Transcript Slide 1

ISLLC
Interstate School Leaders
Licensure Consortium
LIASCD
Annual Fall Conference
Dr. Eustace Thompson
October 7, 2011
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Interstate School Leaders Licensure Consortium
(ISLLC)
• Only common set of standards developed by a national body
of state departments of education (originally 23 states) and
national leadership organizations (originally)
• 35 states have adopted them
• National Council for the Accreditation of Teacher Education
(NCATE) used them as the bases of their standards
• Endorsed by National Association of State Boards of
Education (NASBE); National Association of Secondary
School Principals (NASSP); National Association of
Elementary School Principals (NAESP)
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Assumptions
Standards will:
1. apply to all educational leader positions
2. improve leader performance which is
connected to teacher/student
performance
3. Identify skills and dispositions for leaders
4. be assessed primarily through
performance measures
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Leadership Focus
“Leadership is second only to
classroom instruction among all
school-related factors that
contribute to what students learn
at school”.
Wallace Report 2006
www.wallacefoundation.org/knowledge.../Wallace-Report-2006.aspx
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ISLLC Standards:
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What are they?
Why are they important to leaders?
How do we put standards to use in schools?
How will they affect our performance
evaluations?
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Session Goals
• Develop a knowledge and appreciation of the
ISLLC Standards
• Understand the APPR scoring matrix for
principals
• Understand the integration of the ISLLC
Standards as integral to APPR leader
evaluation
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Distinguishing High-Inference from
Low-Inference Evidence
Low Inference
→
→
→
→
→
→
→
→
→
→
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2
3
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information/
data
demonstrates
a clear and
direct
connection to
intended
results
information &
data
demonstrates
a possible
connection to
intended
results
information &
data
demonstrates
a possible
indirect
connection to
intended
results
Information &
data
demonstrates
a possible but
limited
and/or
indirect
connection to
intended
results
High Inference
5
information &
data does not
demonstrate
any
connection to
intended
results
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Principal's goal/school improvement
initiative
To implement writing across the
curriculum in order to address
declines in ELA test results
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Evidence submitted by the principal
• Minutes from Building Leadership Team noting consensus on
selecting this goal as a building focus.
• Records indicating attendance by 87% of the faculty in a five-day
series of workshops by a national expert on writing across the
curriculum.
• Evaluations from faculty with 75% rating the above workshops as
“excellent”; 15 % rating it “of some value”; and 10% rating it “of
little value.”
• A letter from the PTA to the principal indicating that parents
support the increase in written homework assignments.
• Newly created curriculum documents which include expectations at
each grade level and in each subject for writing assignments aligned
with the NY State Learning Standards.
• Faculty meeting agenda indicating discussion of the focus on writing
across the curriculum.
• Classroom observation reports in which the principal recognizes
teachers for including writing assignments consistent with
curriculum expectations.
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Data Collection Methods Examples
Documents ObservationsSurveyAssessments10
Evidence Approach-Assessment
Centers
The term assessment center is a catch-all term that
can consist of a variety of exercises. They…
• include oral exercises, counseling simulations,
problem analysis
exercises, interview simulations, role-play
exercises, written report or analysis exercises,
and group exercises.
• allow candidates to demonstrate more of their
skills through job-relevant situations.
• provide extremely accurate measures of
performance and capability.
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Evidence Approach-360-Degree
Feedback
• A 360-degree feedback evaluation is
a questionnaire that asks colleagues,
teachers, parents, students
and external stakeholders—how well
a leader performs in any number of
behavioral areas.
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Evidence Approach-Multi-Rater
Feedback
Using multiple reviewers, or multirater feedback. In such a process, at
least two levels of administration
review the leader and agree on their
performance and competencies.
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Standard 1:
An educational leader promotes the success of every student by facilitating the
development, articulation, implementation, and stewardship of a vision of learning
that is shared and supported by the community.
Indicators
Measures
Pros
Cons
1. Develop and embed a shared vision
and mission.
2. Use data to identify goals, assess
organizational effectiveness, and
promote organizational learning.
3. Create plans to achieve goals.
4. Implement plans to achieve goals
5. Monitor and evaluate progress and
revise plans.
6. Promote continuous and sustainable
improvement .
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Standard 1 Essential Knowledge
Pluralistic Society- social justice and equity are apparent in
structures- key words :open access; building equity audits;
Example:
Aligned Critical Structures by Ameliorating Intervention Strategy and Measure of
Effectiveness
Categories and Critical Structures
Ameliorating
Measurement of
Intervention Questioning Effectiveness of
Strategy
Structural Change

Are comprehensive
item analyses of
subgroup
performance on
formal assessments
conducted?
