PRINCIPAL AND ASSISTANT PRINCIPAL

Transcription

1 North Carolina School Executive: PRINCIPAL AND ASSISTANT PRINCIPAL E VALUATION PR OCESS Public Schools of North Carolina State Board of Education Department of Public Instruction 2009 McREL Developed in collaboration with the NC State Board of Education Revised September Developed in with the NC State Board of Education. September 2, 2010.

2 STATE BOARD OF EDUCATION The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century. WILLIAM C. HARRISON Chairman :: Fayetteville WAYNE MCDEVITT Vice Chair :: Asheville WALTER DALTON Lieutenant Governor :: Rutherfordton JANET COWELL State Treasurer :: Raleigh JEAN W. WOOLARD Plymouth REGINALD KENAN Rose Hill KEVIN D. HOWELL Raleigh SHIRLEY E. HARRIS Troy CHRISTINE J. GREENE High Point JOHN A. TATE III Charlotte ROBERT TOM SPEED Boone MELISSA E. BARTLETT Roxboro PATRICIA N. WILLOUGHBY Raleigh NC DEPARTMENT OF PUBLIC INSTRUCTION June St. Clair Atkinson, Ed.D., State Superintendent 301 N. Wilmington Street :: Raleigh, North Carolina In compliance with federal law, NC Public Schools administers all state-operated educational programs, employment activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law. Inquiries or complaints regarding discrimination issues should be directed to: Dr. Rebecca Garland, Chief Academic Officer :: Academic Services and Instructional Support 6368 Mail Service Center, Raleigh, NC :: Telephone: (919) :: Fax: (919) For information regarding Educator Recruitment and Development please contact: Lynne Johnson, Director :: Educator Recruitment and Development 6330 Mail Service Center, Raleigh, NC :: Telephone: (919) :: Fax: (919) Visit us on the Web ::

3 Future-Ready Students: Goals for the 21st Century The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st century. NC Public Schools Will Produce Globally Competitive Students. Every student excels in rigorous and relevant core curriculum that reflects what students need to know and demonstrate in a global 21st Century environment, including a mastery of languages, an appreciation of the arts and competencies in the use of technology. Every student s achievement is measured with an assessment system that informs instruction and evaluates knowledge, skills, performance and dispositions needed in the 21st Century. Every student will be enrolled in a course of study designed to prepare them to stay ahead of international competition. Every student uses technology to access and demonstrate new knowledge and skills that will be needed as a life-long learner to be competitive in a constantly changing international environment. Every student has the opportunity to graduate from high school with an Associate s Degree or college transfer credit. NC Public Schools Will Be Led By 21st Century Professionals. Every teacher will have the skills to deliver 21st Century content in a 21st Century context with 21st Century tools and technology that guarantees student learning. Every teacher and administrator will use a 21st Century assessment system to inform instruction and measure 21st Century knowledge, skills, performance and dispositions. Every education professional will receive preparation in the interconnectedness of the world with knowledge and skills, including language study. Every education professional will have 21st Century preparation and access to ongoing, high quality professional development aligned with State Board of Education priorities. Every educational professional uses data to inform decisions. NC Public School Students Will Be Healthy and Responsible. Every learning environment will be inviting, respectful, supportive, inclusive and flexible for student success. Every school provides an environment in which each child has positive, nurturing relationships with caring adults. Every school promotes a healthy, active lifestyle where students are encouraged to make responsible choices. Every school focuses on developing strong student character, personal responsibility and community/world involvement. Every school reflects a culture of learning that empowers and prepares students to be life-long learners. Leadership Will Guide Innovation in NC Public Schools. School professionals will collaborate with national and international partners to discover innovative transformational strategies that will facilitate change, remove barriers for 21st Century learning and understand global connections. School leaders will create a culture that embraces change and promotes dynamic, continuous improvement. Educational professionals will make decisions in collaboration with parents, students, businesses, education institutions, and faith-based and other community and civic organizations to impact student success. Public school professionals will collaborate with community colleges and public and private universities and colleges to provide enhanced educational opportunities for students. NC Public Schools Will Be Governed and Supported By 21st Century Systems. Processes are in place for financial planning and budgeting that focus on resource attainment and alignment with priorities to maximize student achievement. Twenty-first century technology and learning tools are available and are supported by school facilities that have the capacity for 21st Century learning. Information and fiscal accountability systems are capable of collecting relevant data and reporting strategic and operational results. Procedures are in place to support and sanction schools that are not meeting state standards for student achievement.

4 North Carolina School Executive: Principal and Assistant Principal Evaluation Process Introduction 5 Purposes of the Evaluation 5 Definitions 5 Principal/Assistant Principal and Evaluator Responsibilities 7 Instructions for Principal and Assistant Principal Evaluation Process 8 North Carolina Standards for School Executives 10 A New Vision of School Leadership 10 Philosophical Foundation for the School Executive Standards 10 Intended Purposes of the Standards 10 Organization of the Standards 11 The Eight Standards of Executive Leadership and Their Connections 11 The Standards and Their Practices 11 Competencies 18 Framework for 21st Century Learning 20 Milestones for Improving Learning and Education 22 Rubric for Evaluating North Carolina Principals/Assistant Principals 24 Explanation of the Rubric and Performance Ratings 24 Rubric for Evaluation and Self-Assessment (Required) 25 Directions for Completing the Rubric Completing the Rubric for Self-Assessment 37 Completing the Rubric and Summary/End-of-Year Evaluation Rating From for Evaluation 37 Example of How to Complete the Rubric and Summary Evaluation Worksheet 38 End-of-Year Evaluation Forms Principal/Assistant Principal Summary/End-of-Year Evaluation Rating Form (Required) 42 Summary Evaluation Worksheet 50 Appendix A: Optional Evaluation Forms Goal Setting Worksheet 52 North Carolina Principal/Assistant Principal Goal Development Form 53 Mid-Year Evaluation: Progress Toward Achieving Goals 54 Principal/Assistant Principal Evaluation Process Documentation 55 Appendix B: Code of Ethics for North Carolina Educators McREL Developed in collaboration with the NC State Board of Education Revised September

5 Introduction The mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st century. This mission requires a new vision of school leadership and dictates the need for a new type of school leader an executive instead of an administrator. No longer are school leaders just maintaining the status quo by managing complex operations. Like their colleagues in business, they must be able to create schools as organizations that can learn and change quickly if they are to improve performance. Schools need principals and assistant principals who are adept at creating systems for change and building relationships with and across staff. These systems not only tap into the collective knowledge and insight they possess but also into the powerful relationships that stir their passions for their work with children. Out of these relationships principals and assistant principals must create among staff a shared understanding for the purpose of the work of the school, its values that direct its action and commitment and ownership of a set of beliefs and goals that focus everyone s decision making. This common understanding of the school s identity empowers them to seek and build powerful alliances and partnerships with students, parents and community stakeholders in order to enhance their ability to produce increased student achievement. The successful work of the new principal or assistant principal will only be realized in the creation of a culture in which leadership: Is distributed among all members of the school community; Consists of open, honest communication; Is focused on the use of data, teamwork, researched-based practices; and Uses tools to drive ethical and principled, goal-oriented action. This culture of disciplined thought and action is rooted in the ability of the relationships among stakeholders to build a trusting, transparent environment that reduces stakeholders sense of vulnerability as they address the challenges of transformational change. The Purposes of the Evaluation The principal/assistant principal performance evaluation process will: Serve as a guide for principals/assistant principals as they reflect upon and improve their effectiveness as school leaders; Inform higher education programs in developing the content and requirements of degree programs that prepare future principals/assistant principals; Focus the goals and objectives of districts as they support, monitor and evaluate their principals/assistant principals; Guide professional development for principals/assistant principals; and Serve as a tool in developing coaching and mentoring programs for principals/assistant principals. Definitions For purposes of this evaluation process, the following terms are defined below: 1. Artifact A product resulting from a principal s/assistant principal s work. Artifacts are natural by-products of work and are not created for the purpose of satisfying evaluation requirements. Artifacts are used as evidence to support an evaluation rating and when the evaluator and the principal or assistant principal disagree on the final rating. Principals/assistant principals may use them as exemplars of their work. Examples of artifacts include these: School Improvement Plan A plan that includes strategies for improving student performance, how and when improvements will be implemented, use of state funds, requests for waivers, etc. Plans are in effect for no more than three years. School Improvement Team Data Work from a team made up of the school executive and representatives of administration, instructional personnel, instructional support personnel, teacher assistants and parents of children enrolled in the school whose purpose is to develop a school improvement plan to strengthen student performance McREL Developed in collaboration with the NC State Board of Education Revised September

6 North Carolina Teacher Working Conditions Survey A statewide survey of teacher working conditions in five areas time, empowerment, facilities and resources, leadership and professional development conducted on a biennial basis (see Student Achievement Data Student achievement/testing data available from the North Carolina School Report Card. (See Student Dropout Data Data about grade 9 12 students who drop out of high school. (See Teacher Retention Data The teacher turnover rate, including the distribution of inexperienced teachers. National Board Certified Teachers Teachers who have earned National Board Certification. Professional Development Staff development, based on research, data, practice and reflection that focuses on deepening knowledge and pedagogical skills in a collegial and collaborative environment. PTSA Data Work or related documents of the school s parent, teacher, student association. 2. Code of Ethics for North Carolina Educators The standards of professional conduct required of educators. (See Appendix B, p.56). 3. Code of Professional Practice and Conduct for North Carolina Educators The uniform standards of professional conduct for licensed professional educators. (See Appendix B, p.57). 4. Data Factual information used as the basis for reasoning, discussion or planning. 5. Evidence Documents that demonstrate or confirm the work of the person being evaluated and support the rating on a given element. 6. North Carolina School Executive Evaluation Rubric A composite matrix of the standards, elements and descriptors of the North Carolina Standards for School Administrators Performance Standard The distinct aspect of leadership or realm of activities which form the basis for the evaluation of a school executive. Performance Elements The sub-categories of performance embedded within the performance standard. Performance Descriptors The specific performance responsibilities embedded within the elements of each performance standard. Descriptors are checked to determine the rating of each element. 7. Optional Evaluation Forms Forms that will help principals, assistant principals, and evaluators gain a deeper understanding of the principal s/assistant principal s level of performance. These forms are not required by the NC Department of Public Instruction. (See Appendix A, p.52). Goal Setting Worksheet-to identify strengths and areas for improvement North Carolina Principal/Assistant Principal: Summary Goal Form Mid-Year Evaluation: Progress Toward Achieving Goals Principal/Assistant Principal Evaluation Process Documentation 8. Performance Goals Goals for improvement in professional practice based on the self-assessment and/or supervisor recommendation. 9. Performance Rating Scales- (There are different rating scales for standards 1-7 and standard 8.) Performance Rating Scale For Standards 1-7 The following rating scale will be used for evaluating North Carolina school principals and assistant principals for standards 1-7: Developing: Principal/assistant principal demonstrated adequate growth toward achieving standard(s) during the period of performance, but did not demonstrate competence on standard(s) of performance. Proficient: Principal/assistant principal demonstrated basic competence on standard(s) of performance Accomplished: Principal/assistant principal exceeded basic competence on standard(s) for performance most of the time. Distinguished: Principal/assistant principal consistently and significantly exceeded basic competence on standards of performance. Not Demonstrated: Principal/assistant principal did not demonstrate competence on or adequate growth toward achieving standard(s) of performance. If the Not Demonstrated rating is used, the evaluator must comment about why it was used McREL Developed in collaboration with the NC State Board of Education Revised September

