2. Principal Professional Growth and Effectiveness System(PPGES) KVEC SUMMER SUMMIT

3. Principal Professional Growth and Effectiveness System Effectiveness Effectiveness is the goal. Evaluation Evaluation is merely the means. ©

4. SUPPORT FEEDBACK Analyze Monitor Apply

5. Principal Evaluation Roundtable Discussion Activity Directions: Quickly review the focus questions on the handout provided. Write down your initial thoughts and reactions to the questions and be prepared to discuss them with the group. There is space for additional questions you may want to discuss.

6. Principal Performance Standards Data Sources TELL Kentucky Survey VAL-ED Survey Professional Growth Plan & Self-Reflection Student Growth Goals Site Visits Feedback Conferences

8. We must move our practice toward the standards (our lighthouse); not change the intent of the standards to match our practice.

9. How Important are Standards Standards and Principals’ Effectiveness Handbook pages 21-28

10. Main Components Sample Performance Indicators Examples may include, but are not limited to: The principal: 4.1Demonstrates and communicates a working knowledge and understanding of Kentucky school laws and regulations, and school/district policies and procedures. 4.2Establishes, in collaboration with the school council, and enforces policies and procedures to ensure to ensure a safe, secure, efficient, and orderly facility and grounds. 4.3Monitors and provides efficient supervision for all physical plant and related activities through an appropriate process. IneffectiveDevelopingAccomplished is the expected level of performance. Exemplary In addition to meeting the requirements for Accomplished... The principal inadequately supports, manages, or oversees the school’s organization, operation, or use of resources. The principal inconsistently supports, manages, or oversees the school’s organization, operation, or use of resources. The principal fosters the success of all students by supporting, managing, and overseeing the school’s organization, operation, and use of resources. The principal excels at organizational management, demonstrating proactive decision-making, coordinating efficient operations, and maximizing available resources. Performance Rubric Standard 4: Organizational Management The principal fosters the success of all students by supporting, managing, and overseeing the school’s organization, operation, and use of resources. Performance Standard Performance Indicators

11. Principal Performance Standards 1. Instructional Leadership 2. School Climate 3. Human Resources Management 4. Organizational Management 5. Communication and Community Relations 6. Professionalism 7. Student Growth

12. Terms Used in Performance Levels Ineffective The principal consistently performs below the established standards or in a manner that is inconsistent with the school’s missions and goals. Unacceptable Performance Does not meet requirements contained in job description as expressed in evaluation criteria Results in minimal student progress May contribute to a recommendation for employee not to be considered for continued employment CategoryDescriptionDefinition Developing The principal often performs below the established standard or in a manner that is inconsistent with the school’s missions and goals. Below Acceptable Performance Requires support in meeting the standards Results in less than quality work performance Requires professional growth being jointly identified and planned between principal and evaluator Accomplished The principal meets the standard in a manner that is consistent with the school’s mission and goals. Proficient Performance Meets the requirements contained in job description as expressed in evaluation criteria Behaviors have positive impact on learners and school climate Willing to learn and apply new skills Exemplary The principal maintains performance, accomplishments, and behaviors that consistently and considerably surpass the established standard. Exceptional Performance Sustains high performance over period of time Empowers teachers and students Serves as role model to others

13. Principal Performance Standards (Handbook pages 20-28) Indicators are samples and not an exhausted list. Principals are not expected to demonstrate each performance indicator. Performance Standards are measured by Student Growth, VAL-Ed, and Working Conditions Growth Goals. The standards will also inform professional growth planning, site visits/observation, feedback conversations, and on-going assessments of the principal’s performance.

14. Performance Standard 1 Instructional Leadership The principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic growth and school improvement.

15. Performance Standard 2 (Page 23) School Climate The principal fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders.

16. Performance Standard 3 Human Resources Management The principal fosters effective human resources management by assisting with selection and induction, and by supporting, evaluating, and retaining quality instructional and support personnel.

17. Performance Standard 4 Organizational Management The principal fosters the success of all students by supporting, managing, and overseeing the school’s organization, operation, and use of resources.

18. Performance Standard 5 Communication and Community Relations The principal fosters the success of all students by communicating and collaborating effectively with stakeholders.

