sb 6696

An Introduction to E2SSB 6696

Gary KippAssociation of Washington School Principals

Parts of 6696

• Part 1 – Accountability• Part 2 – Teacher and Principal Evaluation• Part 3 – Seattle principal tenure provision• Part 4 – Prep programs “free-for-all”• Part 5 – Requires public colleges to offer alt

routes• Part 6 – Requires teacher prep programs to

administer assessment to pre-service candidates

• Part 7 – Authorizes OSPI to provisionally adopt Common Core Standards

Parts of 6696

• Part 1 – Accountability

• Part 2 – Teacher and Principal Evaluation

• Part 3 – Seattle principal tenure provision• Part 4 – Prep programs “free-for-all”• Part 5 – Requires public colleges to offer alt routes• Part 6 – Requires teacher prep programs to

administer assessment to pre-service candidates• Part 7 – Authorizes OSPI to provisionally adopt

Common Core Standards

Centering instruction on high expectations

Demonstrating effective teaching

practices

Individualizing instruction

Subject matter knowledge

Fostering a safe, positive learning

environment.

Use student data to modify instruction

Communicating with parents and

school community.

Exhibiting collaborative and collegial practices

TEACHEREVALUATION

CRITERIA

Centering instruction on high expectations

Demonstrating effective teaching

practices

Individualizing instruction

Subject matter knowledge

Fostering a safe, positive learning

environment.

Use student data to modify

instruction

Communicating with parents and

school community.

Exhibiting collaborative and collegial practices

TEACHEREVALUATION

CRITERIA

Student achievementconnected to evaluations

Four-levelrating system

Professional growth optionlinked to criteria

Provisional statusextended to 3 years

Association of Washington School Principals Statement of Accountability

Student achievement in a performance-based school is a shared responsibility involving the student, family, educators and the community. The principal’s leadership is essential. As leader, the principal is accountable for the continuous growth of individual students and increased school performance as measured over time by state standards and locally determined indicators.

The Cycle

A Cycle

THE Cycle

Supt.Principal

TeachersUnion

Crisis Point!

Vision

Supt.Principal

ExpectationsStrategies

ConsequencesResponses

PRINCIPALEVALUATION

CRITERIA

Creating a Culture

Influence,

establish

and sustain a

school

culture conducive to

continuous

improvement for students and staff

ISLLC Standa

rd 1

•Operationalizing the vision for learning.•Developing stewardship of the vision.ISLLC

Standard 2

•Advocating, nurturing, and sustaining a school culture.

•Advocating, nurturing, and sustaining student learning.

ISLLC Standa

rd 3

•Ensuring management of resources for a safe, efficient, and effective learning environment (also in Responsibilities 2 & 6)

National Board Core Propositio

n 3

•Accomplished leaders have a clear vision and inspire stakeholders in realizing the vision.


n 6

•Accomplished leaders act with a sense of urgency to foster a culture of learning

Responsibility 1Creating and

sustaining a culture of learning

Responsibility 1Creating and sustaining a

learning culture

Skills and Knowledge

Evidence and Measures Support

Authority

Ensuring School SafetyLead the developmen

t and annual update of a comprehensive

safe schools

plan that includes prevention,

intervention, crisi

s response and recovery

.

ISLLC Standa

rd 3

•Ensuring management of the resources for a safe, efficient, and effective learning environment.

Responsibility 2Lead the development and annual update of a

comprehensive safe schools plan

Responsibility

2Ensuri

ng School Safety



Authority

Planning With

Data

Lead the developmen

t, implementation and evaluation of

the data

-driven

plan for

improvement of student achievemen

t.

ISLLC Standard

3Strand 1

•Uses a continuous cycle of analysis to ensure efficient and effective systems.

Responsibility 3Lead the development of a data-driven plan.

Responsibility

3Planni

ng with Data



Authority

Aligning

Curriculum Assist

instructional staff

in aligning curriculum,

instruction and assessment with stat

e and local learning goal

s.

ISLLC 2

Function B

•Create a comprehensive, rigorous and coherent curricular program.

ISLLC 2

Function E

•Develop assessment and accountability systems to monitor student progress.

Responsibility 4Assist teachers in

aligning curriculum, instruction and

assessments with standards.

Responsibility

4Aligni

ng Curriculum



Authority

Improving

Instruction

Monitor, assist

and evaluate staff implementation of

the scho

ol improvemen

t plan

, effective instruction and assessment practices

.

ISLLC 2Strand

3

•Advocating, nurturing and sustaining professional development


n 4

•Accomplished educational leaders are committed to student and adult learners and to their development.


n 5

•Accomplished educational leaders drive, facilitate and monitor the teaching and learning process

Responsibility 5Monitor, assist and

evaluate teachers to improve instruction.

Responsibility

5Improving

Instruction



Authority

Managing Resources Manage human and fisca

l resources to accomplish

student achievemen

t goal

s.

ISLLC 3Strand

2

•Ensuring efficient and effective management of the organization.

ISLLC 3Strand

3

•Ensuring efficient and effective management of the operations.

ISLLC 3Strand

4

•Ensuring management of the resources for a safe, efficient and effective learning environment.


n 7

•Accomplished educational leaders manage and leverage systems and processes to achieve desired results.

Responsibility 6Manage human and fiscal resources to

improve achievement

Responsibility

6Managing

Resources



Authority

Engaging Communities Communicate

and partner with scho

ol community members to promot

e student learning

.

ISLLC 4Strand

1

•Collaborate with families

ISLLC 4Strand

2

•Collaborating and responding to diverse communities

ISLLC 4Strand

3

•Mobilizing community resources

Responsibility 7Partnering with the

school community to promote student

learning.

Responsibility

7Engagi

ng Communities



Authority

Closing

the Achievement Gap

Responsibility

8Closing the

achievement

gap



Authority

NASSP 21st Century Skills

1. Setting Instructional Direction

2. Teamwork

3. Sensitivity

4. Judgment

5. Results Orientation

6. Organizational Ability

7. Oral Communication

8. Written Communication

9. Developing Others

10. Understanding Own Strengths and Weaknesses

Creating A Culture

EnsuringSafety

PlanningWith Data

AligningCurriculum

ImprovingInstruction

Richard Elmore states that “Elected officials…generate electoral credit by initiating new ideas, not by making the kind of steady investments in people that are required to make the educator sector more effective.

Do you believe that this is another example of that? Why or why not?

I now care much less about what people say they believe, and much more about what I observe them to be doing and their willingness to engage in practices that are deeply unfamiliar to them.

Richard Elmore

How can a superintendent support principals who are nudging their teachers into the uncomfortable world that is “deeply unfamiliar to them?”

sb 6696

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