1. RISE
Principal Evaluation and Development System: Overview and Principal Effectiveness Rubric

2. Agenda
Overview of the RISE Principal Evaluation and Development System Professional Practice Student Learning Summative Scoring

3. What is the purpose of the RISE Principal Evaluation and Development System?
Shine a Spotlight on Great Leadership
Promote the Development of Key Leadership Skills
Support a Fair and Transparent Evaluation of Effectiveness

4. There are two major components of the RISE system.
Professional Practice
Student Learning
Summative Evaluation Rating

5. Multiple measures inform the summative evaluation score.
Each of these measures are scored separately and combined for the summative rating.
1) Professional Practice
Measure: Indiana Principal Effectiveness Rubric (PER)
2) Student Learning
Measure: School-wide Learning Measure (SWL)
Measure: Administrative Student Learning Objectives (SLO)

6. The overall summative scoring weights emphasize school performance and rubric data.

7. Agenda
Overview of the RISE Principal Evaluation and Development System Professional Practice Student Learning Summative Scoring

8. We will first look at Professional Practice, as measured by the Principal Effectiveness Rubric.
Student Learning
Summative Evaluation Rating

9. Activity 1: Indicators of an Effective Principal
PART I You will need: Paper and Pen Directions: Brainstorm a list of 5 or more skills/actions effective principals display. List your ideas on paper. You will have 5 minutes.
Guiding Question: What skills and actions do effective principals display? 

10. How was the RISE Principal Effectiveness Rubric Developed?
School Operations
Student Discipline
Mission and Vision
Hiring and Retention
Instructional Leadership
Professional Development
Developed with focus on principal as driver of student achievement and growth

11. The Principal Effectiveness Rubric (PER) has two Domains.
Professional Practice: PER
Domain 1: Teacher Effectiveness
Domain 2: Leadership Actions

12. The two Domains each have three Competencies.
Domain 1: Teacher Effectiveness
1.1 Human Capital Manager
1.2 Instructional Leadership
1.3 Leading Indicators of Student Learning
50%
Domain 2: Leadership
2.1 Personal Behavior
2.2 Building Relationship
2.3 Culture of Achievement
50%

13. Each competency has multiple sub-competencies.
50%
Domain 1: Teacher Effectiveness
Competency 1.1: Human Capital Manager
Sub-competencies:
1.1.1 Hiring and retention
1.1.2 Evaluation of teachers
1.1.3 Professional development
1.1.4 Leadership and talent development
1.1.5 Delegation
1.1.6 Strategic assignment
1.1.7 Addressing teachers who are in need of improvement or ineffective
Overall there are 23 sub-competencies in the Principal Effectiveness Rubric.

14. The rubric is structured to capture multiple performance level ratings, as defined by indicators.
Competencies
Performance
Level Ratings
Sub-competencies
Indicators

15. Activity 1: Effective Principal Indicators
PART II You will need: The Principal Effectiveness Rubric and the list you created in Part I of this activity. Directions: Read through the sub-competencies and some of the indicators in the Principal Effectiveness Rubric. If a skill or action you identified appears in the rubric, circle it on your list.
Discussion Questions: Which skills appear both in your list and in the rubric? Which skills appear in the rubric, but not in your list? Why might these skills be highlighted in the rubric? 

16. To paint a complete picture of principal practice, the evaluator must collect multiple forms of evidence.
Direct Observation
Observing the principal “in action” – Two are required
Indirect Observation
Observing the result of the principal’s work in the school
Artifacts
Records kept by the principal of the his/her work
School data
Outcomes and concrete results of the principal’s work

17. School visits by the evaluator should be frequent, and they will be observing principal practice.
Direct Observation
Like attending faculty meetings, a teacher’s observation and post-observation conference, committee meetings the principal leads, etc.
Can be used for sub-competencies such as 1.1.1: Hiring and Retention, 1.1.7: Addressing Teachers in Need of Improvement and Ineffective, 1.2.2: Classroom Observations, 2.2.3: Forging Consensus, etc.
Indirect Observation
Like sitting in on a PLC, grade-level meeting, or committee meeting without the principal, observing teacher-leaders in action, observing evidence in the halls or on the walls of the building, etc.
Can be used for sub-competencies such as 1.1.4: Leadership and Talent Development, 1.2.3: Teacher Collaboration, 2.2.1: Culture of Urgency, 2.3.3: Data Usage in Teams