19. Performance Standard 6 Professionalism The principal fosters the success of all students by demonstrating professional standards and ethics, engaging in continuous professional learning, and contributing to the profession.

20. Performance Standard 7 Student Growth The principal’s leadership results in acceptable, measurable student academic growth based on established standards.

21. Look Fors and Red Flags Directions: As a small group, generate a list of 1) observable behaviors (or evidence) that indicate the principal is meeting expectations for the following performance standard and 2) observable behaviors (or evidence) that indicate that the principal’s performance is below expectations in regard to the performance standard.

22. Question? How will principal performance be documented?

23. Data Sources for Principals Observations/ School Site Visits Ranges from watching how principals interact with others, to observing programs and shadowing Should include formal interview or less structured discussion of job Two per year; minimum duration of one hour Surveys Provide information about perceptions of job performance Include VAL-ED or TELL Kentucky and additional surveys as desired Part of Reflective Practice and Professional Growth Planning Template Documentation Provides principals with key voice in evaluation 1-3 artifacts per performance standard Annotations as needed for clarification Goal Setting for Student Growth Principal student growth goals are comprised of a state and local contribution from their school CSIP. Evaluator and principal review and agree on local goal trajectory for the year. Goals also reviewed at middle and end of year to determine progress Self-Reflection Reveals principals’ perceptions of their job performance Principals share self-reflection with supervisors Part of Reflective Practice and Professional Growth Planning Template Professional Growth Plan Helps translate growth needs into practical activities and experiences Professional goals developed collaboratively with evaluator Part of Reflective Practice and Professional Growth Planning Template

24. Data Collection Responsibility Data Collection Procedure Form(s)EvaluatorPrincipal Survey Reflective Practice and Professional Growth Planning Template Self-Reflection Reflective Practice and Professional Growth Planning Template Professional Growth Plan Reflective Practice and Professional Growth Planning Template Observations/ School Site Visits Observation/Site Visit Form DocumentationDocumentation Form Goal Setting Student Academic Growth Goal Setting Form

25. Multiple Data Sources EVIDENCEEVIDENCE Principal Evaluation Surveys Student Growth Goal Setting Self-Reflection Professional Growth Plan Observations/ School Site Visits Documentation

26. Surveys Provides feedback for professional growth and development; helps principals set goals for continuous improvement (formative evaluation) VAL-ED and Tell Kentucky will be administered during alternating years Principals may administer additional surveys Principals fill out Reflection on Survey Results portion of the Reflective Practice and Professional Growth Planning Template Survey results should inform the Professional Growth Plan Gathers client data regarding perceptions of the principal’s performance.

27. VAL-ED Please locate your Sample VAL-Ed Principal Report. Refer to the report as we walk through each page of the sample survey results. VAL-ED

28. Vanderbilt Assessment of Leadership in Education (VAL-ED) Multi-rater assessment of principal’s learning-centered behaviors 360⁰ feedback from teachers, principals, supervisors Core components (“what”); Key processes (“how”)

29. Vanderbilt Assessment of Leadership in Education (VAL-ED) Page # 2 The VAL-ED report addresses the questions of: – Who responded? – What evidence was used to evaluate the principal?

30. VAL-ED VAL-ED Results (Page #3) – What do the results say about the principal's current leadership behaviors? Total scores are interpreted against a national representative sample that included principals, supervisors, and teachers to give a percentile rank. Four performance levels: Below Basic Below Basic Basic Basic Proficient Proficient Distinguished Distinguished Scores associated with levels determined by national panel of principals, supervisors, teachers

31. VAL-ED Results 5 point effectiveness rating 1 = ineffective 2 = minimally effective 3 = satisfactorily effective 4 = highly effective 5 = outstandingly effective (standard deviation) (standard deviation) Page #4

32. VAL-ED Results Page # 5

33. VAL-ED Integrated Summary (Page #6) BB = Below Basic B = Basic P = Proficient D = Distinguished The lowest rated core components by key process are identified as leadership behaviors for possible improvement

34. VAL-ED Leadership Behaviors for Possible Improvement Pages 7-8) Connections to External Communities X Advocating Advocates for social services needed by students and families. Advocates for students in need of special services within the external community. Challenges teachers to work with community agencies to support students with low achievement. Challenges barriers from outside the school that can inhibit learning. Advocates to district decision makers to promote the needs of all students. Promotes mechanisms for reaching families who are least comfortable at school.

