The Francis J. Cheney Educational Leadership
Spring Breakfast Conference
The Principal APPR:
Evidence Based Leadership
to Meet and Exceed the
Advisory Team Members:
Kevin P. Mack, Ed.D.
Educational Leadership Department
, SUNY Cortland
Katrina Bratge, Ph.D.
Educational Leadership Department
, SUNY Cortland
Gary Astles,
Retired Middle School Principal-
-Trumansburg CSD
Denise Cook,
Elementary School Principal
--Deposit Central School District
Jeffrey Evener,
Middle School Principal/Athletic Director-
-Groton CSD
Zane Mahar,
High School Principal-
-Sauquoit Valley Central School
Becky Marzeski,
Elementary School Principal-
-New Lebanon CSD
Barbara Phillips,
Race To the Top Network Team Coordinator-
-BT BOCES
Tom Turck,
Junior High School Principal-
-Homer Central School
Madalyn Stowell,
Asst. High School Principal-
-Auburn City School District
Educational Leadership Department’s Professional
Development Program Mission Statement:
“
Our mission is to create a learning
community for educational leaders which
enhances and supports the success of all
students and stakeholders through ongoing
professional development, refinement of
leadership skills, and networking.
”
Agenda:
8:00-8:30
Registration and Refreshments
8:30-8:40
Welcome and Introductions
8:40-9:40
Legal Underpinnings of the Principal APPR
9:40-9:55
Break
9:55-10:50
ISLLC Standards/Advocating Yourself While
Maintaining Focus on Student Learning
10:50-11:10
A Practitioner’s Perspective
ISLLC Standards
ISLLC Standards
ISLLC Standards
ISLLC Standards
ISLLC Standards
ISLLC Standards
How do you advocate for yourself while
maintaining a focus on student learning?
What evidence can you collect to
demonstrate effective leadership?
EngageNY.org
Jigsaw Activity:
Multidimensional Principal Performance Rubric
1. What features do you notice and can you share
about this domain of the document?
2. What evidence can you collect to demonstrate
effective leadership/focus on student learning
in this domain?
Jigsaw Activity:
• What features do you notice and can you share about this
domain of the document?
•
What evidence can you collect to demonstrate effective
leadership/focus on student learning in this domain?
Pink: Domain 1—Shared Vision of Learning
Orange: Domain 2—Social Culture and Instructional Program
Yellow: Domain 3—Safe, Efficient, Effective Learning Environment
White: Domain 4—Community
Green: Domain 5—Integrity, Fairness, Ethics
Blue: Domain 6—Political, Social, Economic, Legal and Cultural Context
Questions?
A Practitioner’s Perspective
Dwight Pfenning, Ed.D.
Assistant Professor
Educational Leadership Department,
SUNY Cortland
•
Sustained Leadership/Professional Development
•
High Expectations for Teaching/Learning
•
Focused Accountability on Principals/Teachers
•
Opportunities for Improving Teaching/Learning
A
nnual
P
rofessional
P
erformance
R
eview
Common Threads
ISSLC Standards
Multidimensional Model
Marshall
Standard 1: An educational leader promotes the success of every student by facilitating the development, articulation,
implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.
Domain 1 – Shared Vision of Learning: An education leader promotes the success of every student by facilitating the development, articulation,
implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders
A. Diagnosis and Planning:
Team; Diagnosis; Gap; Mission; Target; Theory; Strategy; Support; Enlisting; Revision.
Standard 2: An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff
professional growth
Domain 2 – School Culture and Instructional Program: An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
B. Priority Management and Communication
Planning; Communication; Outreach; Follow-up; Expectations; Delegation; Meetings; Prevention; Efficiency; Balance.
Standard 3: An education leader promotes the success of every
Domain 3 – Safe, Efficient, Effective Learning Environment: An
C. Curriculum and Data
ISSLC Standards
Multidimensional Model
Marshall
Standard 4: An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.
Domain 4 – Community: An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.
D. Supervision, Evaluation, and Professional Development Meetings; Ideas; Development; Empowerment; Support; Units; Evaluation; Criticism; Housecleaning; Hiring.
Standard 5: An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.
Domain 5 – Integrity, Fairness, Ethics: An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.
