1. April 30, 2013 www.kvecsupportnetwork.wikispaces.com

2. Your Facilitator’s for Today Stacy Noah Effectiveness Coach/ISLN Facilitator stacy.noah@education.ky.gov Abbie Combs KVEC Director of Innovations and PPGES abbie.combs@hazard.kyschools.us Carole Mullins Regional Network Content Specialist, Eng/LA carole.mullins@education.ky.gov

3.  I can reflect on the growth of my district related to KCAS ELA/Math standards and determine current level of implementation.  I can identify the Principal Proficiency Standard for the new PPGES and recognize their importance to student learning.  I can explain the PPGES process and data sources.  I can enhance my learning of the correct process/procedures for PR submittal in June 2013.

4.  With your district’s team, discuss each indicator (such as “Knowledge of Standards”) on the Eng/LA rubric. Think about specific accomplishments your district has made.  Agree on a rating for each indicator.  Circle the group’s rating decision on the colored copy of the Eng/LA rubric.  Complete the same process for the Math rubric. Each district team will complete an Eng/LA rubric and a Math rubric (color copies) and submit to me TODAY.

6. Look for some ways that this process is like/different from your current evaluation process. Reflections:  What changes will the new PPGES system make in the current evaluation process?  How is the PPGS similar/different from the TPGES  What can your district/school do to prepare teachers, principals, and the district office for the pilot and for statewide implementation?

7. YearComponent Percentage of Overall Score 2011-12Next Generation Learners100% 2012-13 Next Generation Learners Next Generation Instructional Programs and Support 77% 23% 100% 2013-14 Next Generation Learners Next Generation Instructional Programs and Support Next Generation Professionals (PGES) State Pilot 77% 23% 2014-15Next Generation Learners Next Generation Instructional Programs and Support Next Generation Professionals 70% 20% 10%

8. What do good principals do?

9. Design a Principal

10. Handouts  Design a Principal  Performance Standard/Indicators/Rubric TABLE TALK  Share your principal design.  Using the principal performance standards decide which standard matches the criteria.

11.  What is the expectation of the standard?  What do the indicators tell you about the standard?  For a principal to be accomplished, what must he/she do? Share with the highlights of what you have learned with the others in your group.

12. ThePrincipal Instructional Leadership School Climate Human Resources Management Organizational Management Professionalism Communication & Community Relations

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

14. 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. Exemplary In addition to meeting the requirements for Accomplished... Accomplished is the expected level of performance. DevelopingIneffective The principal excels at organizational management, demonstrating proactive decision-making, coordinating efficient operations, and maximizing available 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 inconsistently supports, manages, or oversees the school’s organization, operation, or use of resources. The principal inadequately supports, manages, or oversees the school’s organization, operation, or use of 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

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

16. 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 Principals set at least one goal tied directly to student academic growth Evaluator and principal review baseline data and goal 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

17. 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

18. 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.

19. Multi-rater assessment of principal’s learning-centered behaviors 360 ⁰ feedback from teachers, principals, supervisors Core components (“what”); Key processes (“how”)

20. The VAL-ED report addresses the questions of: ◦ Who responded? ◦ What evidence was used to evaluate the principal?

21. ◦ 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

22. 5 point effectiveness rating 1 = ineffective 2 = minimally effective 3 = satisfactorily effective 4 = highly effective 5 = outstandingly effective (standard deviation) (standard deviation)

24. 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

25. 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.

26. 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

27. 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

28. 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

29. 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

30. 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

31. Describe your survey population(s). List factors that might have influenced the results. What did teachers/staff perceive as major strengths? What did teachers/staff perceive as major weaknesses? How will you use this information for continuous professional growth? 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

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

33. 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. EADI 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. EADI 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. EADI Abbreviated for training purposes Part of the Reflective Practice and Professional Growth Planning Template

34. 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

35. 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

36. 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

37. 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.

38. Principals set at least one goal tied directly to student academic growth Goals should be SMART (specific, measurable, appropriate, rigorous--but realistic, and time-limited) New goals identified each year; reviewed with evaluator Evaluator and principal review goal progress at middle and end of year Goals set squarely on measurable student performance provide a powerful way to enhance professional performance and positively impact student academic growth.

39. 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