35. Crosswalk between VAL-ED and Performance StandardsPlanningImplementingSupportingAdvocatingCommunicatingMonitoring 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

36. The VAL-Ed Report Activity 1. Who participated in the assessment of the principal’s leadership behavior? 2. What evidence did the respondents report using to make their effectiveness ratings of the principal? 3. How effective is the principal’s leadership behavior judged in comparison to a national sample of principals? 4. How effective is the principal’s leadership behavior judged in comparison to the VAL- ED proficiency standards? 5. To what degree did the three respondent groups-teachers, supervisors, and principals-agree with regard to these effectiveness ratings? 6. Which areas of leadership behavior represent areas of relative strength and which represent areas of possible improvement? VAL-ED

37. TELL Kentucky Statewide survey of certified school-based educators to assess teaching conditions at the school, district, and state level Questions are about the school environment, not about any one person or individual; no questions refer to a principal, rather questions refer to “leadership” at the school Administrators receive many of the same questions as teachers, but have additional types of questions to asses how the district and state support them Responses for administrators are only reported at the state level

38. Survey Summary Results xx High School All KY High Schools CountyKY Time a.Class sizes are reasonable such that the teachers have the time available to meet the needs of all students. b.Teachers have time available to collaborate with colleagues. c.Teachers are allowed to focus on educating students with minimal interruptions. d.The non-instructional time provided for teachers in my school is sufficient. e.Efforts are made to minimize the amount of routine paperwork teachers are required to do. f.Teachers have sufficient instructional time to meet the needs of all students. g.Teachers are protected from duties that interfere with their essential role of educating students. xx% Facilities and Resources Professional Development Instructional Practices and Support Community Support and Involvement Managing Student Conduct Teacher Leadership School Leadership New Teacher Support Shows the percent of respondents that agreed with the statement Each major category has specific questions beneath

39. Survey Detailed Results 3%37% 53% 7% 9%31% 43% 17% 7%34% 48% 11% 10%31% 42% 16% Class sizes are reasonable such that teachers have the time available to meet the needs of all students. XXX HS (n=60, dk=0) All KY HS (n=10279, dk=42) XXX County (n=213, dk=0) Kentucky (n=41793, dk=165) Strongly disagree Agree Strongly agree Disagree

40. Crosswalk between TELL Kentucky and Performance Standards TELL Kentucky Categories Performance Standards Time Instructional Leadership School Climate Facilities and Resources Instructional Leadership Organizational Management Professional DevelopmentInstructional Leadership Instructional Practices and Support Instructional Leadership Human Resources Management Community Support and InvolvementCommunication & Community Relations Managing Student ConductSchool Climate Teacher Leadership Human Resources Management Organizational Management School Leadership Instructional Leadership Human Resources Management Organizational Management New Teacher SupportHuman Resources Management

41. TELL Survey Activity Directions: For the Purpose of PPGES you will need to analyze your school 2013 TELL Kentucky Data to determine areas of possible leadership strengths and needs. Using the template provided examine each question and the corresponding score on to that question on the TELL report. These questions have been specifically linked to principal performance standards. TELL

42. HANDBOOK (Pages 29-43 FORMS) This afternoon we will focus on: Student Growth Reflection and PGP Site Visits Conferences

43. Developing Student Growth Goals Building on State and Local Contributions Handbook Pages 9-10 & 30 (form)

44. 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

45. What Makes Goals SMART? Specific Measureable Appropriate Rigorous, but Realistic Time limited

46. SPECIFIC: Focus Does the goal focus on a specific expectation?

47. MEASURABLE Has an appropriate instrument or measure been chosen to measure the goal?

48. APPROPRIATE Is it within the principal’s control to effect change?

49. RIGOROUS, but REALISTIC Is the goal feasible? Goldilocks Principle Is it a “stretch” goal?

50. TIME LIMITED Is the goal contained to a single school-year?

51. STUDENT GROWTH GOAL STATE LOCAL LOCAL The State Contribution is derived from the school’s Accountability score and requires no goal development by the principal. The Local Contribution is derived from Growth Goals developed around one of the interim targets housed in ASSIST.

