Jerri Lynn Lippert

1
Administrator Evaluation Performance Standard
Training PULSE Session 1

• Jerri Lynn Lippert
• Vincent Lewandowski

• Presented August 1st, 2008

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Todays Learnings

• Participants will
• review the Performance-Based Evaluation system
  for administrators and PULSE
• Understand the purpose and structure of the
  framework for school leaders training program
• Understand the overall structure of the PPS
  performance-standards rubric for educational
  leaders
• Identify performance indicators that are related
  to the components of Standard 1, Vision of
  Learning
• Self-assess on standard 1 and begin the
  professional development plan

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Agenda

• Overview of the PPS Principal Evaluation System
• Overview of Workshop Series Structure
• The ISLLC Standards
• The Framework for School Leaders
• Unpacking the Standard
• Generalizing Standard 1

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Creating a Culture of Accountability

• Excellence for All

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We believe that

• Improvement in education is guided by consistent
  and effective leadership

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What We Know about School Leadership

• Scratch the surface of an excellent school and
  you are likely to find an excellent
  principalAmerican Educational Research
  Association
• Look into a failing school and you will find
  weak leadership. American Educational Research
  Association

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Why is the focus school leadership?

• We need an accountability system for leadership,
  specifically school leadership
• Why is this important?
• The Excellence for All Reform Agenda requires
  accountability anchored in student achievement
  gains.
• Effective accountability systems focus on
  improvement of practice/performance.
• Why is this urgent?
• Systemic change is needed to produce better
  student outcomes.
• We must have a sense of urgency at every level of
  the organization for substantially improving
  student achievement.

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Groundbreaking School Leadership Accountability
System

• Creates a comprehensive approach that
• Brings all elements together to improve practice
• Places school leadership at the heart of the
  reform agenda
• Leadership as the practice of improvement

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Pittsburgh Urban Leadership System for Excellence
Pittsburgh Emerging Leadership Academy
(Pipeline)
Principal Performance-Based Compensation
Support for New Principals
P.U.L.S.E.
Ongoing Professional Development for Principals
(Leadership Academy)
Principal Evaluation (standards-based,
performance driven)
Individual Executive Director Mentoring
Training
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Significant Changes
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Principal Evaluation
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Building a NEW Culture
Culture of Accountability
Principals are accountable to performance
standards
Board of Directors holds Superintendent Accountabl
e
Student Achievement Outcomes
Executive Directors are accountable to
evaluate principals
Deputy Superintendent accountable to evaluate
Executive Directors
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Design Process

• Steering Committee
• 7 Subcommittees
• Principal Evaluation
• Leadership Roles
• Achievement Bonus
• Design
• Special Schools
• Accelerated Learning Academies
• Assistant Principals

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Evaluation Research-Based Definition of Practice

• Research-based, performance standards evaluation
  rubric
• 7 standards 4 components each
• 4 performance levels improvement of practice
• Standard 2 The Culture of Teaching and
  Learning A School administrator is an
  educational leader who promotes the success of
  all students by advocating, nurturing, and
  sustaining a school culture and instructional
  program conducive to student learning and staff
  professional growth.

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How will performance-basedcompensation work?

• Two tier principal compensation
• Increment is based on performance standards
  evaluation rubric up to 2000 annually added to
  base pay
• Achievement bonus up to 10,000, annually, linked
  to increases in student achievement growth
  measures

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Learning the Evaluation Process

• Work with a partner to answer the questions
  using the evaluation summary chart.

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Evaluation Process

• Define Novice
• Categories Experienced-Formal
• Experienced-Directed Professional Growth (DPG)
• Intensive Support

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What are the measures of success?

• Implementation of PULSE a system of attracting,
  developing, retaining, and professionally growing
  effective school leaders
• Evidence of continuous principal improvement of
  practice
• Better student outcomes

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Habits and Effective Practices inPPS Schools

• What are the characteristics of instructionally
  effective PPS Schools?
• What are the habits and practices of the
  principal and teachers within an effective school?

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Principal Effects on Achievement in PPS

• Of the 89 principals under whom the Reading
  PSSA tests were administered, 33 displayed
  significant effects on PSSA reading scores,
  ranging from 15.66 higher to -35.65 lower than
  the reference principal (around the median
  principal).
• Of the 89 principals under which the Math PSSA
  tests were administered, 62 displayed significant
  effects on PSSA reading scores ranging from
  17.5 higher to -37.2 lower than the reference
  principal (around the median principal).
• Explaining the Racial Achievement Gap in the
  Pittsburgh Public Schools - Robert P. Strauss,
  Haijing Hao, Yue Wang
• H. John Heinz III. School of Public Policy and
  Management Carnegie Mellon University

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History of the ISLLC Standards

• Developed by the Interstate School Leaders
  Licensure Consortium and adopted in 1996.
• Consortium represents 24 states and 15 affiliated
  organizations and agencies.

