Download or read book District Leadership for Effective Principal Evaluation and Support written by Steven M. Kimball and published by . This book was released on 2015 with total page 22 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research demonstrating principals' impact on student learning outcomes has fueled the shift from principals as facilities managers to an emphasis on instructional leadership (Hallinger & Heck, 1996; Leithwood, Louis, Anderson, & Wahlstrom, 2004; Marzano, Waters, & McNulty, 2005). Principals are under increasing pressure to carry out effective instructional leadership practices, including those needed to adopt college- and career-ready standards and more comprehensive teacher evaluation approaches. To improve instructional leadership performance, districts are stepping up principal support and oversight by increasing the focus of principal supervisors on principal evaluation and school leadership support functions (Canole & Richardson, 2014; Corcoran, Casserly, Price-Baugh, Walston, Hall, & Simon, 2013; Honig, 2012, 2013; Honig, Copland, Rainey, Lorton, & Newton, 2010). Teacher Incentive Fund (TIF) sites, like many schools and districts nationwide, are implementing new principal evaluation systems intended to be meaningful for both accountability and leadership improvement purposes. We explore in this brief how four TIF grantees are: 1. Training principal evaluators and monitoring principal evaluations to promote rating accuracy and improved performance feedback; 2. Using principal evaluation processes and measures to support principal professional learning and performance; and 3. Providing other supports for principals to improve their leadership. The grantees featured include Broward County School District, Miami-Dade County School District, two districts participating in the Ohio TIF project, and Denver Public Schools. We begin with a brief review of literature about supporting principal evaluators and using evaluation to support principal development. We then provide a summary of each site's evaluation process and describe how the four sites support principal evaluators and principal performance improvement. The brief concludes with questions current and future TIF grantees should consider as they reflect on how their systems are working or plan changes to better support principal supervisors and principals in order to improve supervision and instructional leadership. Principal Evaluation System Summaries are appended.
Download or read book Principal Evaluation written by James H. Stronge and published by ASCD. This book was released on 2013-03-11 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: Effective principals run effective schools--this much we know. Accurately measuring principal effectiveness, however, has long been an elusive goal for school administrators. In this indispensable book, author James H. Stronge details the steps and resources necessary for designing a comprehensive principal evaluation system that is based on sound research and established best practices. Here you'll find everything you need to thoroughly assess principal performance, including * An in-depth analysis of research findings related to principal evaluation. * A set of seven field-tested and research-based principal performance standards. * Detailed indicators for each standard that describe the principal's duties and expected level of performance. * A four-point performance appraisal rubric for each standard. * Forms and checklists for use in compiling evidence of performance and completing evaluations. * A step-by-step guide to planning, designing, implementing, and troubleshooting a successful evaluation system. If there's a new principal evaluation system rolling out in your school or district, or if your administration is planning to build one, Principal Evaluation: Standards, Rubrics, and Tools for Effective Performance is essential for ensuring that the system is accurate, fair, and effective.
Download or read book What Do Effective District Leaders Do written by Katie Hornung and published by . This book was released on 2014 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the wake of the Common Core State Standards and teacher evaluation reform, school leaders increasingly look to district leaders for support, coaching, and leadership. District leaders--superintendents, assistant or area superintendents, specialists, principal supervisors, and school business administrators--can hold varying and multiple roles in the district. Reform of district leader evaluations has lagged behind that of teachers and principals, but creating evaluations that accurately reflect district leader responsibilities is of critical importance. Reform of district leader evaluations is an emerging issue, and the research and policy base needed to inform this effort is limited. That said, more organizations, including the National School Boards Association and the American Association of School Administrators, are increasingly investing resources to think more deeply about district evaluation, and new resources and research may be forthcoming. In addition, the strategies used and the lessons learned from states and districts that have already begun this work, as well as teacher and principal evaluation reform, can help inform states and districts that are just beginning to engage in this area of reform.This Policy Snapshot explores district leadership evaluation in the context of state policy and provide information that governors, state legislatures, state boards of education, and state education agencies may wish to consider when designing and implementing evaluation systems for superintendents and other district leaders. This brief is divided into two sections: (1) Defining effective district leadership: What do effective district leaders do?; and (2) Setting evaluation policies for district leaders: What strategies can states use? This brief highlights existing evaluation policies as examples to illustrate the strategies in practice. the authors offer these examples to inform state's policy and legislative deliberation, but they do not endorse any of the programs featured.
