2. Agenda Introductions Objectives and Agenda Review Research Review Taking Stock Collect evidence Principal Practices & the Rubric End-of-the-Year Looking Ahead to Next Year

3. Back Again: 9 Components 1.New York State Teaching Standards and Leadership Standards 2.Evidence-based observation 3.Application and use of Student Growth Percentile and VA Growth Model data 4.Application and use of the State-approved teacher or principal rubrics 5.Application and use of any assessment tools used to evaluate teachers and principals

4. Back Again: 9 Components 6.Application and use of State-approved locally selected measures of student achievement 7.Use of the Statewide Instructional Reporting System 8.Scoring methodology used to evaluate teachers and principals 9.Specific considerations in evaluating teachers and principals of ELLs and students with disabilities

5. Back Again : 9+ Components 10.State-determined district-wide student growth goal setting process (Student Learning Objectives) 11.Effective supervisory visits and feedback 12.Soliciting structured feedback from constituent groups 13.Reviewing school documents, records, state accountability processes and other measures 14.Principal contribution to teacher effectiveness 15.Increasing the likelihood that it makes a difference

6. Resources Are Archived

7. Agenda Introductions Objectives and Agenda Review Principal Evaluation: So far Revised resources Collect evidence from a “faculty meeting” Debrief Planning your next school visit

8. Research & Literature Update

9. Principal Evaluation New from Joe Murphy and others

10. Common Pitfalls Unclear rubrics –Can be too vague –Can be too much of a checklist Overreliance on observations –Talk to people –Use focus groups Misuse of achievement data –Make growth goals that make sense –Achievement, growth & equity

11. Guiding Principles Foundational Principles Highlight learning-centered leadership Be grounded on the national standards for school leaders (ISLLC)

12. Guiding Principles Process Principles Be evidence based Have set benchmarks agreed upon in advance Be transparent Foster a culture of collaboration between principal and supervisor Be valid and reliable Be comprehensive, but not overly complex Be both formative and summative Include multiple measures, including student achievement Tap into the views of multiple constituents Have well-defined timelines Provide ongoing feedback to the principal Be site specific, connected to needs of specific school Be flexible enough to allow for adjustments

13. Guiding Principles Outcome Principles Promote school improvement Enhance academic and social learning of students Motivate principals to improve Promote targeted professional growth opportunities Result in meaningful consequences

14. Strong Districts & Their Leadership

15. District Leadership Matters Characteristics of Strong Districts Leadership Practices Personal Leadership Resources A Vision of Future District Leadership

16. District Leadership Matters As we go through the slides, pause and reflect on the characteristic. Circle your current state on the scale.

17. District Characteristic #1 A broadly shared mission, vision and goals founded on ambitious images of the educated person System-wide focus on learning Widely understood and endorsed Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10

18. District Characteristic #2 A coherent instructional guidance system Vertical and horizontal curriculum Process to help all understand Identified performance standards Teacher collaboration Instructional leadership from all leaders Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10

19. District Characteristic #3 Deliberate and consistent use of multiple sources of evidence to inform decisions Accessible (and managed) data Research-based PLC-like Instructional decisions & accountability Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10

20. District Characteristic #4 Learning-oriented organizational improvement process Strategic planning Narrow focus Processes for integrating new and old; deliberate and manageable Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10

21. District Characteristic #5 Job-embedded professional development for all members Meetings are instructional PD is aligned (and differentiated) Time for collaborative work Teachers and administrators Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10

22. District Characteristic #6 Budgets, structures, personnel policies and procedures, and uses of time aligned with the district’s mission, vision and goals Aligned with student goals Aligned with instructional improvement Adequate time & money Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10

23. District Characteristic #7 A comprehensive approach to leadership development Recruitment Development Growth-producing feedback (evaluation) All levels of leadership are focused Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10

24. District Characteristic #8 A policy-oriented board of education Helps assess community values and interests Uses vision as foundation for planning and evaluation Respects role of leader and senior staff Holds leadership accountable for vision Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10

25. District Characteristic #9 Productive working relationships with all staff and stakeholders Central office roles interconnected Participation in systems decisions PLCs well established and have become the way of doing business Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10

26. Reflection on the Year (so far)

27. Taking Stock at a District Level Reflect on the progress the district has made this year:

28. Evidence Collection From an End-of-the-Year Meeting

29. Evidence Collection Watch the simulated End-of-the-Year Meeting Collect evidence Talk about the evidence at your table: –What did you collect? –What did you not collect? –Implications?

30. Evidence Collection End-of-the-Year Meeting Simulation At your table, talk about the meetings your principals have with their teachers What worked? What do you want to be different this year?

32. Using Your Rubric

33. Consider these short descriptions of principal practices What is your reaction to the practice? Does it fit with the current context? Which standards/domains does it touch? Is it something you would want your principals to do?

35. Your Principal’s End-of-the-Year Meetings With Their Teachers

36. Meeting Plan (or Map*) Begin to fill out the organizer What are the things you want your principals to address with everyone?

37. Make Your Plan How (and when) will you communicate to your principals what you want them to do with all of their teachers during end-of-the- year meetings? Talk about your plans or your options at your table.

38. End-of-the-Year Meetings With Your Principals

39. And Finally… When you meet with your principals… What do you want all of your principals to hear? What will your agenda or plan be? How will you communicate this to your principals in advance? How will you use this year to look ahead?

42. Next Year Next Year? Three sessions? After CSA or not? Will we need a year one cohort?

43. Closure: Next Year On note paper, write a quick letter to Jeff about what you would like to see included in or changed for Principal Evaluator Training, NEXT YEAR. Leave it at your table. Dear Jeff: