New Principal Protégé Program

Transcription

1 The School Board of Highlands County New Principal Protégé Program New Principal Protégé: Location: Mentor: Location: Department of Human Resources, Recruitment and Professional Development Revised August 15,

2 Table of Contents Section I: Program Introduction Welcome Letter and Statement of Understanding Participant Information Form/Superintendent s Mentor Recommendation Section II: Program Guidelines Program Overview and Requirements DOE Leadership Development Program Florida Principal Leadership Standards FPLS/MLA Crosswalk MLA Matrix of Ten Leadership Dimensions and Ratings Section III: Participant Responsibilities New Principal Protégé Mentor Responsibilities Principal Protégé Responsibilities Program Requirements Checklist Section IV: Assessment Forms Principal Leadership Standards Inventory (PLSI) Self-Appraisal Form Strengths and Developmental Needs Worksheet Individual Leadership Development Plan (ILDP) MLA - Performance Appraisal Instrument for School Based Administrators NPP Program Completion and Recommendation Form Section V: Evidence Professional Development: EI and DOE Required and Recommended Leadership Modules School Learning Project: Development, Implementation, Results Field Experiences: Documentation of 10 Leadership Standards Section VI: Mentoring Resources and Information Resources Listing Code of Ethics for Mentors Form Mentoring Tips and Worksheets Mentoring Log Progress/Accountability Section VII: Program and Participant Survey Forms NPP Program Orientation Evaluation Form District Program Satisfaction Survey First Year Principal Survey 2

3 Section I Program Introduction Welcome Letter Participant Information Form 3

4 Welcome NPP Program Participant: NEW PRINCIPAL PROTÉGÉ PROGRAM (NPP) Welcome Letter and Statement of Understanding Congratulations on becoming a new principal! Your participation in the NPP Program will be a continuation of your leadership development as you embark on the path to becoming a high performing instructional leader. It is designed to meet the requirements of the Florida Principal Leadership Standards as well as the district s Multidimensional Leadership Assessment (MLA) System Dimensions of Leadership. To help ensure your success, the Superintendent will assign a trained, seasoned, highly qualified administrator to serve as your mentor throughout your NPP Program experience. The role of the NPP Program Mentor is to be actively involved with their protégé in the ongoing experience orienting him/her to their role as new principal and providing continuous support and feedback. Mentors will collaborate with their protégé on goal-setting, school learning projects, and identifying areas of leadership development. They will be a confidant and cheerleader! The program requires new principals/protégés to further demonstrate competency in the leadership standards by focusing on enhancing instruction and improving student growth and achievement. This will be accomplished through the development and implementation of a goal, program, project, or plan that will result in this missive. In addition, specific online professional development through Educational Impact and DOE principal leadership modules will be provided to meet the requirements of the NPP Program. A portfolio will be used to submit artifacts and evidence to document successful demonstration of the leadership standards. The NPP Program is designed to be a two-year experience, however, may be accomplished in one year based upon the protégé s successful completion of program requirements and confidence in the level of knowledge and skills acquired as a competent, skilled, effective, school instructional leader. It is the district s desire and intent to provide each new Principal with the support and assistance they need to become a successful instructional leader. We welcome your participation in the NPP Program and invite you to contact us if you have any questions or concerns. Sincerely, Wally Cox, Superintendent Vivianne Waldron, Director, HRRPD My signature below signifies that I have read, understand, and agree to complete the requirements and expectations of the NPP Program. NPP Program Participant s Signature Date cc: NPP Program Portfolio and Personnel File 4

5 THE SCHOOL BOARD OF HIGHLANDS COUNTY New Principal Protégé Program Elementary Program Advisor Dr. Richard Demeri, Principal Cracker Trail Elementary School Secondary Program Advisor Mrs. Sandi Whidden, Principal Sebring Middle School Biographical Information New Principal School Beginning date of Principalship Superintendent s Recommendation New Principal Mentor Name Title School For School Year Recommended Support Team Members (Optional: Superintendent s Discretion) Superintendent s Signature (or Designee) Date cc: Professional Development Office 5

6 Section II Program Guidelines Overview, Objectives, Eligibility DOE School Leadership Development Program Florida Principal Leadership Standards FPLS/MLA Crosswalk MLA Matrix of Ten Leadership Dimensions & Ratings 6

