PPGESPrincipal Roles and Responsibilities

Principal Growth and Effectiveness System (PPGES)

developed in collaboration with Dr. James Strong

Purpose of PPGES

• Optimize Student Learning and growth• Contribute to successful achievement of the goals

and objectives of the school district• Promote leadership improvement• Encourage collaboration between principal and

Superintendent to promote self growth and overall job performance

PPGES Characteristics

• Benchmark behaviors supporting principal performance standards• Focus on the relationship between principal and performance

and student achievement• Multiple data sources for documenting Principal performance• Performance reviews that stress accountability, professional

improvement, personal involvement in the evaluation process• Support system for providing assistance when needed

7 performance Standards

• Define the criteria expected when principals perform their major duties

• Provides principals with an assessment of their performance on these standards as measured by student growth, Val-Ed and Working Conditions Growth Goals.

• Inform professional growth planning, superintendent site visits/observations, conversations for feedback and on-going assessments

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 growth and school improvement

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

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

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

Standard 5: Communication and Community relations

• The principal fosters the success of all students by communicating and collaborating effectively with stakeholders

Standard 6: Professionalism

•The principal fosters the success of all students by demonstrating professional standards and ethics, engaging in continuous professional learning, and contributing to the profession

Standard 7: Student Growth

•The principal’s leadership results in acceptable, measurable student academic growth based on established standards

Standard 1 -Instructional leadershipExamples of Documentation

• Comprehensive school improvement plan

• Instructional walk-through data

• Vision/mission/core belief statements

• Leadership/school improvement teams/PLCs agendas

• Professional growth plans

• Student growth monitoring data

• Schedules for students in the alternative educational program

• Project-specific summaries of a goal

• Faculty meeting agendas/minutes

• Compliance with standards of accreditation

• Program reviews

• Staff learning plan

• School committees, members, minutes

Standard 2 – School ClimateExamples of Documentation

• Monthly discipline reports

• Teacher of year recommendation

• Annual report of discipline

• Crime and violence report

• Staff summary of surveys

• Student recognition

• Student groups/clubs

• Student survey forms

• TELL survey results

• Val-Ed survey results

Standard 3 – Human Resource ManagementExamples of Documentation

• Staff evaluation schedule /observation schedules

• Evidence of teacher and staff

• Serving as Leaders in school, district, and community

• Staff evaluations

• School celebrations

• Teacher/staff appreciation

• Staff recognition program

• Corrective action plans

• Mentorship program

Standard 4 –ORGANIZATIONAL managementExamples of Documentation• Building schedules

• Administrator responsibility chart

• Master schedule and course compliance

• Facility use log

• Physical plant and grounds management schedule

• Annual financial audits

• Uncollected debts

• Inventory records

• Career and technical education compliance

• Special education compliance

• Long and short range goals

• Master schedule

• Building administrator organizational chart

Standard 5 –Communication and Community Relations Examples of Documentation

• School council meeting minutes

• Newsletters

• PAC/PTO/PTA agendas and minutes

• Parent/community surveys

• Website link

• Completion of annual school safety audit

• School health advisory board agendas and minutes

• Safe school’s committee agendas/minutes

• Media communications

• Presentation to civic/community groups

• FRYC

• Parent/community volunteer hours

Standard 6 – ProfessionalismExamples of Documentation

• Staff development activity agendas

• Department/grade level meeting documentation

• Summary of staff surveys

• Professional conference attendance

• Professional organization membership

• Demonstrating /applying professional learning

• Results of professional learning on school goals

Standard 7 – Student GrowthExamples of Documentation

• Analysis of grades for the marking period

• Documentation of meeting established annual goals (CSIP)• Student growth percentile data

• Data on student achievement from other valid and reliable sources

Performance Indicators

• Provide examples of observable, tangible behaviors that offer evidence of each standards.

• Help clarify performance levels and job expectation

• Indicators in one standard may be closely related to indicators In another standard

• Pg 22 in Principal’s handbook

Performance Rubrics

• The Performance rubric is a behavioral summary scale describing acceptable performance levels for each of the seven standards

• Guides superintendents in assessing “how well” a standard is met

• Used both formatively and summatively

• Purpose to enhance principal leadership practices

Performance levels

• Four levels of how well standards are performed • Ineffective•Developing•Accomplished• Exemplary

• Principals are expected to perform at the accomplished level

alignmentPPGES ISLLC

1. Instructional Leadership Standards 1, 2, 3, 4, 5

2. School Climate Standards 2, 3

3. Human Resources management Standards 2, 3

4. Organizational Management Standards 3, 6

5. Communication and Community Relations Standards 4, 5

6. Professionalism Standard 5

7. Student Growth Standard 1, 2, 4, 5

“Performance Portrait”Documenting Using Multiple Data Sources

• The 7 standards

• Student Growth goal/plan

• Val-Ed

• Working Conditions Growth Goals – TELL

• Survey

• Self-reflection

• Professional growth goal/plan

• Observations/school site visits

• documentation

Student Growth Goal/Plan

• Principals with their superintendents set goals for professional growth and school improvement

Student Academic Growth Goal Setting Process• Principals set at least one school growth goal tied directly to CSIP in ASSIST

• Superintendent and Principal will meet/discuss the trajectory for the goal and to establish the year’s goal to meet long-term trajectory target

• New goals are identified each year based on the ASSIST goals

• Principal’s and school’s goals should be aligned with district goals and the school improvement process

Student Academic Growth Goal Setting Process

Step 1: Determine Needs

Knows where students are in relation to what is expected of them

Step 2: Create specific growth goals based on baseline data

Principals set specific, measurable goals based on demands of

curriculum and needs of students

Step 3: Create and implement leadership and management strategies

Principal creates and implements strategies and monitors progress

Step 4: Monitor progress through ongoing data collection

Makes adjustments to strategies as needed.

