1. Educator Effectiveness Framework Associate Executive Director, AWSA
Principal Practice
Within Wisconsin’s
Educator Effectiveness Framework
Joe Schroeder, PhD
Associate Executive Director, AWSA

2. Session Learning Targets
I) Gain familiarity with Wisconsin’s
developing principal practice rubric
II) Identify sources of evidence for various
components of principal practice
III) Identify key considerations and initial steps
for moving forward in the new era

5. Why the Focus on Principal Effectiveness?
Although many factors contribute to student learning,
leadership is the second most powerful school-level factor in student learning.
(Hallinger & Heck, 1996; Horng, Klasick, & Loeb, 2010)

6. Why the Focus on Principal Effectiveness?
Strong school leadership is essential for
Cultivating high-performing schools
Attracting and retaining high-quality teaching staff
Building community support for education efforts
(Clifford, Behrstock-Sherratt, & Fetters, 2012)

7. Why the Emphasis on Evaluating Principal Practice?
Evaluation practices vary greatly across schools and districts
Professional standards (such ISSLC and/or state standards) often not aligned with evaluation practices
Little empirical evidence that current evaluation models and instruments are effective or technically sound
(WestEd, 2011)

8. Why the Emphasis on Evaluating Principal Practice?
The professional literature highlights
the importance of principal evaluation
in changing practice from
the historical emphasis on managerial responsibilities
to more recent expectations that
principals are instructional leaders,
who are responsible and accountable for student learning.
(WestEd, 2011)

9. Principal Practice Part I: Familiarity with Wisconsin’s Principal Effectiveness Framework & Rubric

11. ISLLC Standards (Interstate School Leaders Licensure Consortium)
Human Resource Leadership
Instructional Leadership
Personal Behavior
Intentional and Collaborative School Climate
School Management

12. Purposes for Professional Standards
Provide a common language and understanding about effective principal practice
Support professional growth through self-assessment, reflection and collaboration
Link various sources of evidence to principal practice that result in improved student achievement

13. Take a Closer Look
What structure do you see?

14. Structure of Wisconsin’s Principal Effectiveness Framework
2 Domains 5 Components 23 Elements 4-Point Rubric for Each Element

15. Domain 1: Teacher Effectiveness
Component 1.2 Instructional Leadership
Living a Vision and Mission for ALL Students
High Expectations for Academic Achievement
Classroom Observations and Feedback
Instructional Time
Teacher Collaborations
Data Usage in Teams
Rigorous Student Learning Objectives

16. 4-Point Rubric for Each Element
Ineffective Minimally Effective Effective Highly Effective

18. Effective Principal Practice at the Component Level
Relationships to the ISSLC Standards
Overall themes you notice

19. Reflection and Consolidation: Session I
What priorities do you see needed
as your district prepares for full implementation
of principal practice supervision
in coming months and years?

20. Principal Practice Part II: Identifying Sources of Evidence

24. Evidence vs. Opinion Evidence Opinion Observable Draws Conclusions
Objective
Subjective
Free of Value Judgment
Often Includes Value Judgment
Unambiguous
Makes Inferences / Debatable

26. Potential Sources of Evidence 1.1 Human Resource Leadership
School Improvement Plan
Recruitment Methods
Observations of Staff / Faculty

27. Potential Sources of Evidence 1.2 Instructional Leadership
Memos, Newsletter, Website
Samples of SLOs
Team Meeting Agendas

28. Reflection and Discussion
Identify where we might look for evidence
of the standard elements
2) Share your thoughts with a neighbor

30. Principal Practice Part III: Moving Forward in the New Era

31. Foci for PD in the New Era
Understanding the relevant framework, evaluation process, and means for feedback

32. Foci for PD in the New Era
Identifying forms of rating bias, areas of common rating errors, and evidence sources most appropriate

33. Foci for PD in the New Era
Practice observing and rating evidence sources, with feedback, according to the relevant effectiveness framework.

34. Foci for PD in the New Era
Exploring how elements identified through the evaluation process can focus PD and support to enhance student learning in your school(s).

35. Foci for PD in the New Era
Practice coaching conversations as a tool for improving principal practice

36. Considerations / Next Steps
Diagnose
Develop
Intervene

37. Diagnose

38. Leadership and Learning Matrix (Reeves, 2010)
Lucky:
Good results with no understanding of the reasons
Replication of success not probable
Leading:
Good results with clear understanding of the reasons
Replication very probable
Losing:
Poor results with no understanding of the reasons
Replication neither probable nor desirable
Learning:
Poor results with clear understanding of the reasons
Replication of mistakes not probable
Organizational Results
Antecedents of Excellence

39. Develop

40. Intervene

41. Reflection and Consolidation: Session II
What priorities do you see needed
as your district prepares for full implementation
of principal practice supervision
in coming months and years?