7 Performance Rating For Standard 8: An executive s rating on the eighth standard is determined by a school-wide growth value as calculated by the statewide growth model for educator effectiveness. The student growth value places an executive into one of three rating categories: Does not meet expected growth: The school-wide student growth value is lower than what was expected per the statewide growth model. Meets expected growth: The school-wide student growth value is what was expected per the statewide growth model. Exceeds expected growth: The school-wide student growth value exceeds what was expected per the statewide growth model. 10. School Executives Principals/assistant principals licensed to work in North Carolina. 11. Self-assessment Personal reflection about one s professional practice to identify strengths and areas for improvement conducted without input from others. 12. Status An overall status for a school executive is determined once the executive has a three-year rolling average of school-wide student growth values to populate Standard 8. There are three categories for status: In Need of Improvement. An administrator who fails to receive a rating of at least proficient on each of the Evaluation Standards 1-7 or receives a rating of does not meet expected growth on Standard 8. Effective. An administrator who receives a rating of at least proficient on each of the Evaluation Standards 1-7 and receives a rating of at least meets expected growth on Standard 8. Highly Effective. An administrator who receives a rating of at least accomplished on each of the Evaluation Standards 1-7 and receives a rating of exceeds expected growth on Standard Summary/End-of-Year Evaluation: A composite of the principal s/assistant principal s performance based on the evaluation rubric and supporting evidence. Principal/Assistant Principal and Evaluator Responsibilities Principal/Assistant Principal Responsibilities: Know and understand the North Carolina Standards for School Executives. Understand the North Carolina School Executive: Principal and Assistant Principal Evaluation Process. Prepare for the initial meeting, including a self-evaluation, identification of performance goals, and identification of change initiatives underway at their school. Gather data, artifacts, evidence to support performance in relation to standards and progress in attaining goals. Develop and implement strategies to improve personal performance/attain goals in areas individually or collaboratively identified. Participate in the Mid-year and Final Evaluation Conferences. Evaluator Responsibilities: Know and understand the North Carolina Standards for School Executives Participate in training to understand and implement the North Carolina School Executive: Principal and Assistant Principal Evaluation Process. Supervise the North Carolina School Executive: Principal and Assistant Principal Evaluation Process and ensure that all steps are conducted according to the approved process. Identify the principal s/assistant principal s strengths and areas for improvement and make recommendations for improving performance. Ensure that the contents of the Principal/Assistant Principal Evaluation Rating Form contains accurate information and accurately reflects the principal s/assistant principal s performance McREL Developed in collaboration with the NC State Board of Education Revised September