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A School Administrator Is An Educational Leader
Who Promotes The Success of All Students By

• Standard 1 facilitating the development,
  articulation, implementation and stewardship of a
  vision of learning that is shared and supported
  by the school community
• Standard 2 advocating, nurturing, and
  sustaining a school culture and instructional
  program conducive to student learning and staff
  professional growth
• Standard 3 ensuring management of the
  organization, operations and resources for safe,
  efficient and effective learning environment

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A School Administrator Is An Educational Leader
Who Promotes The Success of All Students By

• Standard 4 collaborating with families and
  community interests and needs, and mobilizing
  community resources
• Standard 5 acting with integrity, fairness, and
  in an ethical manner
• Standard 6 understanding, responding to, and
  influencing the larger political, social,
  economic, legal and cultural context

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The Standards were developed through . . .

• A thorough analysis about what is known about
  effective educational leadership focus on
  student learning
• A comprehensive examination of the best thinking
  about the types of leadership that will be
  required for tomorrows schools
• Syntheses of work on administrator standards
  developed by various national organizations,
  professional associations, and reform commissions
• In-depth discussions of leadership standards by
  leaders within each of the states in the
  Consortium.

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Dont reinvent the wheel!

• PPS relied on the ISLLC standards in the
  development of the PPS standards for performance
  evaluation, after investigating numerous strands
  of research.
• Marzano, Darling-Hammond, Elmore, ETS Leadership
  Series, etc.
• PULSE binder resources

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The ISLLC Standards for PPS School Leaders

• Vision of Learning
• Culture of Learning
• Management of Learning
• Relations with the Community to Foster Learning
• Integrity, Fairness, Ethics in Learning
• Political, Social, Economic, Legal, and Cultural
  Context of Learning
• Leadership for Learning

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Standards Alone are NOT Enough

• Standards tell the what of school leadership at
  a high level
• A framework operationalizes standards and
  provides more information for professional growth

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Organization of the ISLLC Standards

• Knowledge indicators
  (Knowledge Understanding)
• Disposition indicators
  (Beliefs, Values, Commitments)
• Performance indicators
  (Processes Activities)

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A Framework Linking Standards to Practice

• To serve as a foundation and to provide a common
  language for redefining and refocusing the role
  of the school leader as defined by the ISLLC
  Standards
• To articulate the role of the school leader as
  defined by the ISLLC Standards
• To serve as a standards-based approach to best
  describe various school leaders levels of
  performance

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Overview of the Framework for Rubric

• 7 standards, 27 components, 4 performance levels,
  performances, evidence
• Vision of Learning
• Culture of Learning
• Management of Learning
• Relations with the Community to Foster Learning
• Integrity, Fairness, Ethics in Learning
• Political, Social, Economic, Legal, and Cultural
  Context of Learning
• Leadership for Learning

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Process Framework for Training

• Unpacking the Standard Standard Roadmap
• Measuring the Standard Case Study
• Experiencing the Standard Rubric
• Applying the Standard Professional Development
  Plan

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Process Framework
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Day 2 TrainingExcellence for ALL

• What is our districts vision?
• What does it mean?
• At your table, discuss what it looks like in each
  one of your buildings?
• Share with large group

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• Take a ten minute break

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Standard 1 The Vision of Learning

• A school administrator is an educational leader
  who promotes the success of all students by
  facilitating the development, articulation,
  implementation and stewardship of a vision of
  learning that is shared and supported by the
  school community.
• Components
• 1a. Embracing the Vision
• 1b. Communicating the Vision
• 1c. Implementing the Vision
• 1d. Monitoring and Evaluating the Vision

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Standard RoadmapStandard ___
___________________________

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Learning About Standard 1 Vision

• Read and study the rubric and the performance
  indicators (PIs) for Standard 1
• Decide, with your partners, which performance
  indicators most closely relate to Component 1a
  Embracing the Vision. List these in the middle
  column on your standard roadmap.
• With your partner, map the remaining PIs to
  components 1b, 1c and 1d.
• For each component level and PI associated cite
  evidence that is aligned to excellence for all

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• At the heart of reflection is the belief that,
  given opportunities to carefully consider their
  work, educators possess the necessary knowledge
  to improve their practice. Reflection is the
  process through which educator tap into that
  knowledge.
• Richardson, j, (2001) Shared culture A consensus
  of individual values, Results. Oxford, OH
  National staff Development Council

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• Is reflection important, why or why not?
• What place does reflection have in professional
  growth?

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Self-Assessment on Standard 1

• Once you self-assess, complete the following
  questions
• Is vision important in an educational setting?
• Does my school clearly reflect the districts
  vision?
• If so, what behaviors do you exhibit on a routine
  basis that support EFA? If not, what could you
  or should you do to rectify this?
• What are the teaching and learning issues in my
  school related to vision?
• What could or should you do to address these in
  your PDP?

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PDP Activity
What component in Standard 1 would you like to
grow or have the greatest need to
develop/improve? Share with your table your
component and why? Those with common component
sit together and work on your PDP
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Collecting Our Learning Creating a Standard
Statement

• Collaboratively with your table group, write ONE
  SENTENCE that summarizes your learning for today
  on the following topic
• How does the VISION for a school/district
  influence success for all students?
• Take 3 post-it notes
• On one write a need from today
• On another write a hope from today
• On the other write an appreciate from today