Stronge Leader Effectiveness Performance Evaluation System Data Sources

Stronge Leader Effectiveness Performance Evaluation System Data Sources Teacher Effectiveness Student Achievement

Stronge and Associates Educational Consulting, LLC Multiple Data Sources Self-Evaluation Site-based Observations Documentation Log Climate Surveys EVIDENC E Professiona l Practice 50% EVIDENC E Student Performanc e 50% Goal Setting Growth on NJASK Passing rates on HSPA Goal Setting Documentation Log

Stronge and Associates Educational Consulting, LLC Data Sources for Principals Required Optional Site-based Observations Self-Evaluation Documentation Log (implied) Teacher/Staff Surveys (implied) Goal Setting

Stronge and Associates Educational Consulting, LLC Self-Evaluation Helps a principal judge the effectiveness and adequacy of his/her knowledge and performance for the purpose of selfimprovement; helps target areas for professional development. • Principals may choose to do optional self-evaluation • Principals refer to self-evaluation throughout the year to see if strategies for improvement are effective • Principals are encouraged, but not required, to share with supervisor • Supervisor suggests strategies to improve areas of weakness or capitalize on areas of strength

Stronge and Associates Educational Consulting, LLC Self-Evaluation Form 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 progress and school improvement. Areas of strength: Areas needing work/strategies for improving performance: 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. Areas of strength: Areas needing work/strategies for improving performance: Abbreviated for training purposes

Stronge and Associates Educational Consulting, LLC Site-based Observation Provides information on a wide variety of contributions made by principals. • Applied in a variety of settings • May range from watching principal’s interactions with others to observing programs and shadowing the principal • Evaluators discuss various aspects of the job via formal interview or less structured discussion Ø Provides insight into how principal is addressing standards; provide further areas for evaluators to explore Ø Helps principals think through potential artifacts Ø Allows principal opportunity to discuss successes and challenges • Two observations for tenured principals; three for non-tenured principals • Evaluator provides feedback to principal

Stronge and Associates Educational Consulting, LLC Site Visit/Observation Form Performance 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 progress and school improvement. Suggested Guiding Questions/Prompts: • What opportunities have you created this year for collaboration among teachers? • How have you strived this year to improve the teachers’ effective instructional practices associated with different subject areas? • How do you make sure curriculum standards are taught by the teachers and mastered by the students? • How do you monitor teachers’ performance and provide constructive feedback to them? • What types of teacher learning and development activities or programs have participated in this year? What have you learned? • How do you involve the expertise of teacher leaders? Comments: Abbreviated for training purposes

Stronge and Associates Educational Consulting, LLC Documentation Log Demonstrates a principal’s skills, talents, and accomplishments through an organized collection of work. • Provides evidence of performance related to specific standards – principal’s voice in evaluation • Provides opportunity for self-reflection, demonstration of quality work, and is a basis for two-way communication with evaluator • Artifacts may include caption since it will be viewed out of original context • May be submitted electronically or in hard-copy • Emphasis is on quality, not quantity • Documentation Cover Sheet is optional; organization up to administrator • Reviewed annually by evaluator; more often as desired • Evaluators may maintain own documentation which should be considered when making formative and summative assessments

Stronge and Associates Educational Consulting, LLC Standard Documentation Cover Sheet Examples of Documentation 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 • progress and school improvement. 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. • • • School improvement plan Strategic plan Vision/mission/core belief statements Staff evaluation grid Leadership/school improvement team agendas Building administrator responsibility chart Professional goals Master schedule Student progress monitoring data Schedules for students in the alternative education program Project-specific summaries of a goal Compliance with Standards of Accreditation Program development Staff development plan School committees and members Monthly discipline report Teacher of the Year recommendation Annual report of discipline, crime, and violence Teacher/staff appreciation Summary of surveys of staff Student recognition; student groups/clubs Documentation Included Abbreviated for training purposes