18. Beginning of year conference
Evaluators collect evidence during observations and conferences throughout the year.
Quarter Quarter Quarter Quarter 4
End of year conference
Required
Direct
Observation #1
Required
Direct
Observation #2
Beginning of year conference
Optional
Direct or Indirect
Observation
Optional
Direct or Indirect
Observation
Optional
Direct or Indirect
Observation
Mid-year conference
(optional)

19. There are observation requirements for principal evaluators.
Observation Type
Length (min.)
Frequency
Pre Conference
Post Conference
Written
Feedback
Announced?
Required
30 min.
2/yr
Optional
Yes
Within 5 days
Varies
3/yr (suggested) No
Observations will be spaced throughout the year.
Required observations should be direct observations of the principal in practice.
Feedback will be provided to principals after each required observation.
Additional observations and feedback can be provided as needed.

20. Artifacts and school data are the other forms of evidence an evaluator might gather.
Frequently provided by the principal
Like schedules of community meetings, PD opportunities for teachers, etc.
Can be used for sub-competencies 1.1.3: Professional Development, 1.1.6: Strategic Assignment, : Rigorous SLOs
School data
Can be gathered by the evaluator
Like surveys of staff and community, teacher evaluation data, etc.
Can be used for sub-competencies such as 1.1.2: Evaluation of Teachers, 2.1.3: Using feedback to improve student performance, 2.3.2: Academic rigor
Gathering this evidence should not be so burdensome for principals that it hinders their ability to focus on their responsibilities as a school leaders.

21. Evaluators use the rubric and a 4 step process to rate a principal.
1) Professional Practice – Assessment of leadership outcomes
Measure: Indiana Principal Effectiveness Rubric (PER) 1
Compile ratings and notes from multiple observations, drop-ins, and other sources of evidence.
Use professional judgment to establish final ratings for each competency within the two domains. 2
Example: Domain 1
Final Domain 1 Rating: 3
Competency
1.1
1.2
1.3
Principal’s Rating 3 2
Use Professional Judgment
Competency ratings based on notes from observations, conferences and other sources of evidence.

22. The last two steps convert domain ratings to a final, overall Professional Practice rating.
Use professional judgment to establish final ratings in Teacher Effectiveness and Leadership Actions. 3
Average two domain ratings (because each is weighted 50% of the rubric score) into one final professional practice rubric score. 4
D1: Teacher Effectiveness
D2: Leadership
Actions
Final Professional Practice Rating
Ratings
3(E)
2(IN)
2.5
50%
50%

23. Agenda
Overview of the RISE Principal Evaluation and Development System Professional Practice Student Learning Summative Scoring

24. Let’s look quickly at the Student Learning measures for principals in RISE
Professional Practice
Student Learning
Summative Evaluation Rating

25. The measures for Student Learning include a school-wide measure and Student Learning Objectives
The School-wide Learning Measure will be calculated by the state, and returned to schools as an A-F grade
2) Student Learning
Measure: School-wide Learning Measure (SWL)
Measure: Administrative Student Learning Objectives (SLO)

26. Each principal will set two administrative Student Learning Objectives, which are weighted equally.
Administrative Student Learning Objective A growth or achievement goal focused on student learning, potentially in specific areas/subjects, set to suit local needs
Administrative
SLO #1
50%
Administrative
SLO #2
50%
An example Administrative SLO: The bottom 25% of grade 6-8 students, based on last year’s ISTEP+ scores, will increase their ISTEP ELA passing rates by 10%.

27. Agenda
Overview of the RISE Principal Evaluation and Development System Professional Practice Student Learning Summative Scoring

28. Recall: The summative scoring weights for the RISE Principal Evaluation and Development System

29. A-F Accountability Grade (DOE)
Summative Scoring: The evaluator uses raw scores to calculate the summative score for the principal.
Raw Score x Weight
Score
Rubric Rating
2.5
0.50
1.25
A-F Accountability Grade (DOE)
3 (B)
0.30
.90
Admin. SLO Rating 2
0.20 .4
Comprehensive Effectiveness Rating
2.55 (E)