Evaluating Principals
Making a Fuzzy Process More Clear
J Anderson
Brady Quirk
Bret Range
SPS Context
25,000 students
36 Elementary Schools (Four K-8 )
Background
Instructional leadership
Formative supervision vs. summative evaluation
Dedicate time to help principals grow as instructional leaders
Coach, support, and engage in effective professional learning
Use evidence of effectiveness to determine necessary improvements
Engage principals in evaluation processes
Inform the vision, policies, and strategies to support learning
Encourage schools are culturally/socially responsive
Engage in their own improvement
Lead change
AUGUST-SEPTEMBER:
Identify indicators to be assessed
Determine baseline scores for indicators
Develop a growth plan for indicators
Growth Plans = Foundation & Focus
OCTOBER-MARCH : Provide feedback on indicators
Mid-Year Growth plan check
APRIL-MAY: Determine a follow-up score on indicators
Complete summative - Meets/Growth Opportunity/Concern
MAY-AUGUST: Reflect and plan
Guiding Questions
Do principals clearly understand all standards and indicators?
How do we get a clear, holistic picture of principals’ performance?
How do we collect objective rather than subjective data?
How do best connect data to each standard and indicator?
How do we ensure principals have a voice in their evaluation?
How can we use the standards and indicators as reflection points for principals?
How can we ensure the evaluation process is perceived as fair?
Data Sources
Student achievement scores
Teacher/patron survey results
Professional learning meeting agendas
Discipline rates
Classroom visit numbers
Budget expenditures
School/community partnerships
Evidence of shared decision making
Evidence of service to the district and profession
Monthly site visits
Daily/weekly e-mails
Elementary Learning Model
Evaluation within 1 Standard; 1 Indicator
Standard 2: Teaching and Learning, Indicator 2: Provide Effective Instructional Program
Instructional focus/School Action Plan (SAP)
Professional learning plan
Agendas, staff feedback, formative assessments
Classroom visits
Low performing teachers
Closure