Does the written curriculum align to
the state standards and provide
sufficient rigor for all students at all
performance levels?
Instructional Delivery
Gap Reduction
evidenced by a
Curriculum Bias
Audit
National and State
Testing Gap
Reduction
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Standard 1
Vision
Developing a visions can be measured based
on several characteristics: implementation of
a vision statement can be measured by the
leaders knowledge and articulation of the
specific needs, faults, weaknesses, and
strengths of school-identify critical
individuals to foster vision; identify future
trends; the written document.
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Standard 1
Data Analysis and Analysis Strategies
Example: documents must identify gaps
in achievement at all levels and provide a
design for the evaluation of specific
instructional programs. Race, gender,
SES, intra school populations, similar
school populations; regional populations,
statewide populations, national
populations.. Rationales for all
assessments (qualitative and
quantitative).
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Standard 1
Strategic Planning
Example: document review of short-or
long-term timelines that focus on basic
steps in a comprehensive strategic
planning process: common vision, goal
identification, priority setting, program
development/budget; program
implementation actions; annual
evaluation measures.
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Standard1
Communication Skills
Example: External evaluation of written
documents (memos. reports, etc.) based
on audience identification, clarity of
purpose, writing conventions. The extent
of leader media use through technology,
television, internet; newspaper.
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Standard 1
Consensus Building
• Example: Principal identifies the specific
structures that facilitate the flow of
conversations. Development of PLC using
models of Collaborative Inquiry or
Reflective Practice or Root Cause
Analysis.
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Standard 2:
An educational leader promotes the success of every student by advocating,
nurturing and sustaining a school culture and instructional program conducive to
student learning and staff professional growth.
Indicators
Measures
Pros
Cons
1. Nurture and sustain a culture of trust,
learning, and high expectations.
2. Create a rigorous and aligned curricular
program.
3. Create a personalized and motivating
learning environment for students.
4. Supervise and evaluate instruction and
instruction staff.
5. Develop assessment and accountability systems
to monitor student progress.
6. Develop the instructional capacity of staff
7. Maximize time spent on quality
8. Promote the use of the most effective
and appropriate technologies to support
teaching and learning.
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Essential Aspects of Standard 2
• Expectations –learning theories, differentiation,
multiple learning opportunities, applied learning
theories
• Safety and Order-principles of effective
instruction-school climate-barriers to learning
addressed
• Responsibility and Empathy-lifelong learning-feels
valued and important-respect and fairness
• Praise-acknowledgment of all individual
contributions
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Standard 3:
An educational leader promotes the success of every student by ensuring management
of the organization including the budgeting process, operation, and resources for a safe,
efficient, and effective learning environment.
Indicators
Measures
Pros
Cons
1. Manage, monitor, and evaluate
operational systems.
2. Obtain, allocate, and align human, fiscal,
and technological resources.
3. Promote and protect the welfare and
safety of students and staff.
4. Develop leadership capacity in the
school community and promote productive
patterns of leadership distribution.
5. Protect teacher and organizational time
and focus to support quality instruction.
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Essential Aspects of Standard 3
• Models of organization: i.e. Mintzberg’s 5
• Principles of organizational development-change
theory and organizational learning
• School safety- Albert Snow (2003) school safety
strategies
• Human resource management-mentoring, coaching
supervision, evaluation
• Fiscal operations- zero based budgeting
• School facilities-evaluation of spaces to determine
support of instructional program(sp. ed. rms)
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Standard 4:
An educational leader promotes the success of every student by collaborating
with
faculty and community members, responding to diverse community interests
and
needs, and mobilizing community resources.
Indicators
Measures
Pros
Cons
1. Analyze the educational
environment.
2. Promote among staff, students,
families, and other key constituencies
an understanding, appreciation, and
use of the community’s diverse
cultural, social, and intellectual
resources.
3. Build and sustain positive
connections to families.
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Essential Elements of Standard 4
•Collaborative decision making- what strategies does the
principal use to collect data from the community
•Parental Participation in the school environment –the
principal can articulate what is meant by parental
involvement in the school
•Teacher involvement with the family and communityclarification of roles and responsibilities for student
learning
•Community resources-does a school community plan exist
and is it of quality- tutorial, health, churches, law
enforcement, media, political, economic
•Decision making- does a collaborate model exist for
external stakeholders to provide input and feedback to
schools? -inclusive of all stakeholders
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Standard 5:
An educational leader promotes the success of every student by acting with
integrity, fairness, and in an ethical manner.
Indicators
Measures
Pros
Cons
1. Ensure accountability for every
student’s academic and social success.
