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NC SCHOOL EXECUTIVE: PRINCIPAL /ASSISTANT PRINCIPAL Evaluation Process Training

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Title: NC SCHOOL EXECUTIVE: PRINCIPAL /ASSISTANT PRINCIPAL Evaluation Process Training


1
NC SCHOOL EXECUTIVE PRINCIPAL /ASSISTANT
PRINCIPAL Evaluation Process Training
2
Can We Agree?
  • To be actively involved
  • Value differences
  • Agree to disagree
  • Listen
  • Dont take it personally
  • Be honest
  • Stay focused on established purpose and goals
  • Refrain from conducting side bar conversations

3
Before We Begin
  • Visit http//region1rttt.ncdpi.wikispaces.net/
  • Add the Region 1 wikispace to your favorites.
  • Click Region 1 Events in the left menu.
  • Click School Executive Principal/AP Training to
    access the presentation.

4
Meeting Logistics
  • Virtual Parking Lot
  • Record Reflections Penzu Journal
  • http//penzu.com/content/products/journals
  • Full day meeting with breaks (am and pm)
  • Lunch is provided
  • Evaluation Opportunity -Your input is essential
    and valued!

5
Six Step Introduction
  • Walk 6 steps to meet a new colleague
  • Discuss Question 1
  • How would you rate your current knowledge of the
    Principal /AP Evaluation System?
  • (1 no experience, 2- some working knowledge,
    and 3- I can train others but need a bit more
    information)
  • Discuss Question 2
  • What are your concerns about the Principal/AP
    Evaluation process and why?
  •  Discuss Question 3
  • What excites you about the Principal /AP
    Evaluation process and why?

6
Overview For Today Standards One-Two-Three-Four-F
ive-Six-Seven-Eight-Evaluation Process
7
State Board of Educations 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
8
21st Century Education
http//www.youtube.com/watch?vO35n_tvOK74feature
related
9
A New Vision of School Leadership
10
http//www.p21.org/
http//www.youtube.com/watch?vO35n_tvOK74feature
related
11
Penzu Reflection
Are you a 21st Century Leader?
  • Is your school a 21st century learning
    environment?
  • What are your strengths as a 21st century leader?
  • What are the skills you need to improve?

12
Are you a 21st Century Leader?
13
The Principal and Assistant Principal evaluation
process helps to grow and develop 21st century
leaders.
14
The Evaluation Process will

15
NC School Executive Standards

16
Standard 1 Strategic Leadership
  • School Vision, Mission, and Strategic Goals
  • Leading Change
  • School Improvement Plan
  • Distributive Leadership

17
School Leaders
School Leaders
School Leaders
18
Artifacts
  • 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
    schools direction and focus on
  • student testing data

19
Mission Statement Activity
20
Standard 2 Instructional Leadership
  • Learning and Teaching, Curriculum, Instruction
    and Assessment
  • Instructional Time

21
Standard 2 Instructional Leadership
22
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
  • .

23
How will you Learn about the Common Core?
www.TeachingChannel.org https//www.teachingchanne
l.org/videos/common-core-state-standards-middle-sc
hool
24
How Will you Learn about the Common Core?
http//www.ncpublicschools.org/acre/
25
Standard 3 Cultural Leadership
  • Focus on Collaborative Work Environment
  • School Culture and Identity
  • Acknowledges Failures Celebrates Accomplishments
    and Rewards
  • Efficacy and Empowerment

26
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 schools
    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?

27
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28
Summary Results Comparison Report Results from
2010
29
Detailed Results
30
Whats Working? Whats Not?
31
Accessing the Results www.ncteachingconditions.or
g
32
TWCS Constructs
  • Time
  • Facilities and Resources
  • Community Support and Involvement
  • Managing Student Conduct
  • Teacher Leadership
  • School Leadership
  • Professional
  • Development

33
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?

34
Standard 4 Human Resource Leadership
  • Professional Development/Learning Communities
  • Recruiting, Hiring, Placing and Mentoring of
    Staff
  • Teacher and Staff Evaluations

35
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36
New Teacher Evaluation Instrument
Standard 4
37
Rubric for Evaluating North Carolina Teachers
Standard
Element
Indicators
Rating Scale
38
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39
Standard 5 Managerial Leadership
  • School Resources and Budget
  • Conflict Management Resolution
  • Systematic Communication
  • School Expectations for Students Staff

40
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
41
Standard 6 External Development Leadership
  • Parent and Community Involvement and Outreach
  • Federal, State, and District Mandates

42
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43
Standard 7 Micro-Political Leadership
  • Systems and relationships
  • Schools Identity, culture, and performance

44
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
45
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

46
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.
47
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.
48
Principal Rating Categories - Standard 8
?
  • Principals

8
Academic Achievement Leadership
Strategic Leadership
  • 3 Rating Categories
  • 5 Rating Categories

Does Not Meet Expected Growth Meets Expected
Growth Exceeds Expected Growth
Not Demonstrated Developing Proficient Accomplishe
d Distinguished
49
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
9/3/2015 page 49
50
Ratings verses Status
Ratings
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
  1. In Need of Improvement
  1. Effective
  1. Highly Effective

9/3/2015 page 50
51
Principal Status
In Need of Improvement Effective Highly Effective



Standards 1-7 In the year
Proficient or Higher on Standards 1-7
Any rating lower than proficient
Accomplished or Higher on Standards 1-7
And/Or
And
And
Standard 8 Three-year rolling average
Does Not Meet Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
52
New Resources for Teacher Effectiveness
  • Rapid Response Email Address
  • educatoreffectiveness_at_dpi.nc.gov
  • New Educator Effectiveness Website
  • http//www.ncpublicschools.org/educatoreffect/

53
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?

54
  • 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 3. 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

55
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56
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57
Principal/Assistant Principal Self-Assessment

58
Data Points for Principal/Assistant Principal
Self-Assessment
59
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

60
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61
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62
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63
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 years 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?

64
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

65
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66
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67
Terminology Activity
  • Take one strip of colored paper found on your
    table
  • Find the match to the term or definition from one
    of your colleagues
  • With your partner, re-write the definition using
    a specific example from your experiences as a
    school executive
  • Be prepared to share you NEW definition

68
Where to go from here?
JIGSAW ACTIVITY Read the section assigned to you
from the article 8 FORCES for LEADERS of
CHANGE Identify 3 Key Points to share with your
table mates
69
Online Tool System Updates
http//ncees.ncdpi.wikispaces.net
70
http//ncees.ncdpi.wikispaces.net/NCEESWiki
71
Session Evaluation
  • To complete the session plus/delta
  • visit the link below http//bit.ly/Se9f8T
  • YOUR FEEDBACK IS IMPORTANT TO US!

72
Contact Information
  • Dianne Meiggs, PD Consultant, Region 1
  • dianne.meiggs_at_dpi.nc.gov (252) 340-0113
  • Beth Edwards, PD Consultant, Region 1
  • elizabeth.edwards_at_dpi.nc.gov (252) 916-6842
  • Abbey Futrell, PD Consultant, Region 1
  • abbey.futrell_at_dpi.nc.gov (252) 227-0838

73
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
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