E. Discipline and Family Involvement Expectations; Effectiveness; Celebration; Training; Support; Openness;
Curriculum; Conferences; Communication; Safety-net. Standard 6: An education leader
promotes the success of every
Domain 6 – Political, Social, Economic, Legal and Cultural
F. Management and External Relations Strategies; Scheduling; Movement;
ISSLC Standards
Vanderbilt
Reeves
Standard 1: An educational leader promotes the success of every student by facilitating the development, articulation,
implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.
Planning, Implementing, Supporting, Advocating,
Communicating, and Monitoring Student Learning
1.0 Resilience: Leaders in education bounce back quickly from adversity and stay focused on the vision of the organization. They bring
together people and resources with the common belief that the organization can grow stronger in tough times when it applies certain
knowledge, skills, and attitudes in the face of adversity.
Standard 2: An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff
professional growth.
Planning, Implementing, Supporting, Advocating,
Communicating, and Monitoring Rigorous Curriculum
2.0 Personal Behavior and Professional Ethics: Leaders in education demonstrate personal behaviors consistent with community values and morals. They keep
commitments, work with students, and act in service of the best interest of the students, staff, and community
Standard 3: An education leader promotes the success of every student by ensuring management
Planning, Implementing, Supporting, Advocating,
Communicating, and Monitoring
3.0 Student Achievement: Leaders in education make student learning their top priority. They direct energy and resources toward data analysis
ISSLC Standards
Vanderbilt
Reeves
Standard 4: An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.
Planning, Implementing, Supporting, Advocating,
Communicating, and Monitoring Culture of Learning and
Professional Behavior
4.0 Decision Making: Leaders in education make decisions based on the vision and mission using facts and data. They use a transparent process for making decisions and articulate who makes which decisions. The leader uses the process to
empower others and distribute leadership when appropriate.
Standard 5: An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.
Planning, Implementing, Supporting, Advocating,
Communicating, and Monitoring
5.0 Communication: Leaders in education understand communication as a two-way street. They seek to listen and learn from students, staff, and community. They recognize individuals for good work and maintain high visibility at school and in the community. Regular communications to staff and community keep all stakeholders engaged in the work of the school.
Standard 6: An education leader promotes the success of every student by understanding,
responding to, and influencing the
Planning, Implementing, Supporting, Advocating,
Communicating, and Monitoring Performance Accountability
6.0 Faculty Development:
Narrative: Leaders recruit, hire, and retain effective and highly effective teachers. In their efforts to retain effective and highly
Reeves
Reeves
7.0 Leadership Development: Leaders in education actively cultivate and grow other leaders within the organization. They also model trust, competency,
and integrity, which positively impacts and inspires growth in other potential leaders.
9.0 Technology: Leaders in education are technically savvy. They process changes and capture opportunities available through social networking tools and access and process information through a variety of online resources. They
incorporate data-driven decision making with effective technology integration to analyze school results. Furthermore, leaders develop strategies for coaching staff as they integrate technology into teaching, learning, and assessment processes
8.0 Time/Task/Project
Management: Leaders in education manage the decision making
process, but not all decisions. They establish personal deadlines for themselves and the entire
organization. Additionally, leaders understand the benefits of going
10.0 Personal Professional Learning: Narrative: Leaders in education stay
informed on current research in education and demonstrate their understanding. They engage in professional development opportunities that improve their personal professional practice and align with the needs of the school system. In addition,
ISSLC Standards
Marzano
Standard 1: An educational leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.
Domain 1: A Data Driven Focus on Student Achievement 1. Establishing Goals for Overall Student Achievement . 2. Establishing Goals for the Achievement of Individual students . 3. Progress monitoring for student
Achievement. 4.Progress Monitoring for Individual Student Achievement Goals . 5. Interventions to Help Students Meet Individual Achievement Goals
Standard 2: An education leader promotes the success of every
student by advocating, nurturing, and
sustaining a school culture and instructional program conducive to student learning and staff professional growth.
Domain 2: Continuous Improvement of Instruction
1. Providing a Clear Vision for Instruction. 2. Encouraging Teachers to Enhance Their Pedagogical Skills.
3. Awareness of Predominant Instructional Practices in the School. 4. Using Multiple Sources of Data for Teacher Evaluation. 5. Providing Teacher Professional
ISSLC Standards
Marzano
Standard 4: An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing
community resources.
Domain 4: Cooperation and Collaboration
1. Opportunities for Teachers to Observe and Discuss Effective Teaching. 2. Teacher Roles in Decision-Making Processes . 3. Teacher Collaboration About Common Issues. 4. Teacher and Staff Input. 5. Student and Parent Input .