Step 5: Determine goal attainment

Summative judgment is made regarding goal attainment

NOTE!

Established annual goals are never adjusted; only strategies to meet goals are adjusted

Developing Goals

•Developed early in the year using data from the previous year

• Student achievement

•Developed using the smart goal process

Developing SMART GOALS

• Specific: The goal is focused

• Measurable: An appropriate instrument/measure is selected to assess the goal

• Appropriate: The goal is within the principal’s control to effect change

• Rigorous, but Realistic: The goal is feasible for the principal and/or school

• Time Limited: The goal is contained within a single school year

Submission of the Goal Setting Form

• Principals complete a draft goal and schedule a meeting with superintendent

• Look at baseline data together and discuss proposed goal

• Principals submit goal to superintendent prior to October 30th

Mid Year Review of Goal

• Review progress toward the goal

• Be held by January 30

End of Year Review of Goal

• Anecdotal data can be reviewed

• Student growth data from current year will not be available (lagged a year)

•Good idea to start drafting next year’s goal as part of the reflection process

Surveys

Provides job performance information principals can use to reflect and inform their professional growth plan

Tell, working condition survey, and the Val-Ed surveys will be used in alternating years

The principal will provide summary of the surveys to superintendent as part of the Reflective Practice and Professional Growth Planning template (page 30 – 34)

Surveys

• Provide feedback directly to principal for professional growth and development

• Tell Survey – Working Conditions Goal

• Val-ed – The Vanderbilt Assessment of Leadership in Ed.

Tell and val-ed surveys will be used during alternating years.

Tell Ky

• Assess teaching conditions at school, district, and state level

• Gathers information from teachers, counselors, principals and other administrators

• Questions include: facilities, resources, time, empowerment, school leadership, community support, student conduct, Professional development, mentoring and induction services, student learning

• Web based survey

Val-Ed - The Vanderbilt assessment of leadership in education• To evaluate the leadership behaviors of a school principal

• 360 degree feedback

• Input from principal, - self evaluation

• Teachers – all teachers in a school rate effectiveness (Below 50% concerns with validity)

• His/her supervisor - all supervisors if more than one. (Up to three)

• 72 items requires from 30 to 45 minutes to complete after directions are read

• Administered by evaluation coordinator not the principal

Self-Reflection

•On-going Critical examination of practice

• Used to deepen knowledge and expand skills

• Improve practice and inform development of PGP

Self-Reflection

• What works• What does not work• What changes need to be made

• Principals should document their self-reflections using the “Reflective practice and student growth/professional growth planning template Begin prior to October 1 as part of growth plan

Principals should reflect on:

• Results from Val-ed/or TELL Kentucky Surveys

• Student achievement

•Nonacademic measures

• Superintendent feedback

Professional Growth Goal/Plan

•Developed collaboratively with the superintendent to increase effectiveness

Observations/School Site Visits

• Variety of settings

•Watching how a principal interacts with others

•Observing programs

• Shadowing the administrator

Documentation

• Artifacts created in day to day Operation of a school

Beginning of the Year Conference

• Principal and Superintendent meet to collaborate on the student growth plan and professional growth plan• Agree on goals, actions and resources needed

• Principals prepare by reviewing data• Surveys• Student Achievement Data• Prior Feedback• Nonacademic Data• Complete the reflective portion of the Student Growth/Professional Growth Template

• Superintendents prepare by reviewing• Past evaluations• School’s Comprehensive Plan • School’s Report Card• Impact of District initiatives on principal and his/her school

Mid-Year Review Conference

• Superintendent and principal meet again mid year to review progress on student Growth Plan and Professional Growth Plan

• Superintendent will complete the Principal Mid-Year Performance Review (pg. 33 in handbook; 4th page in the Reflective Practice, Student Growth and Professional Growth Planning Template)

• Superintendent should share results of his assessment with principal by January 30 and plans for the next observation/site visit should be scheduled

End of Year Review (Pilot Year) Conference

• Mirrors the Mid-Year Review

• Principal will complete the Documentation Form to submit to superintendent prior to the End-of-Year Review

• Also provide documentation supporting progress made to Student Growth Goal and Professional Growth Goal

Timeline

• Page 17 in Principal’s handbook

Improving Professional Performance:Support Dialogue Form

• Superintendent may use this form on page 43 of handbook to facilitate discussion on areas that need additional support. This form is optional

• Open to any principal

Support Dialogue Sample Prompts

• What challenges have you encountered in addressing_______ (tell specific concern)?

• What have you tried to address the concern of _____ (tell specific concern)?

• What support do you need in order to address your concerns?

• Last time we met, we talked about ____ (tell specific concern). What has gone well?

• What has not gone well? What is the evidence

Performance Standards

•Define the criteria expected when principals perform their major duties

• Pages 21 through 29 in Principal’s handbook

Forms

All forms are located in the back of the principal handbook