1. NC SCHOOL EXECUTIVE: PRINCIPAL /ASSISTANT PRINCIPAL Evaluation Process1

2. Six Step Introduction Walk 6 steps to connect… Discuss Question #1
What data points do you reference when completing your self-assessment?
Discuss Question #2
How do you plan strategically for your professional growth based on evidence?
Discuss Question #3
Cite an example of how you are using data and goal setting for continuous improvement.

3. Overview 21st Century Education Understanding the Standards
School Executive Process
NCEES Ratings
Resources
21st Century Education
Understanding the Standards
School Executive Evaluation Process
NCEES Rating System

4. Be led by 21st century professionals
State Board of Education’s
Mission Statement
The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.
Produce globally competitive students
Be led by 21st century professionals
Be governed and supported by 21st Century Systems

5. 21st Century Education

6. A New Vision of School Leadership

8. Are you a 21st Century Leader?
Cite evidence to prove that your school is a 21st century learning environment.
What are your strengths as a 21st century leader?
What are the skills you need to improve?

9. The Evaluation Process will…
Serve as a guide for principals and assistant principals (school executives) as they reflect upon and improve their effectiveness as school leaders.
Focus the goals and objectives of districts as they support, monitor and evaluate their executives.
Guide professional development and coaching and mentoring programs for school executives.
Inform revisions of higher education programs in developing the content and requirements of MSA degree programs. 9

10. NC School Executive Standards
Standard One
Strategic Leadership
Standard Two
Instructional Leadership
Standard Three
Cultural Leadership
Standard Four
Human Resource Leadership
Standard Five
Managerial Leadership
Standard Six
External Development Leadership
Standard Seven
Micro-political Leadership
Standard Eight
Academic Achievement Leadership

11. Standard 1: Strategic Leadership
School Vision, Mission, and Strategic Goals
Leading Change
School Improvement Plan
Distributive Leadership

12. Are able to share a vision of the changing world in the 21st Century
Create processes to ensure the school’s identity
Are a driving force behind major initiatives that help students acquire 21st century skills
School Leaders
School Leaders
School Leaders 12

13. Artifacts
School Test Data
North Carolina Teacher Working Conditions Survey Conditions Survey
Effective School Improvement Team
SIP implementation, assessment and modifications
Degree to which school improvement plan strategies are implemented, assessed and modified
Evidence of an effectively functioning, elected School Improvement Team
NC Teacher Working Conditions Survey
School improvement plan, its alignment with district and state strategic priorities, and a plan for growth on items of concern as evidenced in the NC TWC Survey
The degree to which staff can articulate the school’s direction and focus on
student testing data

14. Vision & Mission Statement Activity
What is your school mission and vision?
How do you communicate the mission/vision to parents and the community?
How does the vision and mission become actionable in your school?
How do you empower your stakeholders with opportunities to carry the torch of the school vision and mission?

15. Standard 2: Instructional Leadership
Learning and Teaching, Curriculum, Instruction and Assessment
Instructional Time

16. Standard 2 – Instructional Leadership
Challenges staff to reflect deeply on and define what knowledge, skills and concepts are essential to the complete educational development of students
Systematically and frequently observes in classrooms and engages in conversation with students about their learning
Creates processes to provide formal feedback to teachers concerning effectiveness of classroom instruction
What does this
look like?
How can you
measure this? 16

17. Instructional Leadership Activity
Read scenario #1 found on the agenda
Create a T-Chart
Identify the instructional issues found in the scenario
Identify strategies you would use to address the issues
Be prepared to share .

18. How will you Learn about the Common Core?

19. How Will you Learn about the Common Core?

20. Standard 3: Cultural Leadership
Focus on Collaborative Work Environment
School Culture and Identity
Acknowledges Failures; Celebrates Accomplishments and Rewards
Efficacy and Empowerment

21. Learning Walk Focus Activity
What specific teacher behaviors do you observe that positively or negatively affect the school climate?
How do you reward positive teacher/student behaviors or redirect negative teacher/student behaviors?
How do you develop a sense of efficacy and empowerment among staff to shape the school’s identity, culture and performance that ensures that teachers have the necessary professional development opportunities that directly enhance their teaching?
What strategies are you utilizing to ensure that your teachers have the time to collaborate and/or work in PLCs?