Download or read book Blended Coaching written by Gary Bloom and published by Corwin Press. This book was released on 2005-06-01 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: Support new and veteran principals through coaching-based professional development! How can a coach support a school leader in mastering the professional and emotional challenges of school leadership in a manner that has a positive impact on students? This book provides practical skills and strategies for leadership coaching explicitly tied to the needs of principals and other school leaders. An indispensable resource for improving principal retention, teacher satisfaction and student achievement, this ready reference contains: Real-life examples Reflective prompts Practical exercises Comprehensive resources, including worksheets, sample forms, and assessments
Download or read book Principal Evaluation written by James H. Stronge and published by ASCD. This book was released on 2013 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: James H. Stronge's latest book offers a detailed framework for principal evaluation based on copious research and extensive field work. The book includes a comprehensive set of standards as well as rubrics, forms, and resources for use from the design stage through to implementation and beyond.
Download or read book District Leadership That Works written by Robert J. Marzano and published by Solution Tree Press. This book was released on 2009-11-01 with total page 297 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bridge the great divide between distanced administrative duties and daily classroom impact. This book introduces a top-down power mechanism called defined autonomy, a concept that focuses on district-defined, nonnegotiable, common goals and a system of accountability supported by assessment tools. Defined autonomy creates an effective balance of centralized direction and individualized empowerment that allows building-level staff the stylistic freedom to respond quickly and effectively to student failure.
Download or read book Tackling New Initiatives written by Douglas R. Christensen and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: School district central offices have increasingly been identified as important actors in the implementation of new education policy initiatives. This qualitative case study focuses on the ways in which the central office in a mid-sized school district supported school principals in implementing newly adopted teacher and principal evaluation criteria. The study examined how the school district's central office supported principals in their planning, preparation, and implementation of the new teacher and principal evaluation system (TPEP) in Washington State. Two research questions guided the completion of this research study: (a) What types of activities took place between the central office and the principals; and (b) Did the principals perceive these activities as helpful to their pursuit of effective implementation of the TPEP initiative in their school buildings? The findings highlight the importance of central office administrators as boundary spanners in supporting the principals' development as leaders who have the capacity to enact the new evaluation criteria. Two themes emerged from interviews, observations and the review of documents. First, the use of existing district structures and relationships to support implementation at the school level was vital to the successful adoption of the evaluation criteria. This included working together as partners during the implementation and using common language from previous work within the district to achieve broadly shared understanding of the evaluation requirements. The second theme highlighted the importance of central office administrators providing everyday support to school principals. Everyday support included providing meaningful professional development; engaging in regular meetings; working and learning with the school administrators; and engaging in constant, consistent communication about the implementation of the policy. Collectively, the findings highlight how important it is that central office administrators consistently review their leadership practices with principals to ensure that they are providing meaningful structures and support. Further research on the ways in which central office administrators support principals is needed. In particular, research that focuses on how central office administrators measure their own practices relative to principal needs is urgently needed. Such consideration is particularly important as new policy initiatives demand that central office administrators create and establish effective support for school principals.
Download or read book Principal Evaluation written by and published by . This book was released on 2012 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strong principal leadership is critical in establishing and maintaining effective elementary schools. However, evaluation methods to measure elementary principal effectiveness still lack in development and consistency. The complexity of the principal role makes it difficult to align evaluation processes to desired research based effective principal behaviors, and, unfortunately, principal evaluation is still a much underdeveloped topic in educational research. States and districts need to critically address principal evaluation practices and create systems that accurately measure principal performance and support principals in their professional growth. This qualitative study sought to better describe the status of current elementary school principal evaluation procedures and identify how elementary school principals perceive evaluation procedures support improvement of their leadership effectiveness. Interviews of 10 elementary school principals representing different school districts within Southern California served as the primary source for data collection. Additionally, principal evaluation instruments, district documents, websites, demographic data, and field notes supported this inquiry. A constant comparative method helped the researcher to organize and analyze data. The study describes the status of current elementary school principal evaluation procedures in 10 districts. Specifically, the study reports on processes and tools used in principal evaluation systems, the degree to which current principal evaluation practices align across districts, how practices align to research on effective leadership practices, and the degree to which elementary school principals perceived evaluation procedures influenced or supported improvement of their leadership effectiveness. Findings suggest that policies and practices across districts varied, principals did not feel that current evaluation practices influenced their leadership, and participants had little input into the development of the evaluation tool used by their districts. Data also point to the need for evaluation processes that focus on building trust between principals and supervisors, a desire for greater visibility of evaluators, and a need for ongoing and specific feedback regarding their performance. Participants' other suggestions for improvement included building relationships and trust, providing more formative feedback, engaging in regular conversations about leadership, visiting schools more often, being consistent in completion of evaluations, and aligning professional development to expectations. Study results support the need to revise and align current evaluation practices with established research on effective leadership behaviors. Processes and tools need to be consistent, and impact principal behaviors. Principals need to feel valued and have confidence in receiving beneficial feedback about their performance.