Standard 5: An education leader promotes the success of every student by acting with
integrity, fairness, and in an ethical manner.
Domain 5: School Climate
1.Recognition as Leader. 2. Trust of Faculty and Staff. 3. Faculty and Staff Perceptions of School Environment. 4 Parent and Student Perceptions of School Environment. 5. Resource Management. 6. Acknowledging Success Standard 6: An education leader promotes the
success of every student by understanding,
Applying the ISSLC Standards
(An Example)
•
Evaluation Documents
•
Activities v. Standards
•
Evidence v. Events
Past Evaluation Instruments
(Other categories)
•
Leadership
•
Coping Skills
•
Organization Ability
•
Supervision of Staff
•
Delegation
•
Sensitivity
•
Educational Commitment
•
Communications
•
Personal Motivation
•
Revised Evaluation Instrument
ADMINISTRATIVE PERFORMANCE PLAN
For School Year /
Name: ____________________ Date: _______________
(Identify a minimum of three performance goals in addition to the personal professional development goal.)
PROFESSIONAL PERFORMANCE GOAL:
Align with Standard(s): 1 2 3 4 5 6
PROFESSIONAL PERFORMANCE GOAL:
Align with Standard(s): 1 2 3 4 5 6
PROFESSIONAL PERFORMANCE GOAL:
Align with Standard(s): 1 2 3 4 5 6
Code:
O - Outstanding
EE – Exceeds Expectations
ME – Meets Expectations
U – Unsatisfactory
ADMINISTRATIVE PERFORMANCE APPRAISAL For School Year /
Name: __________________ Date: SUMMARY OF RATINGS 0 EE ME U 0 EE ME U Standard 1 Standard 4 Standard 2 Standard 5 Standard 3 Standard 6
Standard 1: O EE ME U
An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.
Functions: A. Collaboratively develop and implement a shared vision and mission
B. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning C. Create and implement plans to achieve goals
D. Promote continuous and sustainable improvement E. Monitor and evaluate progress and revise plans
Supporting Evidence & Comments:
Standard 2: O EE ME U
An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
Functions: A. Nurture and sustain a culture of collaboration, trust, learning, and high expectations
B. Create a comprehensive, rigorous, and coherent curricular program
C. Create a personalized and motivating learning environment for students
D. Supervise instruction
E. Develop assessment and accountability systems to monitor student progress
Revised Evaluation Instrument/APPR
Implementation Issues
•
Defining Measurable Goals
•
Goals Related to Standard(s)
•
Professional Development
a.Standard Interpretation
b.Holistic Calibration
Race to the Top
Consolidations
Current Reality
SINI List
…unfortunately what we have in the effort to improve our schools will make
them more bureaucratic than they were before we started to reform them.
Federal and State bureaucracies are subsuming schools and the schools are
being transformed from community institutions into government agencies.
Schools are becoming more and more bureaucratic in the effort to make them
better. And I would argue that this is a
mistake
.
Transformational
vs
Transactional Leadership
by
Stephen R. Covey…
…without a clear picture of what kind of transformation is needed,
executives and their managers will tend to operate on
social
and
political
agendas
and
timetables.
The goal of transformational leadership is to ‘transform’ people and
organizations - to change them in mind and heart; enlarge vision, insight
and understanding; clarify purposes; make behavior congruent with beliefs,
principles and values.
In his
New York Times
article
Shame Is Not The Solution
Bill Gates writes…
Many districts and states are trying to move toward better personnel systems
for evaluation and improvement. Unfortunately, some education advocates in
New York, Los Angeles and other cities are claiming that a good personnel
system can be based on ranking teachers according to their “value
-
added rating”
-
a measurement of their impact on students’ test scores –
and publicized the
names and rankings online and in the media. But shaming poorly performing
A major Study from the National Research Council says that the reliance on
test-
based incentives doesn’t work.
What gives me optimism is to know as a historian that the corporate
reform movement and the testing mania are going to end. These ideas
advance a narrow behaviorist agenda, not the needs of the 21
stcentury.
They do not promote the critical thinking, the innovative ideas, required for
the future.
History will not look kindly on those who supported the retrograde ideas of
the current era.
Changing the Poisonous Narrative
Given the current realities, how do we continue to
focus on student learning and achievement?
Be sure you are right.
Work with the greatest of care.
Give your best.
Your students are depending on you
for their future.