8 Instructions for North Carolina School Executive: Principal and Assistant Principal Evaluation Process The intended purpose of the evaluation process is to assess the principal s or assistant principal s performance in relation to the North Carolina Standards for School Executives in a collegial and non-threatening manner. The individual being evaluated will take the lead in conducting the evaluation process through the use of self-assessment, reflection and by gathering input from the various stakeholders with an interest in the leadership in the school. The input and evidence gathered by the principal or assistant principal is not intended to become part of a portfolio. Rather, it should provide a basis for self-assessment, goal-setting, professional development, and demonstration of performance on specific standards. The following steps outline the required elements of the evaluation process. Step 1: Orientation At the beginning of the school year, the superintendent/designee will conduct a group orientation with all of the district principals and assistant principals. At this orientation, each principal and assistant principal will be provided a complete set of materials outlining the evaluation process. Step 2: Pre-Evaluation Planning/Preparation for Initial Meeting Principals and assistant principals will complete a self-assessment using the Rubric for Evaluating North Carolina Principals/Assistant Principals. (pp ) This self-assessment will serve as the basis for goal development, which should be completed prior to Step 3. Step 3: Initial Meeting Between Principal/Assistant Principal and Superintendent/Designee Principals/assistant principals will meet individually with the district superintendent/designee who has been delegated the responsibility to discuss the results of the self-evaluation, goal development, and the evidence and data to be gathered for the evaluation process. The principal/assistant principal and superintendent/designee will agree on the data, evidence, and artifacts necessary to complete the evaluation process and confirm the principal s/assistant principal s level of performance. Step 4: Data Collection The principal/assistant principal will collect the data agreed upon in Step 3. These data may include the artifacts listed for each standard on the rubric; feedback from parents, students, and the school community; documentation of professional development completed during the year; and other data to document achievement of performance goals. The district superintendent/designee will visit the school during this period in order to observe the environment and interact with teachers and other members of the school community. Step 5: Mid-Year Evaluation Between Principal/Assistant Principal and Superintendent/Designee Principals/assistant principals will meet individually with the district superintendent or a designee who has been delegated the responsibility to discuss the principal s/assistant principal s progress toward achieving his or her annual goals. This mid-year discussion will focus on the status of goal attainment and mid-year adjustments to action plans that must be made in order to achieve goals by the end of the school year. By mid-year, school-wide student growth data should be available for review. Step 6: Prepare a Consolidated Performance Assessment The principal/assistant principal will synthesize the information obtained under Steps 4 and 5 in order to prepare a consolidated assessment or comprehensive view of performance throughout the year. This brief summary of the data and artifacts used to judge performance should be provided to the superintendent/designee well in advance of the performance discussion at which final performance levels will be discussed McREL Developed in collaboration with the NC State Board of Education Revised September

9 Step 7: Meeting Between Principal/Assistant Principal and Superintendent/Designee The principal/assistant principal and superintendent/designee will meet at the school to discuss progress in completing the evaluation process. They will discuss the self-assessment, consolidated assessment, and summary/end-of-year evaluation of the principal/assistant principal, which the superintendent/designee prepared in advance of the meeting. Should additional data or artifacts need to be brought into the discussion; the principal/assistant principal will have them readily available to share at that time. At this meeting, the principal/assistant principal and superintendent/designee will agree upon the next year s performance goals. All forms needed to complete this process are included in this packet. While all of the forms are highly recommended, use of the following is required: Rubric for Evaluating North Carolina Principals/Assistant Principals and Self-Assessment Form (pp ). Principal/Assistant Principal Summary/End-of-Year Evaluation Rating Form ( pp ) 2009 McREL Developed in collaboration with the NC State Board of Education Revised September

10 North Carolina Standards For School Executives A New Vision of School Leadership Public education s changed mission dictates the need for a new type of school leader an executive instead of an administrator. No longer are school leaders just maintaining the status quo by managing complex operations but just like their colleagues in business, they must be able to create schools as organizations that can learn and change quickly if they are to improve performance. Schools need executives who are adept at creating systems for change and at building relationships with and across staff that not only tap into the collective knowledge and insight they possess but powerful relationships that also stir their passions for their work with children. Out of these relationships the executive must create among staff a common shared understanding for the purpose of the work of the school, its values that direct its action, and commitment and ownership of a set of beliefs and goals that focus everyone s decision making. The staff s common understanding of the school s identity empowers them to seek and build powerful alliances and partnerships with students, parents and community stakeholders in order to enhance their ability to produce increased student achievement. The successful work of the new executive will only be realized in the creation of a culture in which leadership is distributed and encouraged with teachers, which consists of open, honest communication, which is focused on the use of data, teamwork, research-based best practices, and which uses modern tools to drive ethical and principled, goal-oriented action. This culture of disciplined thought and action is rooted in the ability of the relationships among all stakeholders to build a trusting, transparent environment that reduces all stakeholders sense of vulnerability as they address the challenges of transformational change. Philosophical Foundation for the School Executive Standards The standards are predicated on the following beliefs: Today, schools must have proactive school executives who possess a great sense of urgency. The goal of school leadership is to transform schools so that large-scale, sustainable, continuous improvement becomes built in to their mode of operation. The moral purpose of school leadership is to create schools in which all students learn, the gap between high and low performance is greatly diminished and what students learn will prepare them for success in their futures, not ours. Leadership is not a position or a person. It is a practice that must be embedded in all job roles at all levels of the school district. The work of leadership is about working with, for and through people. It is a social act. Whether we are discussing instructional leadership, change leadership or leadership as learning, people are always the medium for the leader. Leadership is not about doing everything oneself but it is always about creating processes and systems that will cause everything to happen. Leadership is about the executive s ability to select and develop a strong executive staff whose complementary strengths promote excellence in all seven functions of leadership identified in this document. The concept of leadership is extremely complex and systemic in nature. Isolating the parts of leadership completely misses the power of the whole. It is not just knowing what to do, but why to do it, how to do it and when to do it. Within a school district there are nested leadership systems (local boards of education, central office, school, and classroom). For the organization to be successful these systems must be aligned and supportive, and function as a team. Leadership is about setting direction, aligning and motivating people to implement positive sustained improvement. Leaders bring their person to the practice of leadership. Matching the context of leadership to the person of the individual is important to the success of the leader. Intended Purposes of the Standards The North Carolina School Executive Standards have been developed as a guide for principals and assistant principals as they continually reflect upon and improve their effectiveness as leaders throughout all of the stages of their careers. Although there are many influences on a school executive s development, these standards will serve as an important tool for principals and assistant principals as they consider their growth and development as executives leading schools in the 21st century. Taken as a whole these standards, practices and competencies are overwhelming. One might ask, How can one person possess all of these? The answer 2009 McREL Developed in collaboration with the NC State Board of Education Revised September

