Download or read book Principals Experiences Adapting to a New State mandated Administrator Evaluation Process written by Kathleen Ann Teed Ramirez and published by . This book was released on 2016 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the early stages of Michigan’s enactment of new educator evaluation statutory requirements, there is an opportunity to examine the readiness of Michigan’s principals to adapt to the new evaluation models and processes by engaging a sample of administrators who are in the process of adapting to both new teacher and new administrator evaluations. We can potentially get out in front of emerging patterns of impeding factors and reinforce enabling factors that impact the adaptation and transition process and impinge upon the potential for enactment of new educator evaluation models and processes to actually result in acceleration of the growth and success curve for students. The purpose of this phenomenological study was to describe the experiences of 12 principals, as players in the work of school reform and renewal, and how they have experienced the shift from static and disjointed educator evaluation models to a model that is framed around growth, development, and research, and is evidence-based. Specifically, this study was designed to give voice to principals, as full partners in the pursuit of continuous growth and improvement, and how they are actually experiencing these performance evaluation systems and what the shift to one of the new systems means to them. This study desired to understand and gain a deeper understanding of the readiness of principals and their need for ongoing engagement with the evaluation tool to become better able to connect the performance indicators with their day-to-day work. In essence, principal performance evaluation and feedback is one means by which principals could receive valuable guidance and support for their growth and development in the role of an Instructional Leader. This study revealed that participants wanted to be the best instructional leaders to impact their teachers, students, and the whole school community. The participants in this study vocalized the need for further training and coaching, but it must come from a supervisor or coach who has been trained and has a working knowledge of the adopted evaluation tool. Principals are the fulcrums of all school improvement efforts and deserve a performance review process that not only utilizes a research-supported and well-vetted performance review instrument, but also utilizes a process where they can concentrate on a few high-priority performance growth areas at one time.
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 Evaluation Based Leadership written by Naftaly S. Glasman and published by SUNY Press. This book was released on 1986-01-01 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: An important contribution to the literature in administration, Evaluation-Based Leadership moves school leaders and decision-makers toward a new model of operation rooted in evaluation. Responding to the current increased national and local concern for effective schools, Glasman's work suggests a move toward an innovative paradigm that will help both inservice professionals and future administrators view their responsibilities with heightened insight and renewed initiative. Through his analysis Glasman integrates important theoretical research and practical considerations with a special emphasis on the role of the school principal as one whose work can enhance student achievements.
Download or read book Principals Improving Instruction written by Michael DiPaola and published by IAP. This book was released on 2013-05-01 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: This work integrates the core instructional leadership tasks of all principals: supervision, evaluation, and professional development. The text demonstrates a hands-on approach grounded in sound theory and rigorous research. It provides both a conceptual frame and realistic exercises that today’s principals and supervisors can use to improve their practice. The book highlights observation tools that focus on high-yield instructional strategies. Principals and supervisors are encouraged to collect data in classrooms and provide this instructional feedback so together with teachers they can reflect and identify areas for growth. The models of supervision, evaluation, and professional development are research-based and are consistent with contemporary challenges that confront principals and others committed to improving instruction.
Download or read book Principals Perceptions of the National Board Certification Process for Administrators written by Wendolyn Conner-Knight and published by . This book was released on 2014 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research has indicated that the role of the principal as an instructional leader has come to the forefront as the school leader is an influential factor in student achievement and school improvement. Understanding the impact instructional leaders have on student achievement, reform efforts have focused on the preparation of school leaders to effectively transform 21st-century schools into high performing learning organizations by calling for higher standards for principals and more rigorous means of credentialing principals. In the effort to improve school leadership, the National Board for Professional Teaching Standards (NBPTS) began implementation of National Board Certification for Education Leaders (NBCEL), a research-based, nationwide advanced certification for principals. This phenomenological study was undertaken to uncover the perceptions and experiences of principals who participated and completed the pilot for NBCEL. Qualitative methods of in-depth interviewing, on-site observation and artifact collection were used to collect data from 10 principals who comprised this study. An analysis of interview data revealed five themes with corresponding subthemes regarding how principals described their experience of participation in the NBCEL pilot. The five major themes that emerged were (a) motivation, (b) reflection, (c) transformation, (d) validation, and (e) overall experience. This qualitative phenomenological study provided insight into the perceptions and experiences of NBCEL for administrators. This study was significant to education stakeholders interested in developing a national certifying credential, understanding principals' reflection and transformational learning, and improving the states' effectiveness models and current evaluation models for school administrators. The study will aid universities in preparation programs for school administrators. It may also serve as a premise for future support through funding, mentoring, and professional development. Recommendations of this study included (a) creating additional professional development opportunities that focus on growth for principals in the areas of instructional leadership; (b) developing and expanding course work in principal leadership preparation programs, training, and evaluation to include Standard V, Culture; (c) incorporating the Accomplished Principal Standards in the design of principal effectiveness models; (d) utilizing the surveys from the National Board to strengthen the state's educator effectiveness model; (e) adding a reflective task performance component to the state's evaluation process for educational leaders; (f) encouraging participation in programs that allow the entire school faculty to participate in professional learning communities; (g) increasing crucial conversations that center around professional growth and evidence of practice; and (h) establishing benchmarks and observation tools to monitor growth, and strengths and weaknesses.
Download or read book Principals of Dynamic Schools written by Ellen B. Goldring and published by Corwin. This book was released on 1993-07-27 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores the new roles required of principals of dynamic schools. The first chapter examines the following forces that shape principals' activities: teachers are becoming teacher-leaders; parents are more vocal and action-oriented advocates; student bodies are more diverse; the social and technological contexts of schools are more complex; and state and federal reform mandates are setting priorities. Chapter 2 develops the image of a dynamic school as the place where "principals-in-charge" work and describes the characteristics that define this type of principal. The next three chapters examine new roles for principals-in-charge: those of facilitator, balancer, and flag bearer and bridger. Respectively, these chapters: discuss the professional relationships that principals-in-charge develop to facilitate teacher leadership in dynamic schools; discuss how the principal-in-charge negotiates within the system hierarchy, and develop cooperative relationships with their superiors; and show how the principal-in-charge takes on the role of entrepreneur for the school in the community. Chapter 6 and 7 offer new approaches to assessing and preparing the principal-in-charge, pointing out that dynamic schools are evaluation-minded schools and discussing ways of enabling principals to maintain their momentum of continuous growth. The role of the principal-in-charge as a leader of change is discussed in the final chapter. Each chapter introduces a scenario that depicts the principal-in-charge of a dynamic school, presents empirical data and supporting literature, and offers chapter highlights. The appendix describes the methods used in the Classroom Alternative Process (CAP) study, the Least Restrictive Environment (LRE) study, the case study for the Coalition of Essential Schools, and the High School and Beyond (USDE, 1984) data set. (Contains 216 references.) (LMI)
Download or read book Principal Peer Evaluation written by Libia S. Gil and published by Corwin Press. This book was released on 2001-06-21 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents a framework for administrator peer evaluation within school districts that is already at work and succeeding. The evaluation design emphasizes results, promotes professional growth and development, models expectations for students and teachers, and meets Interstate School Leaders Licensure Consortium standards. Chapter 1 highlights the historical context for challenging the status quo of a school district and moving to a different level of professional engagement. Chapter 2 describes the genesis of a peer-evaluation concept for principals. A framework for student-based decision making is also outlined in this chapter. Chapter 3 documents the process of establishing a new format for the evaluation process. Chapter 4 contains crucial information for school districts seeking a model and describes the process of creating continuum-based principal performance and leadership standards. Chapter 5 contains a summary of progress, a view to the future, an examination of unresolved challenges, and the identification of future opportunities that will fuel efforts as the leadership role is redefined. Insights from principals' perspectives are also provided in this chapter. Appendix A contains a copy of the article, "Principals Evaluating Peers," in which the early phases of establishing the principal peer-evaluation process are described and its strengths and weaknesses identified. (RT)
Download or read book The Principal Evaluation Process written by Jennifer Lynn Bethman and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The study found that for the evaluation process to be meaningful the principals needed to be able to trust their evaluator and feel supported. The collaborative structure of the evaluation process was also important to the principals. The relationship developed between the principal evaluator and principals working in the collaborative setting allowed for principals to take what they learned from working with their evaluator and apply it to their work with teachers.
Download or read book Improving Teaching through Observation and Feedback written by Alyson L. Lavigne and published by Routledge. This book was released on 2015-02-11 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: In response to Race to the Top, schools nationwide are rapidly overhauling their teacher evaluation processes. Often forced to develop and implement these programs without adequate extra-institutional support or relevant experience, already-taxed administrators need accessible and practical resources. Improving Teaching through Observation and Feedback brings cutting-edge research and years of practical experience directly to those who need them. In five concise chapters, Thomas Good and Alyson Lavigne briefly outline the history of RttT and then move quickly and authoritatively to a discussion of best practices. This book is a perfect resource for administrators reworking their processes for new evaluation guidelines.
Download or read book A Principal s Guide to Special Education 3rd Edition written by David F. Bateman and published by Council For Exceptional Children. This book was released on 2014-01-01 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: An essential handbook for educating students in the 21st century, since its initial publication A Principal's Guide to Special Education has provided guidance to school administrators seeking to meet the needs of students with disabilities. The third edition of this invaluable reference, updated in collaboration with and endorsed by the National Association of Elementary School Principals and the National Association of Secondary School Principals and incorporating the perspectives of both teachers and principals, addresses such current issues as teacher accountability and evaluation, instructional leadership, collaborative teaching and learning communities, discipline procedures for students with disabilities, and responding to students' special education needs within a standards-based environment.
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 A Study of the Effect of a New Teacher Evaluation Policy on the Work of the High School Principal written by Chad A. Higgins and published by . This book was released on 2017 with total page 99 pages. Available in PDF, EPUB and Kindle. Book excerpt: Public schools are arguably the most diverse and challenging organizations to lead due to the vast number and type of stakeholders as well as the vulnerable clientele within. The continually rising demands of leading public schools is both rewarding and exhausting. The purpose of this study was to learn about how principals perceive their workload, additional requirements, and develop strategies to effectively implement and manage a new mandate. The study used a new teacher evaluation requirement as the new mandate that has the potential to increase the overall workload of the high school principal. The school principal, historically, has been the person tasked with taking on additional duties in order to allow teachers to spend their time focusing on classroom instruction. However, over time, an expectation of instructional leadership has been added to the principal's job requirements. This basic qualitative study was conducted across a diverse range of high schools across Kansas. Twelve high school principals were purposefully selected to represent schools of various sizes, differing current and previous evaluation models, and varied amounts of administrative experience. A conceptual framework consisting of contingency theory and open systems theory was used to examine the phenomenon. Interview data was coded and analyzed and, as themes emerged, three major findings were developed. First, principals recognized and expressed frustration in the difference between what they were expected to do and what they were able to do as a school leader. Second, a number of challenges prevented principals from implementing the new evaluation process with fidelity. Finally, principals shared the strategies they developed to address challenges and survive in their role. It was clear that if teacher evaluations are to be completed as intended, a systemic change in either the leadership structure of schools or in the framework of the evaluation model will have to take place.
Download or read book Improving Teaching Through Observation and Feedback written by Alyson Leah Lavigne and published by . This book was released on 2015 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Balanced Leadership Framework Connecting Vision with Action written by Tim Waters and published by . This book was released on 2000 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Evaluating Teachers And Administrators written by George B. Redfern and published by Routledge. This book was released on 2019-04-05 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: Stressing the importance of using evaluation as a means to improve teacher and administrator performance, Dr. Redfern provides a practical guide to conducting an evaluation and using its results. He thoroughly describes the anatomy of the evaluation process, outlines the materials needed, and covers such often-neglected topics as evaluation of substandard performance, assessment of the performance of administrators and supervisors, evaluation as an administrative tool in education management, and the potential pitfalls inherent in the evaluation process. The book closes with detailed suggestions for developing or revising programs for personnel evaluation.
Download or read book Developing Excellent School Principals to Advance Teaching and Learning written by Paul Manna and published by . This book was released on 2015 with total page 81 pages. Available in PDF, EPUB and Kindle. Book excerpt: "School principals are 'invaluable multipliers of teaching and learning in the nation's schools,' according to this report by political scientist Paul Manna, but to date it's been unclear what state policymakers could do to boost their effectiveness. Drawing from sources including the experiences of states that have focused on developing stronger principal policy, this report aims to fill that gap by offering guidance in the form of three sets of considerations for those who want to take action. The first is an appraisal of the principal's current status on the list of state priorities and the rationale for placing the principal higher on the agenda, such as the fact that principals can have a powerful effect on the classroom. The second is an examination of six policy levers that states can pull: Adopting principal leadership standards into state law and regulation; Recruiting aspiring principals into the profession; Approving and overseeing principal preparation programs; Licensing new and veteran principals; Supporting principals' growth with professional development; and Evaluating principals. The third is an assessment of four important contextual matters for the state: its web of institutions responsible education governance and the interaction among them; its diversity of urban, suburban and rural locales; its capacity, along with the capacities of its communities, to carry out new policies; and its mandates already affecting principals. The report emphasizes that every state faces a unique blend of educational, political and financial circumstances and that, therefore, each state's approach should fit its needs and particularities. 'There is not a cookbook recipe for policy development or implementation that will work equally well in all states,' it says. 'State and local adaptations will be necessary. Still, there are some useful places for all states to start, regardless of their current conditions''--Publisher's description.
Download or read book SB 191 an Overview to Implementing Effective Evaluation written by Jeffrey Roberts and published by . This book was released on 2013-10-10 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt: School leadership ranks second only to classroom instruction among school-based factors that influence student achievement, according to Wallace Foundation research. Many of the things that happen inside school buildings, when examined separately, affect learning in small ways. But a strong principal can create an environment in which individual factors have a synergistic effect when blended, producing considerably better results.Recognizing the importance of school leadership, federal and state policymakers a few years ago began to push for reforms aimed at ensuring that each public school has an effective principal. The Colorado General Assembly passed legislation in 2010 that thoroughly overhauled the evaluation process for both principals and teachers. The bill was designed to increase educator effectiveness by making evaluations more meaningful and the feedback from them more useful, with the end goal of improving student achievement. SB 10-191 goes into effect statewide in the 2013-14 school year and requires that at least half of a principal's evaluation be based on the academic growth of students in that principal's school and that at least half of a teacher's evaluation be based on the academic growth of his or her students. The remaining portions measure how well they meet the new standards that define what it means to be an effective principal or teacher. The law also mandates that evaluations be conducted annually, promotes new opportunities for professional development and requires that teachers and principals be rated in one of four categories: highly effective, effective, partially effective or ineffective. To get or keep non-probationary status (tenure), teachers must show that they are effective or better.This issues brief from the Colorado Association of School Executives (CASE) is the first in a series of briefs that will begin to explain the new rules and how they are being implemented. The paper focuses on how principals are to be evaluated. It also provides an overview of the new law, some history behind the legislation and a short guide to similar reforms in other states. In addition, it offers some perspective and advice from administrators in Colorado school districts that are piloting the revamped system.
