Educational Service Unit 7 Wednesday, September 24, 2008 Dr. Dan Ernst and Dr. Bill Kenagy Administrator Evaluation: Superintendent Principal

The Superintendent School District Leadership That Works Timothy Waters & Robert Marzano (Executive Summary)

Superintendent Leadership Influence of Superintendents On student achievement Characteristics of effective superintendents Findings from 27 studies 2,817 districts 3.4 million students 4 major findings

Finding 1 District-level leadership matters.24 statistically significant District leadership and student achievement

Finding 2 Effective Superintendents focus their efforts on creating goal-oriented districts Five district-level leadership responsibilities 1. Collaborative goal setting – board, staff, and administrators 2. Non-negotiable goals for achievement and instruction; specific achievement targets and research based instructional strategies

Finding 2 (continued) 3. Board alignment and support of district goals; board is aligned with and supportive of the non –negotiable goals for achievement and instruction; primary focus of board’s efforts and allocations 4. Effective superintendents continually monitor progress to ensure these goals remain the primary focus and driving force behind a district’s actions 5. Use resources to support achievement and instruction (time, money, people, & materials)

Finding 3 Superintendent tenure positively correlates to student achievement Positive effects tends to manifest itself as early as two years into the supt. tenure

Finding 4 Building Autonomy – an increase in autonomy is associated with an increase in student achievement Site-based management is associated with a decrease in student achievement Effective superintendents provide “defined autonomy” – clear non-negotiable goals (what) and the school team determines how

McREL District Leadership: the five responsibilities  The goal setting process (.24)  Non-negotiable goals for achievement and instruction (.33)  Board alignment with and support of district goals (.29)  Monitoring the goals for achievement and instruction (.27)  Use of resources to support goals for achievement and instruction (.26) 9

Summary Board Supt.Administration

Why Evaluate the Principal? Marzano: What Works in Schools School and Teacher Scenario Achievement Percentile After Two (2) Years Average School and Average Teacher 50 th Least Effective School and Least Effective Teacher 3 rd Most Effective School and Least Effective Teacher 37 th Least Effective School and Most Effective Teacher 63 rd Most Effective School and Most Effective Teacher 96 th Most Effective School and Average Teacher 78th 11

Principal Evaluation Legal requirement Instrument agreement Clarity on responsibility, goals Who participates in the evaluation? How is the evaluation communicated? What evidence will be accepted? Electronic portfolios Performance with personality Leadership and management

Credits ©NEBRASKA STATE ASSOCIATION OF SECONDARY SCHOOL PRINCIPALS, an affiliate of the Nebraska Council of School Administrators, 455 So. 11 th Street, Suite A, Lincoln, NE 68508, in conjunction with PERRY, GUTHERY, HAASE & GESSFORD, P.C., L.L.O., Attorneys at Law, 233 South 13 th Street, Suite 1400, Lincoln, NE WARNING: This evaluation instrument along with the job description and evaluation policy is intended as a guide only; the forms should not be implemented or used in any manner unless and until the provisions thereof have been reviewed and found to be consistent with existing board policy by the administration and legal counsel for the school district.

The Instrument STANDARD #1: VISION - A principal is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. STANDARD #2: SCHOOL CULTURE FOR LEARNING - A principal is an educational leader who promotes the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional development.

The Instrument (continued) STANDARD #3: SCHOOL LEARNING ENVIRONMENT AND RELATIONSHIPS - A principal is an educational leader who promotes the success of all students by ensuring a safe, efficient, and effective learning environment through management of the organization, operations, and resources of the school. STANDARD #4: ACADEMIC STANDARDS AND ASSESSMENT - A principal is an educational leader who establishes, implements and encourages achievement of academic standards.

The Instrument (continued) STANDARD #5: WORKING WITH PARENTS AND COMMUNITY - A principal is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. STANDARD #6: ADMINISTRATIVE TEAM MEMBER - A principal is an educational leader who promotes the success of all students by facilitating the development, implementation, and success of school district curriculum and pr ograms.

The Instrument (continued) STANDARD #7: ETHICS/INTEGRITY - A principal is an educational leader who is a role model and exemplar and promotes the success of the school by acting with integrity, fairness, and in an ethical manner. STANDARD #8: GREATER POLITICAL AND SOCIAL CONTEXT - A principal is an educational leader who promotes positive public relations in the context of the school community.

The Instrument (continued) The Principal is expected at a minimum to meet the ethical requirements set forth in Nebraska Department of Education Rule 27, to satisfactorily complete the job duties set forth in the Principal’s Job Description, and to comply with Board policies and the directions of the Superintendent, and to perform the descriptors for each standard at a satisfactory level.

Student Achievement and Learning Does your evaluation instrument hold the principal responsible for student learning and achievement????? If it doesn’t, should it?

How Do You Evaluate Achievement and Learning?

21 Principal Role As Instructional Leader Use instructional strategies that provide students with focus, feedback, and sufficient opportunity to master skills. Use appropriate strategies to assess the performance of students’ academic, cognitive, and meta-cognitive skills, Adapt instruction to meet individual needs and engage students Maximize the use of time for instruction

22 The Nine Meta-analysis combines the results from a number of studies to determine the average effect of a given technique. Researchers translate the results of this meta-analysis into a unit of measurement referred to as the effect size.

23 The Nine and Effect Size Effect size of.20 is small Effect size of.50 is medium Effect size of.80 is large

24 The Big Nine Instructional Strategy Ave. ES%ile Gain Identifying similarities & differences Summarizing & Note Taking Reinforcing Effort and Providing Recognition.8029 Homework & Practice.7728 Nonlinguistic Representation.7527 Cooperative Learning.7327 Setting Goals & Providing Feedback.6123 Generating & Testing Hypotheses.6123 Questions, Cues, & Advance Organizers.5922

What Does Your Data Say? Review Multiple Sources Develop Goals

Who Participates in the Evaluation? Superintendent Principal Teachers Staff What Role does the Board play?

Performance Portfolios Artifacts Evidence

What About Remediation? Areas for Growth Continuous Improvement Recommendations Action Plans Targets Evidence Timeline

Additional Tools To Gain Information 21 st Century School Administrator Skills Administrator Goal Setting Form McRel Staff Anecdotal Records

When Do You Evaluate? Every day As needed Per statute Walk by Full instructional period Honest Summary Recommendation to the Board of Education

Good Luck!!!!!!!!!!!! Contacts: Dan Ernst Bill Kenagy NCSA