11 is they cannot. It is, therefore, imperative that a school executive understands the importance of building an executive team that has complementary skills. The more diversity that exists on the team the more likely the team will be to demonstrate high performance in all critical function areas. The main responsibility of the school executive is to create aligned systems of leadership throughout the school and its community. In addition, these standards will serve other audiences and purposes. These standards will: Inform higher education programs in developing the content and requirements of school executive degree programs; Focus the goals and objectives of districts as they support, monitor and evaluate their school executives; Guide professional development for school executives; and Serve as a tool in developing coaching and mentoring programs for school executives. Organization of the Standards Each standard is formatted as follows: Standard: The standard is the broad category of the executive s knowledge and skills; Summary: The summary more fully describes the content and rationale of each standard; Practices: The practices are statements of what one would see an effective executive doing in each standard; Artifacts: The artifacts are evidence of the quality of the executive s work or places where evidence can be found in each standard. Collectively they could be the components of a performance portfolio. The lists of artifacts are not meant to be exhaustive. Competencies: Although not articulated there are many obvious competencies inherent in the practices of each critical leadership function. This document concludes with a list of those competencies which may not be obvious but that support practice in multiple leadership functions. The Eight Standards of Executive Leadership and Their Connections Relevant national reports and research in the field focused on identifying the practices of leadership that impact student achievement were considered in the development of these standards. Particularly helpful were the Maryland Instructional Leadership Framework, and work by the Wallace Foundation, the Mid-continental Regional Education Laboratory, the Charlotte Advocates for Education and the Southern Regional Education Board. Work by the National Staff Development Council, the National Association of Secondary School Principals, the National Association of Elementary School Principals, the National Middle School Association, the Interstate School Leader Licensure Consortium, and the National Policy Board for Educational Administration Education Leadership Constituent Council were also considered in the development of these standards. Additionally, input was solicited from stakeholders and leaders in the field. The first seven critical standards used as the framework for the North Carolina School Executive Standards are borrowed from a Wallace Foundation study, Making Sense of Leading Schools: A Study of the School Principalship (2003). Unlike many current efforts that look at all of the things principals might or should do, this study examined what principals actually do. As such, it is grounded in practice, exploits story and narrative, and supports the distribution of leadership rather than the hero leader. North Carolina s Standards for School Executives are interrelated and connect in executives practice. They are not intended to isolate competencies or practices. Executives abilities in each standard will impact their ability to perform effectively in other standard areas. For example, the ability of an executive to evaluate and develop staff will directly impact the school s ability to reach its goals and will also impact the norms of the culture of the school. School executives are responsible for ensuring that leadership happens in all seven critical areas, but they don t have to provide it. The Standards and Their Practices Standard I: Strategic Leadership Summary: School executives will create conditions that result in strategically re-imaging the school s vision, mission, and goals in the 21st century. Understanding that schools ideally prepare students for an unseen but not altogether unpredictable future, the leader creates a climate of inquiry that challenges the school community to continually re- purpose itself by building on its core values and beliefs about its preferred future and then developing a pathway to reach it McREL Developed in collaboration with the NC State Board of Education Revised September

12 Practices: The school executive practices effective strategic leadership when he or she Is able to share a vision of the changing world in the 21st century that schools are preparing children to enter; Systematically challenges the status quo by leading change with potentially beneficial outcomes; Systematically considers new ways of accomplishing tasks and is comfortable with major changes in how processes are implemented; Utilizes data from the NC Teacher Working Conditions Survey in developing the framework for continual improvement in the School Improvement Plan; Is a driving force behind major initiatives that help students acquire 21st century skills; Creates with all stakeholders a vision for the school that captures peoples attention and imagination; Creates processes that provide for the periodic review and revision of the school s vision, mission, and strategic goals by all school stakeholders; Creates processes to ensure the school s identity (vision, mission, values, beliefs and goals) actually drive decisions and inform the culture of the school; Adheres to statutory requirements regarding the School Improvement Plan; Facilitates the collaborative development of annual school improvement plans to realize strategic goals and objectives; Facilitates the successful execution of the school improvement plan aligned to the mission and goals set by the State Board of Education; Facilitates the implementation of state education policy inside the school s classrooms; Facilitates the setting of high, concrete goals and the expectations that all students meet them; Communicates strong professional beliefs about schools, teaching, and learning that reflect latest research and best practice in preparing students for success in college or in work; and Creates processes to distribute leadership throughout the school. Artifacts: Degree to which school improvement plan strategies are implemented, assessed and modified Evidence of an effectively functioning, elected School Improvement Team NC Teacher Working Conditions Survey School improvement plan, its alignment with district and state strategic priorities, and a plan for growth on items of concern as evidenced in the NC TWC Survey The degree to which staff can articulate the school s direction and focus Student testing data Standard II: Instructional Leadership Summary: School executives will set high standards for the professional practice of 21st century instruction and assessment that result in a no nonsense accountable environment. The school executive must be knowledgeable of best instructional and school practices and must use this knowledge to cause the creation of collaborative structures within the school for the design of highly engaging schoolwork for students, the on-going peer review of this work and the sharing of this work throughout the professional community. Practices: The school executive practices effective instructional leadership when he or she Focuses his or her own and others attention persistently and publicly on learning and teaching by initiating and guiding conversations about instruction and student learning that are oriented towards high expectations and concrete goals; Creates an environment of practiced distributive leadership and teacher empowerment; Demonstrates knowledge of 21st century curriculum, instruction, and assessment by leading or participating in meetings with teachers and parents where these topics are discussed, and/or holding frequent formal or informal conversations with students, staff and parents around these topics; Ensures that there is an appropriate and logical alignment between the curriculum of the school and the state s accountability program; 2009 McREL Developed in collaboration with the NC State Board of Education Revised September

