Transcript Stronge Leader Effectiveness Performance Evaluation System

Stronge
Leader Effectiveness Performance
Evaluation System
Overview
Teacher and Leader Effectiveness
Student
Achievement
Student Achievement
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Stronge Evaluation System
Effectiveness is the goal.
Evaluation is merely the means.
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Leader Evaluation System
• What is the basis of principals’ evaluation?
• How will principal performance be
documented?
• How will principal performance be rated?
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Question 1
What is the basis of
principals’ evaluation?
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Main Components
Performance
Standard
Standard 4: Organizational Management
The principal fosters the success of all students by supporting, managing, and overseeing
the school’s organization, operation, and use of resources.
Sample Performance Indicators
Examples may include, but are not limited to:
Performance
Indicators
The principal:
4.1 Demonstrates and communicates a working knowledge and understanding of New Jersey public
education rules, regulations, and laws, and school district policies and procedures.
Performance
4.2 Establishes and enforces rules and policies to ensure a safe, secure, efficient, and orderly Appraisal
facility and grounds.
Rubric
4.3 Monitors and provides supervision efficiently for all physical plant and all related activities
through an appropriately prioritized process.
Effective
Highly Effective
Effective is the expected
level of performance.
The principal is exemplary at
organizational management,
demonstrating proactive
decision-making,
coordinating efficient
operations, and maximizing
available resources.
The principal fosters the
success of all students by
supporting, managing, and
overseeing the school’s
organization, operation,
and use of resources.
Partially Effective
The principal inconsistently
supports, manages, or
oversees the school’s
organization, operation, or
use of resources.
Ineffective
The principal inadequately
supports, manages, or
oversees the school’s
organization, operation, or
use of resources.
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Principal Performance Standards
1. Instructional Leadership
2. School Climate
3. Human Resources Management
4. Organizational Management
5. Communication and Community Relations
6. Professionalism
7. Student Progress
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Performance Standard 1
Instructional Leadership
The principal fosters the success of all
students by facilitating the development,
communication, implementation, and
evaluation of a shared vision of teaching and
learning that leads to student academic
progress and school improvement.
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Performance Standard 2
School Climate
The principal fosters the success of all
students by developing, advocating, and
sustaining an academically rigorous, positive,
and safe school climate for all stakeholders.
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Performance Standard 3
Human Resources Management
The principal fosters effective human
resources management by assisting with
selection and induction, and by supporting,
evaluating, and retaining quality instructional
and support personnel.
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Performance Standard 4
Organizational Management
The principal fosters the success of all
students by supporting, managing, and
overseeing the school’s organization,
operation, and use of resources.
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Performance Standard 5
Communication and
Community Relations
The principal fosters the success of all
students by communicating and collaborating
effectively with stakeholders.
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Performance Standard 6
Professionalism
The principal fosters the success of all
students by demonstrating professional
standards and ethics, engaging in continuous
professional development, and contributing to
the profession.
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Performance Standard 7
Student Progress
The principal’s leadership results in
acceptable, measurable student
academic progress based on established
standards.
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Question 2
How will principal
performance be
documented?
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Data Sources for Principals
Self-Evaluation • Reveals principals’ perceptions of their job performance
• Encouraged--but not required--to share results with evaluator
• Results should inform personal goals for professional development
Site-based
Observations
• Provides information on wide variety of contributions made by principals
• Ranges from watching how principals interact with others, to observing
programs and shadowing
Documentation • Provides principals with key voice in evaluation
• Encourages reflection by principals
Log
• Artifacts should relate to performance standards; not intended to
become voluminous portfolio
Teacher/Staff
Surveys
• Climate surveys provide information about perceptions of job
performance
• Data collection methods/use for surveys determined ahead of time
Goal Setting
• Principals set goals for improving student achievement based on
appropriate performance measures
• Goals may be set in conjunction with evaluator for school improvement
and professional growth
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Data Collection
Procedure
Data Collection Responsibility
Form(s)
Evaluator
Principal

Self-Evaluation
Principal Self-Evaluation Form (optional)
Site-based
Observations
Site Visit/Observation Form

Documentation Log
Documentation Cover Sheet (optional)

Teacher/Staff
Surveys
Survey Summary Form
Goal Setting
Student Academic Progress Goal Setting
Form




