building capacity by connecting the executive standards assistant principal ready november 23, 2015
DESCRIPTION
“Every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.” NC State Board of Education MissionTRANSCRIPT
Building Capacity by Connecting the Executive
StandardsAssistant Principal READY
November 23, 2015
Can We Agree?• To be actively involved• Value differences• Agree to disagree• Listen
“Every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.”
NC State Board of Education Mission
Outcomes
• Conduct an overview of the indicators in the Executive Standards;
• Review the Executive Standards; and
• Examine the connection of the Executive Standards to my work
4
Leadership Qualities
What are the qualities of an excellent leader?
Setting the Stage
• http://www.wallacefoundation.org/principal-story/Pages/default.aspx
• http://www.wallacefoundation.org/principal-story/field-guide/Documents/Principal-Story-Field-Guide.pdf
Leadership Practices
North Carolina Standards for School ExecutivesAs Approved by the State Board of Education
December 7, 2006
Public education’s changed mission dictates the need
for a new type of school leader -- an executive instead
of an administrator. No longer are school leaders just
maintaining the status quo by managing complex
operations but just like their colleagues in business,
they must be able to create schools as organizations that
can learn and change quickly if they are to improve
performance.
8
Setting the Foundation
Educators may use the NC Educator Evaluation System without training.
A. True
B. False
During the beginning of the year meeting with evaluator, the following will be decided…
A. Date of first observation
B. Data and artifacts necessary to complete the evolution
C. If the principal’s license is up for renewal
D. All of the above
Which resources contribute to the Consolidated Performance Assessment?A. Drop out data
B. TWC data
C. Record of PD provided to the staff
D. Parent survey results
E. All of the above
School Administrators should complete a self assessmentA. Every Year
B. By Themselves
C. In the online tool
D. All of the above
The Principal/AP evaluation process must be documented inside the online tool (or NC Educator Evaluation System).1. True
2. False
Digging into the Executive Standards
Digging into the School Executive Standards
16
North Carolina Executive Standards
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NCEES Executive Standards• http://ncees.ncdpi.wikispaces.net/file/view/
NC+Standards+for+School+Executives.pdf
18
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Ratings for Standards1-7
An area of strength for me is:
1. Strategic Leadership
2. Instructional Leadership
3. Cultural Leadership
4. Human Resource Leadership
5. Managerial Leadership
6. External Development Leadership
7. Micro Political Leadership
An area I need to develop is:
1. Strategic Leadership
2. Instructional Leadership
3. Cultural Leadership
4. Human Resource Leadership
5. Managerial Leadership
6. External Development Leadership
7. Micro Political Leadership
Standard 1: Strategic Leadership
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Summary: School executives will create conditionsthat result in strategically re-imaging the school’svision, mission, and goals in the 21st century.Understanding that schools ideally prepare studentsfor an unseen but not altogether unpredictable future,the leader creates a climate of inquiry that challengesthe school community to continually re-purpose itselfby building on its core values and beliefs about itspreferred future and then developing a pathway toreach it.
Scenario: Standard 1/Strategic Leadership
Mr. Ball is a great strategic leader. He has a very successful School Improvement Team (SIT). Every year, he creates a team that is focused on making certain the district, state and school goals are aligned with the mission. The SIT generates SMART goals and organizes themselves every year to get things done. In fact, Mr. Ball has received the district recognition for his work on the SIT and has been asked by the superintendent to coach his colleagues on the processes he uses.
What Strategic Leadership Practices are evident?
Based on the descriptors in the rubric, what rating would you give Mr. Ball for Standard 1?
I would rate Mr. Ball _________on Standard 1 1. Developing
2. Proficient
3. Accomplished
4. Distinguished
5. Not Demonstrated
Standard 2: Instructional Leadership
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Summary: School executives will set high standardsfor the professional practice of 21st century instructionand assessment that result in a no nonsense accountableenvironment. The school executive must beknowledgeable of best instructional and schoolpractices and must use this knowledge to cause thecreation of collaborative structures within the school forthe design of highly engaging schoolwork for students,the on-going peer review of this work and the sharingof this work throughout the professional community.
Scenario: Standard 2/Instructional Leadership
Mrs. Suitt has been an administrator for ten years. She is described by her staff as a person who gets things done. If she does not believe the innovation is best for students, she will not implement it in her school. Everybody knows that Mrs. Suitt runs her school. She just does not like status quo and leads by example. When people heard that she was investing 45% of the state school budget for the purchase of IPADS for a one-to-one initiative for 5th grade students, it became a big issue in the district. This issue is getting more conflicting.