Stronge and Associates Educational Consulting, LLC Teacher/Staff Surveys Gathers client data regarding their perceptions of the principal’s performance. • Provides feedback for professional growth and development; helps principals set goals for continuous improvement (formative evaluation) • Principal may add questions to survey provided • Recommend survey be administered during second nine weeks prior to December 15 • Actual responses seen only by principal • Principals fill out Survey Summary Form and include in documentation log

Survey Summary Form Stronge and Associates Educational Consulting, LLC Number of Surveys Distributed Number of Completed Surveys Returned Percentage of Completed Surveys Returned Teacher/Staff Satisfaction Analysis 1. Describe your survey population(s). 2. List factors that might have influenced the results. 3. Analyze survey responses and answer the following questions: A) What did teachers/staff perceive as your major strengths? B) What did teachers/staff perceive as your major weaknesses? C) How can you use this information for continuous professional growth? Abbreviated for training purposes

Stronge and Associates Educational Consulting, LLC Goal Setting Goals set squarely on measurable student performance provide a powerful way to enhance professional performance and positively impact student academic progress. • Principals set goals tied directly to school improvement and improved student academic progress • Goals should be SMART (specific, measurable, appropriate, realistic, and time-limited) • New goals identified each year; aligned with district goals and school improvement process • Evaluator and principal meet to review goals • Principal pilot NGO recommends goals be set as part of aggregated school-wide student performance (15%) and school-specific student performance (15%)

Stronge and Associates Educational Consulting, LLC Student Performance Weighting Student Performance (50%) School-Specific Performance Goals (15%) Aggregated School. Wide Student Performance (35%) ES/MS: School-wide growth in Math (10%) & LA (10%) on NJASK HS: Change in passing rates on HSPA for juniors (10%) and seniors (10%) Goal for student achievement in targeted subset of students (10%) Goal to address scholastic or nonscholastic aspects (5%) SMART goals for student achievement in two “untested” content areas (15%) From NJDOE Principal Notice of Grant Opportunity, April 2012

Goal Setting Form Stronge and Associates Educational Consulting, LLC I. School Profile (Describe the school setting and any unique circumstances impacting the school community as a whole. ) II. Content/Subject/Field Area (The area/topic addressed based on learner achievement, school achievement results, data analysis, or observational data) III. Baseline Data (What does the current data show? ) Data attached IV. Goal Statement (Describe what you want learners/program to accomplish. ) V. Means for Attaining Goal (Check the standard to which the strategies relate) 1. Instructional Leadership 2. School Climate 3. Human Resources Management 4. Organizational Management 5. Communication and Community Relations 6. Professionalism 7. Student Progress Strategy Measurable By Target Date Abbreviated for training purposes

Stronge and Associates Educational Consulting, LLC Data Collection Procedure Data Collection Responsibility Form(s) Evaluator Principal Self-Evaluation Form (optional) Site-based Observations Site Visit/Observation Form Documentation Log Documentation Cover Sheet (optional) Teacher/Staff Surveys Survey Summary Form Goal Setting Student Academic Progress Goal Setting Form

Stronge and Associates Educational Consulting, LLC Performance Portrait Self. Evaluation Site Visits Document Log Surveys Goal Setting

Stronge and Associates Educational Consulting, LLC Questions?

Principal Evaluation Pilot Recommended Weighting Stronge and Associates Educational Consulting, LLC Standards 1 -6 Principal Evaluation 100% Professional Practice (50%) Human Capital Management Responsibilities (10%) (Standard 3) Principal Performance (40%) (Standards 1, 2, 4, 5, 6) Standard 7 Student Performance (50%) School-Specific Performance Goals (15%) Aggregated School. Wide Student Performance (35%) ES/MS: Schoolwide growth in Math (10%) & LA (10%) on NJASK SMART goals for student achievement in two “untested” content areas (15%) Goal for student achievement in targeted subset of students (10%) Additional goalscholastic or nonscholastic (5%) HS: Change in passing rates on HSPA for juniors (10%) and seniors (10%) From NJDOE Principal Notice of Grant Opportunity, April 2012