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Principal & Assistant Principal Student Growth Goals

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Principal & Assistant Principal. Student Growth Goals. Your Reaction?. Principal and teacher quality account for nearly 60 percent of a school’s total impact on student achievement and principals alone for a full 25 percent. (Marzano et al., 2005). Principal Goal-Setting Process. - PowerPoint PPT Presentation

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Page 1: Principal & Assistant Principal

Principal &Assistant Principal

Student Growth Goals

Page 2: Principal & Assistant Principal
Page 3: Principal & Assistant Principal

Your Reaction?

Principal and teacher quality account for nearly 60 percent of a school’s total impact on student achievement and principals alone for a full 25 percent.

(Marzano et al., 2005).

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Page 4: Principal & Assistant Principal

Principal Goal-Setting Process

Step 1:

Determine needs

Step 2:

Create specific

growth goals based on

baseline data

Step 5:

Determine goal

attainment

Step 3:

Create and implement

leadership and management

strategies

Step 4:

Monitor progress

through on-going data collection

Page 5: Principal & Assistant Principal

STUDENT GROWTH GOAL

STATE LOCAL

The State Contribution is derived from Growth Goals

developed around one of the interim targets

housed in ASSIST.

The Local Contribution is based

on school need.

Both Goals are inherited by the Assistant Principal At least one goal must be based on Gap Population The local goal may be developed to parallel the State Contribution

Page 6: Principal & Assistant Principal

State Contribution (SGG)

Decreasing achievement gaps (E-M-H)

Increase average combined reading and math K-PREP scores (E-M-H)

Increasing percentage of College and Career Ready students (M-H) Increase average freshman graduation rate(M-H)

*State Goal inherited/shared by the assistant principal

Page 7: Principal & Assistant Principal

GOAL

• Achievement Gap• K-PREP Combined

Reading and Math• College and Career

Ready• Freshman Graduation

Rate

COLLABORATION

• Increase or decrease in goal percentage for the current school year

• Develop a process and/or rubric to determine goal attainment

STRATEGY

•Best Practice•Professional Development•Progress Monitoring•Consolidated Planning•Other

The goal statement, found

in the School Report Card, is

already set by KBE with a 2017 trajectory.

Determined by the Principal in

collaboration with the

Superintendent following District CEP guidelines.

The strategies are specific to what the PRINCIPAL will do to meet the stated goal and objective.

Page 8: Principal & Assistant Principal

Local Contribution (SGG) • Local Goal – Based on School Need• It may be developed to parallel the State

Contribution or it may be developed with a different focus

• Based on Gap population unless State goal is based on Gap population.

• The Local SGG is inherited/shared by Assistant Principal)

Page 9: Principal & Assistant Principal

• Determine Need (Based on Multiple Data Sources)• Create specific growth goals based on baseline data• Create and implement leadership and management

strategies• Utilize district decisions to create a rubric to

determine goal attainment • Monitor progress through on-going data collection• Determine goal attainment progress through on-going

data collection

Goal Setting Process

Page 10: Principal & Assistant Principal

Think It Through

• How is the principal’s local SGG similar to the teacher local SGG? How is it different?

• What are possible data sources that a principal might utilize in development of the SGG?

• How could the assistant principal become an active participant in the SGG process?

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Page 11: Principal & Assistant Principal

Two Goals-One Destination

• State Goal is the ASSIST Goal with the Trajectory Set KBE.

• Local Goal is Based on School Need• One of the two goal must address the gap

population• Both Goals are inherited by the assistant

principal• The Two Goals May Strongly Parallel

Page 12: Principal & Assistant Principal

LET’S EXAMINE REAL DATA

Page 13: Principal & Assistant Principal

Sample State Goal

By September 2015 ABC Elementary will increase the average combined reading and math K-prep scores from 60% to 68%

Page 14: Principal & Assistant Principal

Rating State & Local Goals

For each Student Growth Goal the district develops and details the process for determining high, expected, and low growth. This process/rubric is outlined in the District Certified Evaluation Plan (CEP).

CEP

Page 15: Principal & Assistant Principal

Examples: State Goal & Rubric

Assist goal: By September 2015 ABC Elementary will increase the average combined reading and math K-prep scores from 60% to 68%

Low Expected High

Below 68% 68% Above 68%

Low Expected High

Below 65% 65%-68% Above 68%

Page 16: Principal & Assistant Principal

Rating Overall Student Growth

Page 17: Principal & Assistant Principal

Rating Overall Student Growth

The District CEP must describe the process and/or instrument to be used to arrive at one student growth rating.

Results from the application of district developed rules/rubrics

Includes data from both state and local contributions

Should include 3 year SGG trend data when available

Page 18: Principal & Assistant Principal

Rating Overall Student Growth Example

Student growth ratings must include data from both the local and state contributions.

How will our district determine a single rating on student growth?

Example: Give both the state and local goal could be given a numerical weighting.

– LOW = 1– EXPECTED = 2– HIGH = 3

• Determination of a single yearly combined goal rating could be as simple average of the two goals.