Download or read book Evaluating Instructional Leadership written by Julie R. Smith and published by Corwin Press. This book was released on 2015-02-19 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improve Principal Evaluation And Create Highly Effective Leaders! Behind every high-quality principal is an airtight system of leadership evaluation that consistently rewards excellence and remedies deficits. While teacher evaluation methods have improved, instructional leadership evaluation has often stood still—and student learning and achievement have paid the price. This book offers clear solutions to these and related problems. Application of its ideas will ensure high quality leadership in the principal’s office year after year. Content includes: Extensive data, presented in a user-friendly manner Clear connections to the ISLLC Standards for School Leaders A suite of interactive tools, including sample self-assessments, mid-year and final evaluation forms, and professional growth plans
Download or read book Leadership Teaming written by Cathie E. West and published by Corwin Press. This book was released on 2009 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ideal for new or experienced school and district administrators, this book shows how to develop a strong superintendent-principal partnership. Written by a principal and a superintendent with decades of experience, this resource provides strategies for effective leadership, communication, and collaboration, and includes Both the principal's and the superintendent's perspectives on issues such as performance expectations and characteristics of quality teams, Critical experience- and research-based team components, Stories from the field about successful principal-superintendent teams, Reflective questions, summaries, and other tools to help readers apply the principles and strategies to their own practice. Use these practical and proven approaches to create a healthy school/district culture and promote mutually supportive professional relationships. Book jacket.
Download or read book Good Principals Good Schools written by Charles H. Slaughter and published by . This book was released on 1988 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Final Piece written by Lee A. Westberry and published by Rowman & Littlefield. This book was released on 2020-12-15 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: In The Final Piece: A Systems Approach to School Leadership, the author addresses the need for systems planning in school administration in an effort to assist principals and district leadership in the face of changing demands. The Final Piece is the follow up to Putting the Pieces Together: A Systems Approach to School Leadersip. The second book describes the last two of the four major systems needed for effective school leadership: Student Support and Culture. This bookwill not only outline these systems and all of their component parts but will provide a “how to” approach to develop each system. In addition, a system for progress monitoring will be described and explained. Materials, such as forms, will be provided throughout as well as questions at the end of each chapter for reflection and planning. Creating these systems not only makes a principal’s job more manageable, thus preventing burnout, but also helps to put the focus where it belongs. Aspiring leaders, sitting principals and district officials will benefit from this system design in order to maximize effectiveness, teacher satisfaction, and student achievement.
Download or read book Improving Instruction Through Teacher Evaluation written by Christopher Clark and published by . This book was released on 2019 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent decades, changes to federal and state accountability policy and related teacher evaluation systems occurred in the United States with minimal input from two of the largest groups of stakeholders impacted: principals and teachers. For this case study, I explored principals' and teachers' perceptions of their experiences with the Texas Teacher Evaluation and Support System (T-TESS), specifically the role of leadership practices and use of the evaluation rubric as a policy tool within an evaluation process. The study took place at one elementary school. Teachers perceived the evaluation process as carrying out its intended purpose of improving instruction through professional growth. Principals and teachers viewed the teacher evaluation system and the teacher evaluation rubric, a policy tool designed to facilitate and inform the processes and practices used to improve instruction in their districts and schools, as effective. Important district-level decisions also impacted how principals and teachers perceived the T-TESS. District-level decisions included policy related to frequency of required observations, methods of including student performance data, decisions related whether to issue a single rating or multiple ratings, and evaluation of specialized teachers. School-based leadership behaviors and practices were also found to influence teachers' perceptions related to the effectiveness of teacher evaluation which included a focus on school culture, leadership style employed, evaluation training, and use of the evaluation rubric. The findings of this study have implications for policy decisions, district-leadership decisions, and school-based leadership practice related to teacher evaluation, both in Texas as well as the nation.