2. Model principles of self-awareness,
reflective practice, and ethical
behavior.
3. Safeguard the values of democracy,
equity, transparency, and diversity.
4. Evaluate moral consequences of
decision-making.
5. Ensure that social justice and
individual student learning inform all
aspects of schooling.
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Standard 5 Evidence
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Formal character education programs
Informal moral and ethical modeling by leader
Presentations to faculty
Reflective journals
Discussion of scenarios-focus groups
Discipline guidelines aligned respect & caring
Emphasis on sportsmanship
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Standard 6:
An educational leader promotes the success of every student by understanding,
responding to, and influencing the political, social, economic, legal, and cultural
context.
Indicators
Measures
Pros
Cons
1. Advocate for children and families
2. Influence local, district, state, and
national decisions affecting student
learning.
3. Anticipate and influence trends,
initiatives, and pressures from outside the
organization.
4. Assess and analyze emerging trends in
order to adapt leadership strategies and
priorities in a democratic society.
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Standard 6 Aspects
• Faculty improvement
• Student achievement in a milieu of
accountability
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Other Competencies
An educational leader promotes the success of every student by demonstrating professional attributes and
responsibilities.
Indicators
Measures
Pros
Cons
1. Supports the policies and procedures of the School District.
2. Respects the confidential nature of professional information.
3. Exhibits professional conduct while in contact with staff, students, parents, and public.
4. Creates a favorable impression as a representative of the school district.
5. Exercises professional judgment in absences, is punctual to work, conferences, and
appointments
6. Demonstrates a commitment and respect for group decisions
cooperatively reached.
7. Fosters teamwork and collegiality.
8. Facilitates group processes and resolves conflict.
9. Maintains positive school climate.
10. Demonstrates the ability to accepts constructive criticism by reflecting upon the
statement with an action plan to improve.
11. Supervises office personnel to ensure the efficient and courteous
function of the office
12. Ensure a high standard of building cleanliness, appearance, and repair.
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Overview of APPR
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Lead Evaluators/Evaluators
New York State Teaching Standards and ISLLC Standards
Evidence-based observation
Application and use of Student Growth Percentile and Value Added
Growth Model data
Application and use of the State-approved teacher or principal rubrics
Application and use of any assessment tools used to evaluate teachers and
principals
Application and use of State-approved locally selected measures of
student achievement
Use of Statewide instructional Reporting System
Scoring methodology used to evaluate teachers and principals
Specific considerations in evaluating teachers and principals of ELLS and
students with disabilities.
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The Rating Plan
• 20 points- growth of state assessments
• 20 points growth on locally selected measures
of student achievement
• 60 points state approved rubric based on ISLLC
Standards
(ineffective-developing-effective-highly
effective)
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Principal Effectiveness Score 60%
Based on ISLLC Standards
60% of score must be locally developed and negotiated
consistent with standards in commissioner’s regulations
• Reeves, Vanderbilt, Learner Centered Initiative
• Requires Site License
• 40 points based on leadership and management actions
• For 2011-12 -30% of student body must be in tested grades
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Principal Effectiveness Score 60%
continued
• Evidence Binders includes school documents
• Goal setting aligned with District’s and Board goals
• May include surveys done by parents, staff and
students
• Work Products (Newsletter, Communication with
Community)
• Discussions in task force around
– Differentiated evaluations for novice principals
versus experienced principals
– Accountability for issues that are in their direct
control
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Other Measures for Principals: 60 Points
ISLLC 2008 Leadership Standards: Choice of rubric
• Multiple Measures
•
• 40 of 60 points based on supervisor’s broad assessment of
principal leadership and management actions
•
• Must incorporate supervisory visit to school and at least two
sources of evidence
•
– -feedback from students, parents, and/or other teachers
– -visits from independent trained evaluators
– -review of school documents (archival data)
•
• Any remaining leadership standards not addressed through above
requirements must be assessed at least once a year
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List of Approved Principal Practice
Rubrics
• The school district that selects a principal
practice rubric from this list may enter into
agreement with the rubric provider for
services. The district collaborated directly
with the provider to develop and support
their capacity to implement principal
evaluations.
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Selecting a Principal Rubric
• In choosing rubrics for use in the APPR, LEAs
should note that the governing body of each
school district and BOCES is responsible for
ensuring that evaluators have appropriate
training—including training on the application
and use of the rubrics—before conducting an
evaluation under 3012-c and Commissioner's
regulations. The governing body is also
responsible for certifying a lead evaluator as
qualified before that lead evaluator conducts or
completes a teacher’s or principal’s evaluation.
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Lead Evaluator: The Superintendent
and his/her designees will be trained
and certified as lead evaluators
according to the NYSED’s model to
ensure consistency and defensibility.
