principal practice within wisconsin’s educator effectiveness framework

Principal Practice Within Wisconsin’s

Educator Effectiveness Framework

Joe Schroeder, PhDAssociate Executive Director, AWSA

Session Learning Targets

I) Gain familiarity with Wisconsin’s

developing principal practice rubric

II) Identify sources of evidence for various

components of principal practice

III) Identify key considerations and initial steps

for moving forward in the new era

Why the Focus on Principal Effectiveness?

Although many factors contribute to student learning,

leadership is the second most powerful school-level factor in student learning.

(Hallinger & Heck, 1996; Horng, Klasick, & Loeb, 2010)

Why the Focus on Principal Effectiveness?

Strong school leadership is essential for

Cultivating high-performing schools Attracting and retaining high-quality teaching staff Building community support for education efforts

(Clifford, Behrstock-Sherratt, & Fetters, 2012)

Why the Emphasis on Evaluating Principal Practice?

• Evaluation practices vary greatly across schools and districts

• Professional standards (such ISSLC and/or state standards) often not aligned with evaluation practices

• Little empirical evidence that current evaluation models and instruments are effective or technically sound

(WestEd, 2011)

Why the Emphasis on Evaluating Principal Practice?

The professional literature highlights the importance of principal evaluation

in changing practice from the historical emphasis on managerial responsibilities

to more recent expectations that principals are instructional leaders,

who are responsible and accountable for student learning.

(WestEd, 2011)

Principal Practice Part I: Familiarity with Wisconsin’s

Principal Effectiveness Framework & Rubric

ISLLC Standards(Interstate School Leaders

Licensure Consortium)

1) Human Resource Leadership2) Instructional Leadership3) Personal Behavior4) Intentional and Collaborative School Climate5) School Management

Purposes for Professional Standards

• Provide a common language and understanding about effective principal practice

• Support professional growth through self-assessment, reflection and collaboration

• Link various sources of evidence to principal practice that result in improved student achievement

Take a Closer Look

What structure do you see?

Structure of Wisconsin’sPrincipal Effectiveness Framework

2 Domains

5 Components

23 Elements

4-Point Rubric for Each Element

Domain 1: Teacher Effectiveness

Component 1.2 Instructional Leadership

1.2.1 Living a Vision and Mission for ALL Students1.2.2 High Expectations for Academic Achievement1.2.3 Classroom Observations and Feedback1.2.4 Instructional Time1.2.5 Teacher Collaborations1.2.6 Data Usage in Teams1.2.7 Rigorous Student Learning Objectives

4-Point Rubric for Each Element

Ineffective

Minimally Effective

Effective

Highly Effective

Effective Principal Practice at the Component Level

• Relationships to the ISSLC Standards• Overall themes you notice

Reflection and Consolidation:Session I

What priorities do you see needed as your district prepares for full implementation

of principal practice supervision in coming months and years?

Principal Practice Part II: Identifying Sources of Evidence

Evidence vs. Opinion

Evidence Opinion

Observable Draws Conclusions

Objective Subjective

Free of Value Judgment Often Includes Value Judgment

Unambiguous Makes Inferences / Debatable

Potential Sources of Evidence1.1 Human Resource Leadership

• School Improvement Plan• Recruitment Methods• Observations of Staff / Faculty

Potential Sources of Evidence1.2 Instructional Leadership

• Memos, Newsletter, Website• Samples of SLOs• Team Meeting Agendas

Reflection and Discussion

1) Identify where we might look for evidence of the standard elements

2) Share your thoughts with a neighbor

Principal Practice Part III:Moving Forwardin the New Era

Foci for PD in the New Era

Understanding the relevant framework,

evaluation process, and means for feedback

Foci for PD in the New Era

Identifying forms of rating bias,

areas of common rating errors,and evidence sources most appropriate

Foci for PD in the New Era

Practice observing and rating evidence sources,with feedback,

according to the relevant effectiveness framework.

Foci for PD in the New Era

Exploring how elements identified through the evaluation process can focus PD and support to

enhance student learning in your school(s).

Foci for PD in the New Era

Practice coaching conversations as a tool for improving principal practice

Considerations / Next Steps

Diagnose

Develop

Intervene

Diagnose

Leadership and Learning Matrix (Reeves, 2010)

Lucky:•Good results with no understanding of the reasons•Replication of success not probable

Leading:•Good results with clear understanding of the reasons•Replication very probable

Losing:•Poor results with no understanding of the reasons•Replication neither probable nor desirable

Learning:•Poor results with clear understanding of the reasons•Replication of mistakes not probableO

rgan

izati

onal

Res

ults

Antecedents of Excellence

Develop

Intervene

Reflection and Consolidation:Session II

What priorities do you see needed as your district prepares for full implementation

of principal practice supervision in coming months and years?

joeschroeder@awsa.org 608.729.6656