Download or read book Exploring Principal Development and Teacher Outcomes written by Peter Youngs and published by Routledge. This book was released on 2020-12-29 with total page 237 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited volume examines innovative ways of preparing, supervising, and evaluating principals and explores factors that promote effective leadership practices. Chapter authors consider how principals’ leadership practices affect teachers’ instruction, satisfaction, commitment, retention, and effectiveness, and present evidence that principals can influence key student outcomes as well. Covering topics such as school leaders’ use of time, their efforts to reduce implicit bias, how leadership practices are associated with teachers’ workplace attitudes, leadership and student achievement, and how school leaders can best be supported under new federal legislation, this volume is a “must read” for educational leadership and policy faculty, school and district administrators, and researchers committed to promoting effective principal leadership.
Download or read book Learning Opportunities for Principals written by Lee A. Westberry and published by Rowman & Littlefield. This book was released on 2022-06-06 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: School principals must continue to learn and grow in their positions, as societal demands and accountability measures keep changing. Principals have become inundated with increased responsibilities often without the benefit of continued learning opportunities. Too often, district personnel are not equipped to provide the learning needed in order to support school administrators. Learning Opportunities for Principals: Methods for Meeting the Needs of Today’s Administrators is a compilation of best practices to support principal learning to include “how to” design and implement learning prospects that will not only help school administrators, but also district personnel. Learning opportunities include communities of practice, mentoring programs, coaching, and the like. Many districts have programs in place, but they do not attain the desired results because of the program design and readiness of staff. Each chapter will explain how to design an effective program and will also outline the district’s responsibility in the learning. With effective programs, principals’ burnout will be decreased, which minimizes turnover in leadership. All of which will impact student achievement results.
Download or read book Qualities of Effective Principals written by James H. Stronge and published by ASCD. This book was released on 2021-04-28 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt: What does it take to be a good school principal? No two principals work exactly the same way, but research shows that effective principals focus on a core set of factors critical to fostering success among all students. In this second edition of Qualities of Effective Principals, James H. Stronge and Xianxuan Xu delineate these factors and show principals how to successfully balance the needs and priorities of their schools while continuously developing and refining their leadership skills. Throughout the book, the authors provide practical tools and extensive research that will help principals * Assess, exhibit, and harness instructional leadership to meet a school's goals. * Foster and sustain an effective school climate for learning. * Select, support, and retain high-quality teachers and staff. * Manage school resources effectively and efficiently. * Create, maintain, and strengthen internal and external community relationships. * Define their role in student achievement. This book also includes practical skills checklists, along with quality indicators and red flags for effective leadership. Qualities of Effective Principals, 2nd Edition, is an excellent resource for both experienced and new principals committed to developing and leading strong schools that help all students succeed.
Download or read book Impact Through Partnership How District Central Offices Can Foster Principals Development as Effective Instructional Leaders Through Systems of Support Development and Accountability written by Jessica D. Rose and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Public schools in the United States have not historically nor do they currently serve all students excellently and equitably. Principals are key stakeholders in educational transformation as the second most impactful in-school factor in student achievement and as the leaders of learning in over 98,000 schools across the country. Their role has shifted considerably over the past twenty years to include instructional leadership as well as building management. Most principals are not fully prepared through pre-service training, and district central offices are increasingly re-defining their role to include the continued development of school leaders. While many types of support are utilized to help school leaders grow, principal evaluation has garnered considerable attention in the past decade. Research reveals that evaluation, like many supports, is not being effectively implemented in ways that are helpful to principals or impactful on their practice. My work in a Massachusetts district began as building a principal evaluation system but morphed to focus on developing individualized supports to principals. In the capstone that follows I describe the evolution of the project and lessons learned, particularly concerning the relationship between district central office and school leaders and how one might leverage that partnership for school and district improvement.