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Question 3
How will principal
performance be rated?
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Interim Evaluation
(Principals in first three
years within school
district)
Summative
Evaluation
Evaluations
• Used to document evidence of meeting
standards
• Does NOT include rating of performance
• Comes at end of evaluation cycle
• Four point rating scale
• Performance rubric for every standard
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Terms Used in Rating Scale
Category
Description
Definition
Highly
Effective
The principal maintains
performance, accomplishments,
and behaviors that consistently and
considerably surpass the
established standard.
Exceptional Performance
Effective
The principal meets the standard in
a manner that is consistent with the
school’s mission and goals.
Proficient Performance
Partially
Effective
The principal often performs below
the established standard or in a
manner that is inconsistent with the
school’s missions and goals.
Below Acceptable Performance
Ineffective
The principal consistently performs
below the established standards or
in a manner that is inconsistent with
the school’s missions and goals.
Unacceptable Performance
• Sustains high performance over period of time
• Empowers teachers and students
• Serves as role model to others
• Meets the requirements contained in job
description as expressed in evaluation criteria
• Behaviors have positive impact on learners and
school climate
• Willing to learn and apply new skills
• Requires support in meeting the standards
• Results in less than quality work performance
• Leads to areas for improvement being jointly
identified and planned between principal and
evaluator
• Does not meet requirements contained in job
description as expressed in evaluation criteria
• Results in minimal student progress
• May result in employee not being
recommended for continued employment
Sample Summative Evaluation Form
(abbreviated)
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Performance Standard 1: Instructional Leadership
Effective
Highly Effective
The principal actively and
consistently employs
innovative and effective
leadership strategies that
maximize student academic
progress and result in a
shared vision of teaching
and learning that reflects
excellence.
Comments:
Effective is the
expected level of
performance.
The principal fosters the
success of all students
by facilitating the
development,
communication,
implementation, and
evaluation of a shared
vision of teaching and
learning that leads to
student academic
progress and school
improvement.
Partially Effective
Ineffective
The principal inconsistently
fosters the success of
students by facilitating the
development,
communication,
implementation, or
evaluation of a shared
vision of teaching and
learning that leads to
student academic progress
and school improvement.
The principal does not
foster the success of all
students by facilitating the
development,
communication,
implementation, or
evaluation of a shared
vision of teaching and
learning that leads to
student academic progress
and school improvement.
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Principal Evaluation
Proposed Weighting
Principal Evaluation
100%
Standard 7
Standards 1-6
Principal Practice (50%)
Student Achievement
(50%)
From NJDOE N.J.A.C.6A:3-5 and 6A:10, March 6, 2013
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Principal Practice Weighting
Principal Practice
(50%)
Standards 1-6
Principal Practice Instrument
Measure
(30%)
Leadership Measure
(NJDOE-created
leadership rubric)
(20%)
From NJDOE N.J.A.C.6A:3-5 and 6A:10, March 6, 2013
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Principal Evaluation
Proposed Weighting
Principal Evaluation
100%
Standard 7
Standards 1-6
Principal Practice (50%)
Student Achievement
(50%)
From NJDOE N.J.A.C.6A:3-5 and 6A:10, March 6, 2013
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Student Achievement
(Standard 7)
Principals with Student Growth
Percentiles
Principals without Student Growth
Percentiles
(School has SGPs available in one or
more grade)
Median Student Growth Percentile
(20%-40%)
Average SGO for all teachers
(10%-20%)
Average SGO for all teachers
(10%-20%)
1-4 administrator goals linked to
student growth/achievement
(10%-40%)
1-4 administrator goals linked to
student growth/achievement
(10%-40%)
From NJDOE N.J.A.C.6A:3-5 and 6A:10, March 6, 2013
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Overall Proposed Weighting
Median Student Growth Percentile
20% - 40% (if applicable)
Average SGO for all teachers
10% - 20%
1-4 administrator goals linked to student
growth/achievement
10% - 40%
Principal Practice Instrument Measure
30%
Leadership Measure
20%
From NJDOE N.J.A.C.6A:3-5 and 6A:10, March 6, 2013
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Timeline
Recommended
Evaluation Process Timeline
Activity for Professional Improvement
By October 1
• Principals conduct self-evaluation (optional)
• Principals submit goal setting forms
By October 15
• Evaluators conduct site-based observation of non-tenured principals
By December 15
• Principals conduct teacher/staff survey
• Evaluators conduct site-based observation of tenured and nontenured principals
By January 15
• Evaluators complete interim evaluation of new principals
By March 1
• Evaluators conduct site-based observation of tenured and nontenured principals
• Evaluators/principals conduct mid-year review of goals
By May 1
• Evaluators review Documentation log
By last week of
school
• Evaluators complete summative evaluation of principals
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Focus on Effectiveness
Outstanding Teachers & Leaders
= Student Results