52. Required Kentucky Board of Education Goals for CSIP (E-M-H) Decreasing achievement gaps (E-M-H) (E-M-H) Increase average combined reading and math K-PREP scores (E-M-H) (M-H) Increasing percentage of College and Career Ready students (M-H) Increase average freshman graduation (M-H) rate(M-H)

53. GOAL Achievement Gap K-PREP Combined Reading and Math College and Career Ready Freshman Graduation Rate OBJECTIVE Increase or decrease in goal percentage for the current school year STRATEGY Best Practice Professional Development Progress Monitoring Consolidated Planning ILP Addendum Other The goal statement, found in the School Report Card, is already set by KBE with a 2017 trajectory. The annual objective % is determined by the Principal in collaboration with the Superintendent. PRINCIPAL The strategies are specific to what the PRINCIPAL will do to meet the stated goal and objective.

54. One Year Lag Write LOCAL CONTRIBUTION goal in September Place goal into ASSIST Superintendent conducts formative mid-year review Superintendent conducts end- of-year review the following September

55. HANDBOOK (Pages 29-43 FORMS) This afternoon we will focus on: Student Growth Reflection and PGP Site Visits Conferences

56. Self-Reflection-Handbook P #31-32 Helps a principal judge the effectiveness and adequacy of his/her knowledge and performance for the purpose of self- improvement; helps target areas for professional development. Principals reflect on survey results and on performance standards Principals fill out Reflection on the Standards portion of the Reflective Practice and Professional Growth Planning Template Principals should select an area of growth identified in self- reflection upon which to focus professional growth goals Principals share self-reflection with supervisor as they collaboratively develop the Professional Growth Plan Principals refer to self-reflection throughout the year to see if strategies for improvement are effective

57. What did teachers/staff perceive as major strengths? What did teachers/staff perceive as major weaknesses? List factors that might have influenced the results. How will you use this information for continuous professional growth? Reflection on Survey Results Abbreviated for training purposes Number of Surveys Distributed Number of Completed Surveys Returned Percentage of Completed Surveys Returned Part of the Reflective Practice and Professional Growth Planning Template

58. Reflection on the Standards Handbook P 32 Standard Self- Assessment Strengths and areas for growth 1.Instructional Leadership The principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic growth and school improvement. IDAI 2. School Climate The principal fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders. IDAE 3. Human Resource Management The principal fosters effective human resources management by assisting with selection and induction, and by supporting, evaluating, and retaining quality instructional and support personnel. IDAE Abbreviated for training purposes Part of the Reflective Practice and Professional Growth Planning Template

59. Professional Growth Plan Handbook Page #33 Helps facilitate the translation of growth needs into practical activities and experiences to strengthen the principal’s competencies. Principals select an area of growth identified in self-reflection upon which to focus professional growth goals Developed collaboratively with the evaluator Goals should be SMART (specific, measurable, appropriate, rigorous--but realistic, and time-limited) Should use data from multiple sources Goals become the focus of professional growth activities, support, and on-going reflection Principals fill out Connecting Priority Growth Needs to Professional Growth Planning portion of the Reflective Practice and Professional Growth Planning Template

60. Professional Growth Goal:  Specific  Measurable  Appropriate  Rigorous, but Realistic  Time limited Action Plan Professional Learning What do I want to change about my leadership or role that will effectively impact student learning? What is my personal learning necessary to make that change? Strategies/Actions What will I need to do in order to learn my identified skill or content? How will I apply what I have learned? How will I accomplish my goal? Resources/Support What resources will I need to complete my plan? What support will I need? Targeted Completion Date When will I complete each identified strategy/ action? Administrator’s Signature:Date: Superintendent’s Signature:Date: Part C: Connecting Priority Growth Needs to Professional Growth Planning 1) Initial Reflection: Based on the areas of growth identified in Part B, complete this section at the beginning of the school year. Professional Growth Goal: What do I want to change about my practices that will effectively impact student learning? How can I develop a plan of action to address my professional learning? How will I know if I accomplish my objective?

