting Steps 1.Know where students are, as a whole, in relation to what is expected of them. 2.Set specific, measurable goals based on both the demands of the curriculum and the needs of the students. 3.Create and implement strategies and monitor progress 4.Makes adjustments to the strategies, as needed

The Goal Measurement Monster! How do we know if a baseline assessment is an appropriate for the local Goal?

Sample Local Student Growth Goal Refer to the Goal Development Handout Provided Review the key concepts for Local Student Goal Development Review and discuss sample goal statements Questions about the local SGG?

State Contribution The superintendent and the principal will meet to discuss the trajectory for the State Contribution goal and to establish the year’s goal/interim goal that will help reach the long-term trajectory target. Possible Goals: Proficiency – Combined Math & Reading College & Career Ready Graduation Rate Gap Population

Sample State Student Growth Goal Refer to the Goal Development Handout Provided Review the key concepts for State SGG Student Goal Development Review and discuss sample State SGG goal statements Questions about the state SGG?

Keep in Mind! The state or local goal must focus on Gap population Review the district Certified Evaluation Plan to understand specific expectations for goal development and goal review and assessment. Goals should be reviewed at the beginning of the year, mid-year, and end of the year to determine progress.

Voice Two Measures of Voice TELL Survey – completed by teachers VAL-Ed Survey – completed by teachers, principal and principal’s supervisor Given in alternating years

TELL KY Survey The Working Conditions Goal is a two year goal based on TELL survey results. *The Principal in collaboration the with superintendent or designee will set a new two year WCG this year. * Assistant principal shares the WCG Ideally the assistant principal is an active participant in shred goal development.

The WCG Process Review TELL Data Survey Results Organize TELL Survey Question to determine an area of focus Select Survey Focus Question and Support Survey Questions Connect with Principal Performance Standards Collaborate to create a goal strategies and understand the rubric for goal attainment. Develop the WCG Plan/Strategies On-going Reflection and monitoring Check progress at the end of the first year Modify strategies/actions if needed and continue with goal implementation in year two. Determine level of goal attainment (end of year 2)

Determining need: identify an area of growth Focus Survey Question Supporting Survey Question

Target Question(s) from TELL Kentucky Results: Q4.1 a. Parents/guardians are influential decision makers in this school. 52.2% agreement Q4.1 f. Parents/guardians support teachers, contributing to their success with students. 40% agreement Q4.1 g. Community members support teachers contributing to their success with students. 42.7% agreement Q4. 1h. The community we serve is supportive of this school. 50.4% agreement 35

Target Principal Performance Standard The working condition goal address a specific standard and is measured by an identified TELL KY Survey Question. 36 Performance Standard 5.7 The principal provides a variety of opportunities for parent and family involvement in school activity.

Sample Working Condition Goal Refer to the Goal Development Handout Provided Review the key concepts for Working Conditions Goal Development Review and discuss sample WCG goal statements Questions about the Working Conditions Goal ?

Val-Ed 360 Val-Ed 360 will be administered this year. Two survey windows (within a 12-month timeframe) may be utilized for the single purchase. Districts may wish to time the purchase of the Val-Ed 360 survey to allow for a spring administration in and the second administration in the fall of Only one administration of the survey is required in the off-years of the Kentucky TELL Survey; the additional use of Val-Ed (at no additional cost) is a district's decision.

VAL-ED BASICS Summary of VAL-ED 360° “The VAL-ED is a 360° assessment. It is intended to be taken by the principal, the principal’s supervisor, and all teachers in the school. Principals get informative feedback about the leadership behaviors in which he or she is excelling and the behaviors on which more work is needed.” Purchase of VAL-ED 360° Districts will purchase a VAL-ED license through KASA. Each principal using VAL-ED will need an individual license. Each license is good for one full year and includes 2 survey administrations. Cost of VAL-ED 360° Each license is $360.

Val-Ed 360° Review The VAL-ED is an on-line assessment which utilizes a multi-rater, evidence-based approach to measure the effectiveness of school leadership behaviors known to influence teacher performance and student learning. The VAL-ED measures core components and key processes. Core components refer to characteristics of schools that support the learning of students and enhance the ability of teachers to teach. Key processes refer to how leaders create those core components.

Val-Ed 360° Components/Processes Key Processes PlanningImplementingSupportingAdvocatingCommunicatingMonitoring Core Components High Standards for Student Learning Rigorous Curriculum Quality Instruction Culture of Learning and Professional Behavior Connections to External Communities Performance Accountability The VAL-ED assesses the intersection of what principals must accomplish to improve academic and social learning for all students (the core components), and how they create those core components (the key processes).

Val-Ed 360° Teachers Principal Supervisor(s) RESULTS Norm and standards-referenced profiles with suggested clusters of behaviors for improvement

Val-Ed 360° Report

Val-Ed 360° Sources of Evidence

Val-Ed 360° Score The principal’s Mean Overall Effectiveness Score based on the average across all 3 respondent groups was 3.79 and translates to the Proficient Performance Level. COMPARISON BY VAL-ED PROFICIENCY STANDARDS The 3.79 Mean Overall Effectiveness Score translates to a national percentile rank just above 70.. COMPARISON BY NATIONAL NORMS

Val-Ed 360° Score

Val-Ed 360° Results-Components 5 point effectiveness rating 1 = ineffective 2 = minimally effective 3 = satisfactorily effective 4 = highly effective 5 = outstandingly effective

Val-Ed 360° Results-Key Processes 5 point effectiveness rating 1 = ineffective 2 = minimally effective 3 = satisfactorily effective 4 = highly effective 5 = outstandingly effective

Val-Ed 360° Results-Key Processes

Val-Ed 360° & PPGES Standards PlanningImplementingSupportingAdvocatingCommunicatingMonitoring High standards for student learning Instructional Leadership Communication & Community Relations Student Growth Rigorous Curriculum Instructional Leadership Communication & Community Relations Student Growth Quality Instruction Instructional Leadership Human Relations Management/ Organizational Management Communication & Community Relations Student Growth Culture of Learning & Professional Behavior School Climate/ Professionalism School Climate/ Professionalism School Climate/ Professionalism Communication & Community Relations School Climate/ Professionalism Connections to External Communities Communication & Community Relations Performance Accountability Human Relations Management Communication & Community Relations Student Growth

Val-Ed 360° & ISLLC Standards

Questions? KVEC Contacts for PGES: