District Leadership for Effective Principal Evaluation and Support PDF Download

Author: Steven M. Kimball
Publisher:
ISBN:
Category :
Languages : en
Pages : 22

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Book Description
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.

Author: James H. Stronge
Publisher: ASCD
ISBN: 141661561X
Category : Education
Languages : en
Pages : 171

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Book Description
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.

Author: Katie Hornung
Publisher:
ISBN:
Category :
Languages : en
Pages : 10

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Book Description
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.

Author: Robert J. Marzano
Publisher: Solution Tree Press
ISBN: 1935542362
Category : Education
Languages : en
Pages : 297

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Book Description
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.

Author: James H. Stronge
Publisher: ASCD
ISBN: 141661527X
Category : Education
Languages : en
Pages : 171

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Book Description
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.

Author: Douglas R. Christensen
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Book Description
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.

Author: Meredith I. Honig
Publisher:
ISBN: 9781682534656
Category : Education
Languages : en
Pages : 0

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Book Description
Supervising Principals for Instructional Leadership specifies the conditions that district leaders can create to help principal supervisors take a teaching and learning approach to their work. Based on their extensive research in district central offices, Meredith I. Honig and Lydia R. Rainey show how supervisors can most effectively support principals in becoming instructional leaders and developing the capacity to lead their own learning. "Supervising Principals for Instructional Leadership is a brilliant, inspiring, clear book that nails what it means to supervise school leaders for growth and helps the reader reimagine the role of the central office. Read this book, and use it immediately!" --Michael Fullan, professor emeritus, Ontario Institute for Studies in Education, University of Toronto "What does it look and sound like to support principals to lead learning? Honig and Rainey share their research-and-practice-tested wisdom, which combines the imagination to break free of conventional supervision with clear examples of what to do and what not to do, and a bundle of tools to make it happen." --Elizabeth A. City, senior lecturer on education, Harvard Graduate School of Education "For too long the work of principal supervision has been a black box; Honig and Rainey open up that box and provide practical steps for system leaders to take to support principals so that instruction improves for every child in every school. Their systemic approach is a must-read for any public education leader." --Joshua P. Starr, chief executive officer, PDK International "This finely crafted book about a critical school improvement problem is guided by a strong theory, builds on an impressively rich body of evidence, and includes many practical illustrations of the guiding theory in action. District leaders aiming to improve instruction in their schools will find much of value to their efforts in this text." --Kenneth Leithwood, emeritus professor, Ontario Institute for Studies in Education, University of Toronto Meredith I. Honig is a professor of Education Policy, Organizations, and Leadership at the University of Washington, Seattle. Lydia R. Rainey is a research scientist at the University of Washington, Seattle, and the director of research for the District Leadership Design Lab.

Author: Paul Bambrick-Santoyo
Publisher: John Wiley & Sons
ISBN: 1119496640
Category : Education
Languages : en
Pages : 277

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Book Description
Build better schools by training better leaders A Principal Manager’s Guide to Leverage Leadership answers the question that district leaders have been asking across the country: if Leverage Leadership is a roadmap for principals on how to lead great schools, what can principal managers and districts do to support them on that path? A Principal Manager’s Guide to Leverage Leadership offers a step-by-step guide to coaching principals to the highest levels of achievement, and it is rooted in studying the most successful principal managers and districts across the country. It can be used by principal managers/supervisors, superintendents, district and state leadership, and principal training organizations to accelerate the growth of principals in your community. Used in conjunction with Leverage Leadership 2.0, this book identifies the key actions principal managers should take to create exceptional school leaders, integrating the seven levers of leadership into district culture from the principal manager on up. With a particular emphasis on the two “super-levers” of data-driven instruction and student culture, this book is packed with advice, professional development materials, and real-world videos of principal managers in action, offering principal managers a valuable resource for bringing about change. A Principal Manager’s Guide to Leverage Leadership introduces a new unifying approach that is also highlighted in Leverage Leadership 2.0: See It, Name It, Do It. It gives you the tools to See it (see models of effective practice and identify gaps), Name it (name concrete actions for improvement) and Do it (provide means to practice these action steps until a principal masters them) With A Principal Manager’s Guide to Leverage Leadership in hand, principal managers, superintendents and principal training organizations can facilitate district-wide and state-wide transformations and hasten the benefit to the students and community as a whole.

Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 158

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Book Description
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.

Author: Cathie E. West
Publisher: Corwin Press
ISBN: 1412966310
Category : Education
Languages : en
Pages : 153

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Book Description
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.