61. Reflection on the Standards Handbook Page #33-#34 Abbreviated for training purposes DateStatus of Professional Growth GoalRevisions/Modifications 2) On-going Reflection: Complete this section at mid-year to identify progress toward each Professional Growth Goal. Date:End of Year Reflection: Next Steps: 3) Summative Reflection: Complete this section at the end of the year to describe the level of attainment for each Professional Growth Goal.

62. HANDBOOK (Pages 29-43 FORMS) This afternoon we will focus on: Student Growth Reflection and PGP Site Visits Conferences

64. Observations/School Site Visits Handbook Pages 35-42 Provides information on a wide variety of contributions made by principals. Applied in a variety of settings May range from watching principal’s interactions with others to observing programs and shadowing the principal Evaluators discuss various aspects of the job via formal interview or less structured discussion  Allows principal opportunity to discuss successes and challenges  Provides insight into how principal is addressing standards; provide further areas for evaluators to explore  Helps principals think through potential artifacts At least two observations/site visits per year of at least one hour duration Evaluator provides feedback to principal

65.  maintaining an ongoing narrative/script of the principal’s interactions.  documenting specific critical behaviors that support effectiveness in the performance standards.  cross-referencing observed behaviors with support documents.

67. Direct Observation Shadowing

68.  Conduct at least two site visits per year. › a minimum duration of one hour each  The first visit should occur prior to the mid-year review.

69. Observation/Site Visit Form Performance Standard 1. Instructional Leadership The principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic growth and school improvement. Suggested Guiding Questions/Prompts: Please describe any innovative and effective leadership strategies that you have used this year. What opportunities have you created this year for collaboration among teachers? How have you strived this year to improve the teachers’ effective instructional practices associated with different subject areas? How do you make sure curriculum standards are taught by the teachers and mastered by the students? How do you monitor teachers’ performance and provide constructive feedback to them? What types of teacher learning and development activities or programs have participated in this year? What have you learned? How do you involve the expertise of teacher leaders? Comments: Abbreviated for training purposes

70. Documentation Provides evidence of performance related to specific standards – principal’s voice in evaluation Provides opportunity for self-reflection, demonstration of quality work, and is a basis for two-way communication with evaluator Identification of artifacts collaborative effort between principal and evaluator Principal provides one to three artifacts in each standard Annotations as needed for clarification Reviewed at mid-year and end of year Demonstrates a principal’s skills, talents, and accomplishments through an organized collection of work.

71. Handout This afternoon we will focus on: Student Growth Reflection and PGP Site Visits Conferences

72. The Principal Professional Growth and Effectiveness System require that at least 3 conferences will take place throughout the year.

73. 1. Purpose of the Meeting 2. Discuss reflections of data 3. Discuss and come to agreement on the Student Growth Goal and Action Plan 4. Discuss reflections of the Seven Performance Standards 5. Discuss and come to agreement on the Professional Growth Goal and Action Plan 6. Questions/Concerns/Comments 7. Set tentative date for Mid-Year Review

74. 1. Purpose of the Meeting 2. Discuss first observation/site visit and provide feedback 3. Share progress toward Student Growth Goal 4. Share progress toward Professional Growth Goal 5. Discuss documentation of each standard – determine if any other documentation is needed 6. Questions/Concerns/Comments 7. Set tentative date for End of -Year Review

75. 1. Purpose of the Meeting 2. Discuss second observation/site visit and provide feedback 3. Share progress toward Student Growth Goal 4. Share progress toward Professional Growth Goal 5. Discuss progress of each standard – determine if any other documentation is needed 6. Discuss the evaluation based on 1) VAL-ED; 2) Student Growth local and state contribution; 3) Working Conditions Goal. (Remember no rating scale has been developed) 7. Questions/Concerns/Comments

76. Now that we have learned about the measures of Principal Effectiveness turn to page 17 in the handbook to review the suggested timeline for pilot implementation.

77. Performance Portrait Surveys Self-Reflection Professional Growth Plan Observations/ School Site Visits Documentation Goal Setting Surveys Self-Reflection Professional Growth Plan Observations/ School Site Visits Documentation Goal Setting

78. Focus on Effectiveness Outstanding Outstanding Teachers & Leaders Results = Student Results