22. Summary Results Comparison Report – Results from 2010

23. Detailed Results

24. What’s Working? What’s Not?

25. Accessing the Results: www.ncteachingconditions.org

26. TWCS Data Analysis After reviewing the TWCS data for your school:
Identify 2 constructs that need your attention as a school leader.
How do they compare to the 2010 results?
What do you think caused the results to be what they are?
What is the first thing you will do as a leader to improve this perception?

27. Standard 4: Human Resource Leadership
Professional Development/Learning Communities
Recruiting, Hiring, Placing and Mentoring of Staff
Teacher and Staff Evaluations

29. New Teacher Evaluation Instrument
Standard 4

30. Rubric for Evaluating North Carolina Teachers
Standard
Element
Descriptor
Rating Scale

32. Standard 5: Managerial Leadership
School Resources and Budget
Conflict Management & Resolution
Systematic Communication
School Expectations for Students & Staff

33. Standard 5 – Managerial Leadership
"My father had a
simple test that helps me
measure my own leadership quotient:
When you are out of the office, he once asked me,
“How does your staff carry on
remarkably well
without you?"
Martha Peak,
Group Editor, AMA Magazines, Management Review, October 1992
Leadership
Clear Expectations
Vision
Management
Knowledge
And
Expertise
Collaboration
Processes 33

34. Standard 6: External Development Leadership
Parent and Community Involvement and Outreach
Federal, State, and District Mandates

35. Parent and Community Involvement and Outreach
Proactively creates systems that engage parents/guardians and all community stakeholders in a shared responsibility for student and school success
Federal, State and District Mandates
Continually assesses the progress of district initiatives and reports results to district-level decision makers.
Designs protocols and processes that ensures compliance with state and district mandates

36. Standard 7: Micro-Political Leadership
Systems and relationships
Schools Identity, culture, and performance

37. Standard 7 – Micro-political Leadership
Can your leadership be described by any of these?
Highly visible Empowers staff
Easily accessible Recognizes staff diversity
Builds systems Knows professional needs
Addresses issues Knows staff interests
Sensible to staffs personal and professional needs
Develops shared decision making 37

38. Micro-Political Scenario Activity
Read scenario #2 found on the agenda
Discuss the scenario with your colleagues
Identify the strategies implemented by the school leader
Consider the following questions:
What does this say about this school leader?
What is important to her?
What would you do differently?
Share your thoughts with the group

39. Standard 8: Academic Achievement Leadership
School executives will contribute to the academic success of students. The work of the school executive will result in acceptable, measurable progress for students based on established performance expectations using appropriate data to demonstrate growth.

40. An executive's rating on the eighth standard is determined by a school-wide student growth value as calculated by the statewide growth model for educator effectiveness. All local school boards shall use student growth values generated through a method approved by the State Board of Education.

41. 8 1 6 5 4 3 2 7 Principal Rating Categories - Standard 8 Principals▲
Principals 8 1 6 5 4 3 2 7
Instructional Leadership
Cultural Leadership
Human Resource Leadership
Managerial Leadership
External Development Leadership
Micro- political Leadership
Academic Achievement Leadership
Strategic Leadership
5 Rating Categories
3 Rating Categories
Not Demonstrated
Developing
Proficient
Accomplished
Distinguished
Does Not Meet Expected Growth
Meets Expected Growth
Exceeds Expected Growth

42. Principal Ratings
Standard 8 rating will be determined using school-wide EVAAS growth 8
Yearly Rating
Does not Meet Expectations
Meets Expected Growth
Exceeds Expected Growth
School-wide
EVAAS Growth
4/25/2017 • page 42

43. Ratings Status Ratings verses Status
Teachers 6 separate ratings to help teachers grow each year
Principals 8 separate ratings to help principals grow each year
A single overall status that is determined once a principal or teacher has three years of growth data to populate 6 or 8
Categories for Status
An educator status is a more holistic picture of educator effectiveness than any one standard taken alone. Three years of data must be in place before a teacher or administrator can receive a status of in need of improvement, effective, or highly effective.
In Need of Improvement
Effective
Highly Effective