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ISLLC Aligned Approved Rubrics for
Principals
• The Reeves Leadership Performance matrix
• Vanderbilt Assessment of Leadership in
Education (Val-Ed)
• Multidimensional Principal Performance Rubric
• Principal Evaluation Rubrics by Kim Marshall
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Reeves- The Leadership Performance
Matrix
• Provides consistent, clear, and fair definitions of leadership
performance
• Focuses on the Dimensions of Leadership revealed by
research as key to performance
• Documents judgments about leadership performance through
supporting evidences
• Offers continuous and effective feedback for veteran, new,
and aspiring leaders
• Supports collaborative processes and collegial conversations
that are essential for sustainable Professional Learning
Communities
• Promotes observations and evaluations as part of a holistic
learning system that develops leadership effectiveness
• Offers flexibility for district customization
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Vanderbilt Assessment for Leadership
in Education™ (VAL-ED
•
The Vanderbilt Assessment for Leadership in Education™ (VAL-ED) is a researchbased evaluation tool that measures the effectiveness of school leaders by
providing a detailed assessment of a principal's performance. Aligned to the ISLLC
standards, the VAL-ED focuses on learning-centered leadership behaviors that
influence teachers, staff, and most importantly, student achievement. It is a 360
assessment, intended to be taken by not only the principal, but by teachers and
the principal's supervisor, ensuring that the very best information is available. The
VAL-ED instrument is easy for your school to adopt. Completing the VAL-ED, a 72item inventory of behaviors, requires just 20-25 minutes per respondent. This can
be done very easily at a faculty meeting. Or, the assessments can be handed out to
teachers and completed on their own time; all that is needed is a faculty
representative willing to pick up the assessments, put them in an envelope, and
send them off! Because the teacher surveys are completely anonymous (no names
required), there is no need to worry about loss of confidentiality. Additionally,
schools or individual teachers can opt to take the VAL-ED online. This service will
remind respondents with customized emails and allows them to complete the
assessment on their own time in the privacy of their home or classroom.
Respondents will be able to save their progress and log out at any time.
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Multidimensional Principal
Performance Rubric
• New York State Education Department has
included LCI's Multidimensional Principal
Performance Rubric (MPPR) on their list of
Approved Principal Practice Rubrics. MPPR
Part 1. All ISLLC standards were clustered and
titled, becoming the 5 dimensions of the
rubric: Culture, Instructional Program,
Capacity Building, Strategic Planning,
Sustainability
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The Common Core State Standards
Initiative (CCSSI)
• The Common Core State Standards Initiative is a joint effort by
Council of Chief State School officers (CCSSO) and the National
Governors Association Center for Best Practices (NGA Center) in
partnership with Achieve, ACT and the College Board. Governors
and state commissioners of education from across the country
have committed to joining a state-led process to develop a
common core of state standards in English-language arts and
mathematics for grades K-12.
• These standards will be research and evidence-based,
internationally benchmarked, aligned with college and work
expectations and include rigorous content and skills. The NGA
Center and CCSSO are coordinating the process to develop these
standards and have created an expert validation committee to
provide an independent review of the common core state
standards, as well as the grade-by-grade standards.
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Principal Evaluation Rubrics by Kim
Marshall*
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These rubrics are organized around six domains
covering all aspects of a principal’s job
performance:
A. Diagnosis and Planning
B. Priority Management and Communication
C. Curriculum and Data
D. Supervision and Professional Development
E. Discipline and Parent Involvement
F. Management and External Relations
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PRINCIPAL IMPROVEMENT PLAN
• If a principal is rated “developing” or “ineffective”
the District shall develop and implement a Principal
Improvement Plan (“PIP”). Process [Process for
developing a PIP shall be negotiated] Contents: Each
PIP shall contain the following information:
• Identify Areas of Improvement
• Identify Timeline for Improvement
• Identify How Improvement will be Assessed
• Identify Differentiated Activities to Support
Improvement
• {Additional Elements May Be Negotiated}
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Principal Student Achievement
Measures (Local 20%)
Elementary/Middle
• Performance of
subgroups
• Selected Metrics from
local tests, e.g. writing
sample, reading levels
• % proficiency from
former level 1 and 2 on
SED Assessments
High School
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Graduation rates
Regents, IB/AP Exams
Drop out rates
Credit Accumulation
Growth Goals for
subgroups
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Questions and Comments
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References
Shipman, N.J., Queen, A.J., and Peel H.A. (2007).
Transforming School Leadership with ISLLC
and ELCC. Larchmont,NY: Eye on Education,
Inc..
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