13 Creates processes and schedules that facilitate the collaborative (team) design, sharing, evaluation, and archiving of rigorous, relevant, and engaging instructional lessons that ensure students acquire essential knowledge; Challenges staff to reflect deeply on and define what knowledge, skills and concepts are essential to the complete educational development of students; Creates processes for collecting and using student test data and other formative data from other sources for the improvement of instruction; Creates processes for identifying, benchmarking and providing students access to a variety of 21st century instructional tools (e.g., technology) and best practices for meeting diverse student needs; Creates processes that ensure the strategic allocation and use of resources to meet instructional goals and support teacher needs; Creates processes to provide formal feedback to teachers concerning the effectiveness of their classroom instruction; Creates processes that protect teachers from issues and influences that would detract from their instructional time; and Systematically and frequently observes in classrooms and engages in conversation with students about their learning. Artifacts: School improvement plan NC Teacher Working Conditions Survey Student achievement data Dropout data Teacher retention data Documented use of formative assessment instruments to impact instruction Development and communication of goal-oriented personalized education plans for identified students (ESOL, exceptional children, Level I and Level II children) Evidence of the team development and evaluation of classroom lessons Standard III: Cultural Leadership Summary: School executives will understand and act on the understanding of the important role a school s culture contributes to the exemplary performance of the school. School executives must support and value the traditions, artifacts, symbols and positive values and norms of the school and community that result in a sense of identity and pride upon which to build a positive future. A school executive must be able to reculture the school if needed to align with school s goals of improving student and adult learning and to infuse the work of the adults and students with passion, meaning and purpose. Cultural leadership implies understanding the school as the people in it each day, how they came to their current state, and how to connect with their traditions in order to move them forward to support the school s efforts to achieve individual and collective goals. Practices: The school executive practices effective cultural leadership when he or she Creates a collaborative work environment predicated on site-based management that supports the team as the basic unit of learning and decision-making within the school and promotes cohesion and cooperation among staff; Communicates strong ideals and beliefs about schooling, teaching, and professional learning communities with teachers, staff, parents, and students and then operates from those beliefs; Influences the evolution of the culture to support the continuous improvement of the school as outlined in the school improvement plan; Systematically develops and uses shared values, beliefs and a shared vision to establish a school identity that emphasizes a sense of community and cooperation to guide the disciplined thought and action of all staff and students; Systematically and fairly acknowledges failures and celebrates accomplishments of the school and staff; Visibly supports the positive, culturally-responsive traditions of the school community; Promotes a sense of well-being among staff, students and parents; Builds a sense of efficacy and empowerment among staff that result in a can do attitude when faced with 2009 McREL Developed in collaboration with the NC State Board of Education Revised September

14 challenges; and Empowers staff to recommend creative 21st century concepts for school improvement. Artifacts: Work of Professional Learning Communities within and tangential to the school Documented use of the SIT in decision making throughout the year NC Teacher Working Conditions Survey School improvement plan Teacher retention data Student achievement data Awards structure developed by school Standard IV: Human Resource Leadership Summary: School executives will ensure that the school is a professional learning community. School executives will ensure that processes and systems are in place that results in the recruitment, induction, support, evaluation, development and retention of a high performing staff. The school executive must engage and empower accomplished teachers in a distributive leadership manner, including support of teachers in day-to-day decisions such as discipline, communication with parents, and protecting teachers from duties that interfere with teaching, and must practice fair and consistent evaluation of teachers. The school executive must engage teachers and other professional staff in conversations to plan their career paths and support district succession planning. Practices: The school executive practices effective human resource leadership when he or she Provides structures for the development of effective professional learning communities aligned with the school improvement plan, focused on results, and characterized by collective responsibility for instructional planning and for 21st century student learning; Models the importance of continued adult learning by engaging in activities to develop personal knowledge and skill along with expanded self awareness; Communicates a positive attitude about the ability of staff to accomplish substantial outcomes to improve their efficacy; Creates processes for teachers to assume leadership and decision making roles within the school that foster their career development; Creates and monitors processes for hiring, inducting and mentoring new teachers and other staff to the school; Uses the results of the Teacher Working Conditions Survey to create and maintain a positive work environment for teachers and other staff; Evaluates teachers and other staff in a fair and equitable manner and utilizes the results of evaluations to improve performance; Provides for results-oriented professional development that is aligned with identified 21st century curricular, instructional, and assessment needs, is connected to school improvement goals and is differentiated based on staff needs; Continuously searches for the best placement and utilization of staff to fully benefit from their strengths; and Is systematically and personally involved in the school s professional activities. Artifacts: School improvement plan NC Teacher Working Conditions Survey with special emphasis on the leadership and empowerment domains Copy of master school schedule documenting the time provided for individual and collaborative planning for every teacher Number of National Board Certified teachers Teacher retention data Number of teachers pursuing school executive credentials, National Board Certification, or advanced licensure in their teaching areas 2009 McREL Developed in collaboration with the NC State Board of Education Revised September