44. / ) 3 Principal Status Standards 1-7 In the year 1 6 5 4 3 2 7
In Need of Improvement
Effective
Highly Effective
Standards 1-7 In the year
Any rating lower than proficient
Proficient or Higher on Standards 1-7
Accomplished or Higher on Standards 1-7 1 6 5 4 3 2 7
Strategic Leadership
Instructional Leadership
Cultural Leadership
Human Resource Leadership
Managerial Leadership
External Development Leadership
Micro- political Leadership
Mary
Let us begin by reviewing the process for deterring principal status.
An administrator is in need of improvement if any rating on standard 1 – 7 is developing or not demonstrated, or if the rating for standard 8 is “does not meet expected growth.” Of course, if an administrator’s school is not meeting expected growth, we expect that this will be reflected in one of the other standards
Click
An administrator receives a status of “effective” if the ratings on standards 1-7 are proficient or higher and receives a rating of “meets or exceeds expected growth
And to receive a status of “highly effective” an administrator must be rated accomplished or higher on standards 1-7 and rated as exceeding expected growth on standard 8
And/Or
And
And
Standard 8 Three-year rolling average
Does Not Meet Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth 8
2 years ago
1 year ago
This year + / 3 )

45. New Resources for Teacher Effectiveness
“Rapid Response” Address:
New Educator Effectiveness Website:

46. Reflection
Time is the most talked about issue facing teachers and administrators today. What does your leadership say about time?
Have you created an equitable schedule that maximizes learning, teacher collegiality, and smooth transitions in your building?
If a parent spent the day in your building would they leave saying that you orchestrated smooth, friendly student entry, dismissal, meal times, transitions, and recess each day?

47. Principal Evaluation Process
Step 1
Orientation
Red- Required Document
Green- Optional Forms
Black- Required Process
Meeting to distribute materials outlining the evaluation process
Step 2
Pre-Evaluation Planning
Self Assessment- Required Document
Performance Goals (PG) The NC P/AP Goal Form is an optional form, however highly recommended.
Step 3
Initial Meeting
Meeting to discuss 1. Self Assessment 2. Goal Development Evidence and Data/ Artifacts
Principal/AP and Superintendent/ designee agree on components of meeting and confirm level of performance.
Step 4
Data Collection
The Principal/Assistant Principal Evaluation Process Documentation is an optional form used to
document site visits and Conf. dates
Principal collects data agreed upon as evidence to support goals
Superintendent/designee visit
Step 5
Mid-Year Conference
The Mid-Year Evaluation: Progress Toward Achieving
Goals form is an optional form used , by the evaluator, to document progress.
Meeting to discuss progress of goal attainment.
School-wide student growth data should be available for review.
Step 6
Prepare a Consolidated Performance Assessment
Obtained under Steps 4 and 5
The Goal Setting Worksheet is an optional
form to identify professional growth goals
based on data gathered from artifacts and
other sources.
Brief summary of Steps 4 and 5
Should be provided to the superintendent/ designee well in advance of Step 7
Step 7
Summary Evaluation Conference
Meeting at the school site to discuss: 1. Self Assessment –Required Document
Consolidated Performance Assessment (agree upon progress towards performance goals for the year)
Summary Evaluation Form -Required Document

50. Data Points for Principal/Assistant Principal Self-Assessment
Principal/Assistant Principal Summary Rating Form from Previous Year
Recent Student Achievement Results
Consolidated Performance Assessment
Teacher Working Conditions Survey Data
School Survey Data

51. SMART Goal Practice As a table group
Locate the SMART goal template on the agenda
Write one SMART goal regarding one of the following issues:
Parent participation in school events
Student attendance
Teacher use of formative assessment

55. Suggested Conversation Points
What does your data tell you about your effort toward attaining your goals?
How have your goals impacted your teachers, students and parents?
How does your performance in the targeted area compare to last year’s performance?
What changes have you observed in teacher performance as a result of your leadership?
What changes have you observed in student performance as a result of your leadership?

56. Performance Ratings (Mid-year)
Progressing (P)
Not Progressing (NP)
N/A (Not Addressed or Not Applicable)
Acceptable progress
Supportive evidence
Progress is not significant or evident
Discuss adjustments to actions, plan, support, etc.
Standard 4 – required
All 8 standards rated at end of year

58. Performance Rating Scale
Consistently and significantly exceeded basic competence on standards of performance
Distinguished
Not Demonstrated
Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance
*Requires documentation
Knowledge and skills replicated
Exemplar of performance
Exceeded basic competence on standards for performance most of the time
Accomplished
Innovation + High Performance
Demonstrated basic competence on standards of performance
Proficient
Solid, effective application + success
Demonstrated adequate growth during the period of performance, but did not demonstrate competence on standard(s) of performance
Developing
Never demonstrated
Skill not mature or unsuccessful 58