The Principal and Assistant Principal Evaluation Process: Integrating the Teacher Working Conditions Survey

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The Principal and Assistant Principal Evaluation
Process Integrating the Teacher Working
Conditions Survey
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Presenters
Kimberly Simmons NCEES Consultant Kimberly.simmons
_at_dpi.nc.gov
Donna Albaugh PD Consultant Donna.albaugh_at_dpi.nc.g
ov
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Outcomes

• Tour NCEES Wiki
• Review the NC School Executive Standards
• Examine TWC Survey and trends
• Review survey data and design SMART goals aligned
  with NCSES

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Today's Presentation

• http//ncees.ncdpi.wikispaces.net/

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A New Vision of School Leadership
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NC School Executive Standards
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Developed in collaboration with the NC
Professional Teaching Standards Commission and
the NC State Board of Education
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• Teaching conditions matter for students and for
  teachers.
• Understanding that not everyone sees them the
  same way is important in developing strategies
  and policies for school improvement.

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• Provide additional data for
• school and district
• improvements.
• Inform state level policy.

• Purpose Since2002

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(No Transcript)
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Inform School and District Level Decisions
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(No Transcript)
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TWCS Initial Trends

• Change when schools use data as improvement tool

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Remember

• By making data part of the school
• improvement planning process, findings
• from each working condition construct can
• be seamlessly integrated into the current and
• emerging school improvement programs
• at every school.

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TWCS Constructs
1. Time
2. Facilities Resources
3. Community Support and Involvement
4. Manage Conduct
6. Principal Leadership
5. Teacher Leadership
7. Professional Development
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• Initial Results from the 2012 NC TWC Survey
• Delivered to North Carolina State Board of
  Education on June 7, 2012

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Working Conditions Remain Stable in the State
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Time is at a Premium in NC Schools

• 55 percent agree that efforts are made to
  minimize routine paperwork
• 59 percent agree that the non instructional time
  provided is sufficient
• 60 percent of principals agree that there is
  sufficient time to network and collaborate out of
  the district
• 62 percent agree that class sizes are
  reasonable so that teachers can meet the needs of
  all students
• While 71 percent of educators agree that teachers
  have time to collaborate, 54 percent spend an
  hour or less collaborating in an average week

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School Leadership Essential to Retaining
Effective Teachers
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Schools Using TWC Data Improved Working
Conditions the Most, Especially in Leadership
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Just a part of the process
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Accessing the Results www.ncteachingconditions.or
g
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Look at your Data

• Constructs
• Time
• Facilities and
• Resources
• Community Support and Involvement
• Managing Student
• Conduct
• Teacher Leadership
• School Leadership
• Professional
• Development

• Identify 2 constructs that need your attention as
  a school leader.

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TWCS Constructs
1. Time
3. Community Support and Involvement
2. Facilities Resources
4. Manage Conduct
6. Principal Leadership
5. Teacher Leadership
7. Professional Development
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1.Time
Schools protect teachers time to plan,
collaborate, and provide effective instruction.
Standard 2 Instructional Leadership Standard
3 Cultural Leadership

• 1a Teachers class sizes facilitate high quality
  instruction.
• 1b Teachers have sufficient time to provide all
  students with effective instruction.
• 1c Teachers have time during the school day to
  plan and collaborate.
• 1d Schools make efforts to streamline processes
  to increase instructional time and decrease
  required paperwork.

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2. Facilities and Resourcesare provided for
teachers to deliver quality instruction.
Standard 2 Instructional Leadership Standard 5
Managerial Leadership Standard 7
Micro-political Leadership

• 2a Materials and resources are available to
  facilitate quality instruction.
• 2b Technology facilitates 21st Century learning
  opportunities.
• 2c Physical environments support teaching and
  learning.
• 2d Teachers have access to a broad range of
  Professional Support Personnel.

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3. Community Support and InvolvementParents,
guardians, and community members are engaged in
substantive ways to support and influence the
school.
St 1 Strategic Leadership St 3 Cultural
Leadership St 5 Managerial Leadership St 6
External Development Leadership

• 3a Parents, guardians, and community members
  support the teachers and school.
• 3b Parents, guardians, and community members are
  knowledgeable about classroom and school policies
  and practices.
• 3c Parents, guardians, and community members are
  provided opportunities to influence the success
  of the school.

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4. Managing Student ConductSchools implement
policies and practices to address student conduct
issues and ensure a safe school environment.
Standard 3 Cultural Leadership Standard 5
Managerial Leadership

• 4a School leadership and teachers develop and
  communicate policies and procedures regarding
  student conduct and school safety.
• 4b Administrators and teachers enforce policies
  and procedures regarding student conduct and
  school safety consistently. Developed in
  collaboration with the NC Professional Teaching
  Standards Commission 2 and the NC State Board of
  Education

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5. Teacher LeadershipTeachers are involved in
decisions that impact classroom and school
practices.
Standard 1 Strategic Leadership Standard 2
Instructional Leadership Standard 3 Cultural
Leadership Standard 4 Human Resource
Leadership Standard 5 Managerial
Leadership Standard 7 Micro-political Leadership

• 5a Teachers demonstrate leadership in the
  classroom. (look familiar?- 1a NCPTS)
• 5b Teachers demonstrate leadership in the school.
  (look familiar?- 1a NCPTS)
• 5c Schools have efficient and effective
  decision-making processes that engage teachers.

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6. School Leadership maintains trusting,
supportive environments that advance teaching and
learning.
Standard 1 Strategic Leadership Standard 2
Instructional Leadership Standard 3 Cultural
Leadership Standard 4 Human Resource
Leadership Standard 5 Managerial
Leadership Standard 6 External Development
Leadership Standard 7 Micro-political Leadership

• 6a An atmosphere of trust and mutual respect is
  pervasive in the school.
• 6b Teachers performance is assessed objectively
  and effective feedback is provided that improves
  performance and enhances student learning.
• 6c School leadership articulates a vision and
  implements effective strategies for school
  improvement.
• 6d School leadership makes sustained efforts to
  improve teaching and learning conditions.

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7. Professional DevelopmentQuality learning
opportunities are available for teachers to
enhance teaching and learning.

• 7a Time and resources are provided for
  professional development, ensuring all teachers
  have access to continuous learning opportunities.
• 7b Professional development meets best practice
  standards for delivery and support.
• 7c Professional development enhances the ability
  of teachers to implement instructional strategies
  and improve student learning.

Standard 2 Instructional Leadership Standard 4
Human Resource Leadership Standard 5 Managerial
Leadership
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8. Instructional Practices and SupportSchools
provide support for data analysis and teachers
collaboration to improve teaching and learning.
Standard 2 Instructional Leadership Standard 3
Cultural Leadership Standard 4 Human Resource
Leadership Standard 5 Managerial Leadership

• 8a Teachers use formative and summative
  assessment data to drive instructional practice.
• 8b Teachers are supported to work collaboratively
  to develop, align, and improve instructional
  practices.
• 8c Teachers are assigned classes that maximize
  their likelihood of success with students.

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Lets look at some Smart Goals

• Increase parent participation in school events so
  that parent involvement increases from 35 to 50
  by the end of first semester 2012 as noted by
  parent session attendance rosters.

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Analyses and Tools to Facilitate Data Use
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Contact Information
Kimberly Simmons NCEES Consultant Kimberly.simmons
_at_dpi.nc.gov
Donna Albaugh PD Consultant Donna.albaugh_at_dpi.nc.g
ov