15 Records of school visits for the purpose of adult learning Record of professional development provided staff and an assessment of the impact of professional development on student learning Mentor records, beginning teacher feedback, and documentation of correlation of assignment of mentor to mentee Copies of professional growth plans Student achievement data Standard V: Managerial Leadership Summary: School executives will ensure that the school has processes and systems in place for budgeting, staffing, problem solving, communicating expectations and scheduling that result in organizing the work routines in the building. The school executive must be responsible for the monitoring of the school budget and the inclusion of all teachers in the budget decisions so as to meet the 21st century needs of every classroom. Effectively and efficiently managing the complexity of everyday life is critical for staff to be able to focus its energy on improvement. Practices: The school executive practices effective managerial leadership when he or she Creates processes to provide for a balanced operational budget for school programs and activities; Creates processes to recruit and retain a high-quality workforce in the school that meets the diverse needs of students; Creates processes to identify and solve, resolve, dissolve or absolve school-based problems/conflicts in a fair, democratic way; Designs a system of communication that provides for the timely, responsible sharing of information to, from, and with school and district staff; Designs scheduling processes and protocols that maximize staff input and addresses diverse student learning needs; Develops a master schedule for the school to maximize student learning by providing for individual and on-going collaborative planning for every teacher; and Collaboratively develops and enforces clear expectations, structures, rules and procedures for students and staff. Artifacts: NC Teacher Working Conditions Survey School Improvement Plan External reviews, such as budget Copies of master schedules/procedures Communication of safety procedures and behavioral expectations throughout the school community Standard VI: External Development Leadership Summary: A school executive will design structures and processes that result in community engagement, support, and ownership. Acknowledging that schools no longer reflect but in fact build community, the leader proactively creates with staff opportunities for parents, community and business representatives to participate as stockholders in the school such that continued investments of resources and good will are not left to chance. Practices: The school executive practices effective external development leadership when he or she Implements processes that empower parents and other stakeholders to make significant decisions; Creates systems that engage all community stakeholders in a shared responsibility for student and school success; Designs protocols and processes that ensures compliance with state and district mandates; Creates opportunities to advocate for the school in the community and with parents; Communicates the school s accomplishments to the district office and public media in accordance with LEA policies; Garners fiscal, intellectual and human resources from the community that support the 21st century learning agenda of the school; and 2009 McREL Developed in collaboration with the NC State Board of Education Revised September

16 Builds relationships with individuals and groups to support specific aspects of the learning improvement agenda and also as a source of general good will. Artifacts: PTSA participation PTSA meeting agendas, bulletins, etc. Parent attendance at school improvement team meetings Survey results from parents Evidence of visible support from community Booster club participation Number of school volunteers Plan for shaping the school s image throughout the community PTSA membership Evidence of business partnerships and projects involving business partners Standard VII: Micro-political Leadership Summary: The school executive will build systems and relationships that utilize the staff s diversity, encourage constructive ideological conflict in order to leverage staff expertise, power and influence to realize the school s vision for success. The executive will also creatively employ an awareness of staff s professional needs, issues, and interests to build social cohesion and to facilitate distributed governance and shared decision-making. Practices: The school executive practices effective micro-political leadership when he or she: Uses the School Improvement Team to make decisions and provides opportunities for staff to be involved in developing school policies; Creates an environment and mechanisms to ensure all internal stakeholder voices are heard and respected; Creates processes and protocols to buffer and mediate staff interests; Is easily accessible to teachers and staff; Designs transparent systems to equitably manage human and financial resources; Demonstrates sensitivity to personal needs of staff; Demonstrates awareness of informal groups and relationships among school staff and utilizes these as a positive resource; Demonstrates awareness of hidden and potentially discordant issues in the school; Encourages people to express opinions contrary to those of authority; Demonstrates ability to predict what could go wrong from day to day; Uses performance as the primary criterion for reward and advancement; Maintains high visibility throughout the school; and Maintains open, vertical and horizontal communications throughout the school community. Artifacts: NC Teacher Working Conditions Survey Teacher retention data Dissemination of clear norms and ground rules Evidence of ability to confront ideological conflict and then reach consensus Evidence of shared decision making Evidence of use of a decision matrix Evidence of a school that operates through teams Evidence of distributed leadership 2009 McREL Developed in collaboration with the NC State Board of Education Revised September

17 Standard VIII: Academic Achievement Leadership Summary: The school executive will contribute to the academic success of students. The work of the school executive will result in acceptable, measurable progress for students based on established performance expectations using appropriate data to demonstrate growth. Practice: The school executive practices effective academic achievement leadership when he or she: Demonstrates acceptable school-wide growth as calculated by the statewide growth model for educator effectiveness. Artifacts: Student growth values generated through a method approved by the State Board of Education McREL Developed in collaboration with the NC State Board of Education Revised September