Page 19: Principal & Assistant Principal

Another Example (combining local and state)

Local Goal

Rating

High

Expected

High

High

Expected

Expected

Expected

High

Low

Low

Expected

Expected

Low

Expected

High

State Goal Rating

Page 20: Principal & Assistant Principal

Student Growth Trend DataWhenever available three years of trend data should be considered in rating the principal’s SGG.

Example:In the following chart total rankings is and average from the previous three years and applied to the following scale.

RANKING AVERAGE SCORE

Low 1.0 – 1.49

Expected 1.50-2.49

High 2.50-3

Page 21: Principal & Assistant Principal

Professional Growth Plan Cycle

Page 22: Principal & Assistant Principal

Process Review• Write LOCAL and State Goal goal in fall• Develop the Plan• Develop a performance rubric • Implement the plan• Engage in On-Going Reflection• Conduct a Mid-Year Review• Make modifications to strategies as

needed

Page 23: Principal & Assistant Principal

Determining Goal Attainment

• LOCAL GOAL-End of School Year

• STATE GOAL-September of the following year

The State Goal will always be lagged one year

Page 24: Principal & Assistant Principal

2014/15• Principals develop a Local and State Growth Goal at the beginning of

the year.

• The principal receives feedback during the year to help ensure he/she is progressing toward meeting the goal.

• The local SGG process/rubric will be used to determine H, E or L on local goal to give student growth rating for determining an overall rating.

• Principals will use local student growth data at the end- of-the-year (1st year: no state goal data)

• The following year, principals will have two points: local and lagged state data.

Page 25: Principal & Assistant Principal

Developing the Plan

Group Gallery Walk

Each individual will add one leadership or management strategy to each goal statement that might be included in the SGG Plan.

Page 26: Principal & Assistant Principal

Looking at goals through the lens of:

• Initial Goal Setting

• Mid-Year Review

• Final Review/Summative Rating

Page 27: Principal & Assistant Principal

Collaboration between Superintendent (Designee) and Principal to set SGGs

• Beginning of year/Before October 30• Discussion/conference to develop/approve goal• Goal should be developed after a thorough

review of and reflection on data (TELL, Val-Ed, academic data, nonacademic data, etc)

• Superintendent should consider past evaluations, CSIP, School Report Card, school/district initiatives and their impact on the principal and his/her school

• Focused on growth and development

Page 28: Principal & Assistant Principal

Questions to ask when setting/approving SGG

• What sources of evidence support the need for this goal?

• Does the goal support growth and development? Not only of principal, but teachers and students as well?

• What sources of evidence will formatively measure progress toward this goal?

• Does this goal reflect needs noted elsewhere (CSIP, ASSIST, Program Reviews, etc.) If not, why? If yes, is the goal aligned with/congruent to those other goals/plans?

• What will High, Expected, or Low growth look like? Rubric defined in CEP? Ensure agreement and common understanding on how rating will be determined.

Page 29: Principal & Assistant Principal

Collaboration between Superintendent (Designee) and Principal to review progress

• Mid Year Review/Before January 30• To review and reflect on evidence and progress on both the

Student Growth plan and the Professional Growth plan. • The goal is to provide systematic feedback. • Adjustments can be made to activities and strategies to

tighten focus on goal—the goal itself cannot be changed• The superintendent will complete the Principal Mid-Year

Performance Review to indicate if a principal has shown evidence of each of the performance standards.

• Plans for the next observation/site visit should be scheduled• Focused on growth and development

Page 30: Principal & Assistant Principal

Questions to ask during mid year review related to goal

• What is the current progress toward meeting the goal?

• What evidence/documentation does the principal have toward meeting the goal?

• What strategies/activities are supporting the goal?• What strategies/activities need to be revisited to

support the goal?• What professional growth activities has the principal

engaged in to help meet the goal?• What professional growth activities are still needed?

Page 31: Principal & Assistant Principal

Collaboration between Superintendent (Designee) and Principal to review progress,

establish summative rating, and set/continue goals

• September (after data becomes available)• Documentation/Evidence from principal

supporting growth (student and professional)• Summative Rating (based on district rubrics

and processes defined in CEP) • Goal setting for the next year• Focused on growth and development

Page 32: Principal & Assistant Principal

Questions for principal and superintendent to consider during final review

• How has your leadership resulted in a high level of student academic growth with the population identified in your SGG? With all populations of learners?

• How is your SGG (s) aligned to other school goals set this year and how are they directly associated with student achievement?

• How have you organized interventions that are designed and implemented to support student learning?

• What type of midcourse corrective actions did you take to accomplish desired student academic outcomes?

• How do you empower teachers to be truly engaged in improving student success?

• Have you adequately met your SGG or does it need to be revised/continued to ensure adequate growth?

Page 33: Principal & Assistant Principal

All evidence and discussion around evidence needs to be aligned to Standards

• Consistency (common, understood definitions)

• Coherence to district leadership policies and practices

• Focused on growth and development of principal

Page 34: Principal & Assistant Principal

Without continual growth and progress, such words as improvement, achievement, and success have no meaning.

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