.
Which Instructional Leadership Practices are most evident?
Based on the descriptors in the rubric, what rating would you give Mrs. Suitt for Standard 2?
I would rate Mrs. Suitt _________on Standard 2 1. Developing
2. Proficient
3. Accomplished
4. Distinguished
5. Not Demonstrated
Standard 3: Cultural Leadership
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Summary: School executives will understand and act on the understanding of the important role aschool’s culture contributes to the exemplary performance of the school. School executives must support and value the traditions, artifacts,symbols and positive values and norms of the school and community that result in a sense ofidentity and pride upon which to build a positive future. A school executive must be able to“reculture” the school if needed to align with school’s goals of improving student and adult learning and to infuse the work of the adults and students with passion, meaning and purpose.Cultural leadership implies understanding theschool as the people in it each day, how they cameto their current state, and how to connect with theirtraditions in order to move them forward tosupport the school’s efforts to achieve individualand collective goals.
Scenario: Standard 3/Cultural Leadership
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Mr. Howard is a second year principal at Dover Middle School. He felt that the school mascot of the past 30 years needed to be updated and aligned with the feeder High School mascot. He consulted with the School Improvement Team about the change. It was voted on by the staff and supported. Students and parents were surveyed and the majority supported the change. A student designed a new mascot and colors that were aligned with the neighboring High School. School uniform shirts that were printed with the previous mascot were not permitted to be worn any longer as part of the shift to a new mascot. Some parents and students were disgruntled by the uniform policy. Mr. Howard held firm in his expectation that uniform shirts featuring the previous mascot could not be worn and justified the policy based on staff, student, and parent support of a new mascot. How would you rate Mr. Howard?
.
Which Cultural Leadership Practices are most evident?
Based on the descriptors in the rubric, what rating would you give Mr. Howard for Standard 3?
I would rate Mr. Howard _______on Standard 3 1. Developing
2. Proficient
3. Accomplished
4. Distinguished
5. Not Demonstrated
Principal Evaluation
Process
Step 1: Orientation (the beginning of school)
Step 2: Pre-Evaluation Planning Before your Initial Meeting with Superintendent or Designee
Step 3: Meeting Between Principal and Superintendent/Designee
Step 4: Data Collection
Step 5: Mid Year Conference
Step 6: Prepare a Consolidated Performance Assessment
Step 7: Summary Evaluation Conference
Practices: Standards 1-7
Outcomes: Standard 8• Academic Achievement Leadership
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Principal Rating CategoriesRationale - MET Research - Standard 6 & 8 - Status - Support
▲Principals
5 Rating CategoriesNot Demonstrated
DevelopingProficient
AccomplishedDistinguished
3 Rating CategoriesDoes not Meet Expected Growth
Meets Expected Growth Exceeds Expected Growth
1 65432 7InstructionalLeadership
Cultural Leadership
Human Resource
LeadershipManagerialLeadership
External Development
Leadership
Micro-political
Leadership
Strategic Leadership 8Academic
Achievement Leadership
05/04/23 • page 42
Principal Ratings Rationale - MET Research - Standard 6 & 8 - Status - Support
▲
• Standards 8 rating will be determined using school-wide EVAAS growth
School-wideEVAAS Growth
Yearly Rating•Does not Meet Expectations•Meets Expected Growth•Exceeds Expected Growth
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05/04/23 • page 43
Veteran school administrators can opt for an abbreviated evaluation1. True
2. False
The mid-year evaluation meeting between the principal and the superintendent is required.1. True
2. False
During the beginning of the year meeting with evaluator, the following will be decided…
A. Date of first observation
B. Data and artifacts necessary to complete the evolution
C. If the principal’s license is up for renewal
D. All of the above
School Administrators should complete a self assessmentA. Every Year
B. By Themselves
C. In the online tool
D. All of the above
Educators may use the NC Educator Evaluation System without training.
A. True
B. False
Which of the following apply for standard 8?A. It applies to all
principals and APs
B. School-wide EVAAS data will be used
C. It went into effect with the 2011-12 school year
D. All of the above
The Principal/AP evaluation process must be documented inside the online tool (or NC Educator Evaluation System).1. True
2. False
Contact InformationDr. Frances Harris-Burke
Service Support Coordinator
Piedmont Triad/Northwest