18 Competencies A competency is a combination of knowledge (factual and experiential) and skills that one needs to effectively implement the practices. Factual knowledge is simply knowing content; experiential knowledge is the knowledge one gains from understanding; it is knowing the when and why. Skills bring structure to experiential knowledge. It is when one can put their accumulated knowledge into a series of steps that, if followed, will lead to practice. There are many competencies that are obviously inherent in the successful performance of all of the practices listed under each of the seven critical functions of leadership. The principal may or may not personally possess all of these competencies but must ensure that a team is in place that not only possesses them but can effectively and efficiently execute them. Although the principal may not personally possess them all, he or she is still responsible for their effective use in the various leadership practices. The competencies listed below are not so obvious in the practices, can be applied to multiple practices and are absolutely essential for all school executives to possess to ensure their success. For example, the competency conflict management is important in Micro-political Leadership, Strategic Planning, Cultural Leadership, and perhaps one could argue that this competency is necessary in all eight Standards. These competencies are listed here to emphasize their importance and to make sure they are incorporated into the development of school executives. Communication Effectively listens to others; clearly and effectively presents and understands information orally and in writing; acquires, organizes, analyzes, interprets, maintains information needed to achieve school or team 21st century objectives. Change Management Effectively engages staff and community in the change process in a manner that ensures their support of the change and its successful implementation. Conflict Management Anticipates or seeks to resolve confrontations, disagreements, or complaints in a constructive manner. Creative Thinking Engages in and fosters an environment for others to engage in innovative thinking. Customer Focus Understands the students as customers of the work of schooling and the servant nature of leadership and acts accordingly. Delegation Effectively assigns work tasks to others in ways that provide learning experiences for them and in ways that ensure the efficient operation of the school. Dialogue/Inquiry Is skilled in creating a risk free environment for engaging people in conversations that explore issues, challenges or bad relationships that are hindering school performance. Emotional Intelligence Is able to manage oneself through self-awareness and self-management and is able to manage relationships through empathy, social awareness and relationship management. This competency is critical to building strong, transparent, trusting relationships throughout the school community. Environmental Awareness Becomes aware and remains informed of external and internal trends, interests and issues with potential impacts on school policies, practices, procedures and positions. Global Perspective Understands the competitive nature of the new global economy and is clear about the knowledge and skills students will need to be successful in this economy. Judgment Effectively reaching logical conclusions and making high quality decisions based on available information. Giving priority and caution to significant issues. Analyzing and interpreting complex information. Organizational Ability Effectively plans and schedules one s own and the work of others so that resources are used appropriately, such as scheduling the flow of activities and establishing procedures to monitor projects. Personal Ethics and Values Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality. Personal Responsibility for Performance Proactively and continuously improves performance by focusing on needed areas of improvement and enhancement of strengths; actively seeks and effectively applies feedback from others; takes full responsibility for one s own achievements McREL Developed in collaboration with the NC State Board of Education Revised September

19 Responsiveness Does not leave issues, inquiries or requirements for information go unattended. Creates a clearly delineated structure for responding to requests/situations in an expedient manner. Results Orientation Effectively assumes responsibility. Recognizes when a decision is required. Takes prompt action as issues emerge. Resolves short-term issues while balancing them against long-term goals. Sensitivity Effectively perceives the needs and concerns of others; deals tactfully with others in emotionally stressful situations or in conflict. Knowing what information to communicate and to whom. Relating to people of varying ethnic, cultural, and religious backgrounds. Systems Thinking Understands the interrelationships and impacts of school and district influences, systems and external stakeholders, and applies that understanding to advancing the achievement of the school or team. Technology Effectively utilizes the latest technologies to continuously improve the management of the school and enhance student instruction. Time Management Effectively uses available time to complete work tasks and activities that lead to the achievement of desired work or school results. Runs effective meetings. Visionary Encourages Imagineering by creating an environment and structure to capture stakeholder dreams of what the school could become for all the students McREL Developed in collaboration with the NC State Board of Education Revised September

20 Framework for 21st Century Learning The Partnership for 21st Century Skills has developed a vision for 21st century student success in the new global economy. 21st Century Student Outcomes and Support Systems 21st Century Student Outcomes The elements described in this section as 21st century student outcomes (represented by the rainbow) are the skills, knowledge and expertise students should master to succeed in work and life in the 21st century. Core Subjects and 21st Century Themes Mastery of core subjects and 21st century themes is essential for students in the 21st century. Core subjects include English, reading or language arts, world languages, arts, mathematics, economics, science, geography, history, government and civics. We believe schools must move beyond a focus on basic competency in core subjects to promoting understanding of academic content at much higher levels by weaving 21st century interdisciplinary themes into core subjects: Global Awareness Financial, Economic, Business and Entrepreneurial Literacy Civic Literacy Health Literacy Learning and Innovation Skills Learning and innovation skills are what separate students who are prepared for increasingly complex life and work environments in the 21st century and those who are not. They include: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration 2009 McREL Developed in collaboration with the NC State Board of Education Revised September