7 The School Board of Highlands County NEW PRINCIPAL PROTÉGÉ PROGRAM Purpose Statement Revised The School Board of Highlands County s New Principal Protégé Program, aligned with the Florida Principal Leadership Standards (FPLS) and the district s Multidimensional Leadership Dimensions, will further provide the leadership development training and experiences necessary for effective instructional school leadership. The Program s focus will be preparing new school principals as high performing leaders of learning, who direct change, enhance teacher performance and improve student growth and achievement in a challenging and diverse educational environment. Program Overview It is essential to provide professional development and support to new school leaders in their beginning experience as Principals to continue to build their leadership skills in the Principal Leadership Standards and to meet the Multidimensional Leadership Assessment System Dimensions at all levels. In producing effective instructional school leaders, the NPP Program is driven by new demands for school leaders, the changing nature of school leadership, and the knowledge and skills required of Principals as instructional leaders of today. The New Principal Protégé Program goals are as follows: Promote high standards and levels of performance for Principals as school instructional leaders Encourage reflection on each Principal s leadership practices and stay abreast of current/contemporary research in the field Provide resources to support the Principal s role as instructional leader with a focus on developing teacher leaders, enhancing teacher effectiveness and improving student growth and achievement Train and prepare Principals to deal with challenging growth opportunities Develop high-performing Principals to serve as models for best practices and mentors to aspiring and beginning administrators For the purposes of the district s New Principal Protégé Program, emphasis will be placed on in-depth professional development in instructional leadership and skill-building through various field experiences. For Principals who have successfully completed the Preparing New Principals Program (as an Assistant Principal), the NPP will be a deeper dive into the Florida Principal Leadership Standards. The program will include the following objectives: To complete the DOE online Principal Leadership Standards Inventory (PLSI) and continue the Individual Leadership Development Plan (ILDP) began during the PNP Program experience; the PLSI will be used in conjunction with the during the PNP Program experience; the PLSI will be used in conjunction with the 7

8 district Self-Appraisal Form to collaborate with the Mentor to complete the Strengths and Developmental Needs Worksheet To enhance leadership knowledge and skills by completing professional development through the following online modules: Required (One EI Module and Two DOE Modules) Educational Impact Instructional Leadership in Practice (must provide verification of completion) DOE - Building Instructional Leadership Teams: The Mission of the Principal as Instructional Leader DOE - Student Achievement Data: The Basics Recommended (Three EI Modules and Three DOE Modules) Educational Impact Leading Learning Communities, How to be an Principal Mentor, The School Leadership Toolbox DOE Principal Portal Training Module, Principal s Role in Improving Reading and Literacy, Supporting Teachers through Coaching, Mentoring and Support To establish school goals (SIP) and strategies in conjunction with both school and district support teams to effectively lead change and promote a strong and positive learning environment for all stakeholders (MLA) To develop a learning project around the implementation of a school reform effort with a goal resulting in enhanced teacher effectiveness and increased student growth and achievement To share successful outcomes of learning projects for district-wide impact The New Principal Protégé Program Mentor will be assigned by the Superintendent. As an experienced and seasoned professional, the Mentor shall possess the attributes and qualifications required to support the new school leader s development in the FPLS and the MLA Dimensions. In addition, the Program Mentor will: 1. Coordinate with and support the goals of the program, school, district and protégé while nurturing collaboration between all parties 2. Model ethical school leadership behavior 3. Ensure the protégé understands the terms of the mentoring relationship 4. Build trust by consistently being sincere in communications with protégé, reliable in meeting commitments and operating within areas of competence 5. Notice when the protégé is no longer benefiting from the relationship and would be better served by another mentor/resource or has met the standards of leadership development offered by the mentor s services 6. Assure that New Principal Protégé Program Leadership Competencies are complete The Superintendent may also recommend additional support team members for the 9

9 following purposes: leadership development in members area of expertise, shadowing, assessment of leadership standards competency and recommendations for remediation where appropriate. Support team members may consist of experienced District-Level Administrators, high-performing School-Based Administrators, former retired administrators, higher education partners, and regional consortium specialists. Program Objectives Objectives for the New Principal Protégé Program will center around the FPLS cross-- walked with the Multi-dimensional Leadership Assessment Evaluation System s Ten Dimensions of Leadership based on research by Dr. Douglas Reeves, as outlined below. 1. Resilience 2. Personal Behavior and Professional Ethics 3. Student Achievement 4. Decision Making 5. Communication 6. Faculty Development 7. Leadership Development 8. Time, Task, and Project Management 9. Use of Technology 10. Personal Professional Learning See attached FPLS s and MLA Matrix with rating levels and descriptors of leadership performance. Program Eligibility The following qualifications must be met prior to becoming eligible to participate in the New Principal Protégé (NPP) Program: 1. Meet all minimum requirements for the Principal position based on the district s application process and Board Approved Principal Job Description a. Have completed a Florida State Approved Principal Preparation Program (PNP) and hold School Principal Certification OR b. Hold an appropriate out-of-state administrative certification coverage and be eligible for a certificate in Florida Educational Leadership c. Successfully complete the Targeted Selection Interview Process 2. Be recommended by the Interview Selection Team and/or selected by the Superintendent as a Principal in one of the district s K-12 schools Candidates selected from out-of-state who are eligible for a Florida Educator s Certificate in Educational Leadership will remain on the Educational Leadership Certificate while participating in the NPP Program. Upon successful completion and verification of the NPP Program and the Superintendent s approval, a CT-125 Form entitled Florida District 10

10 School Principal Certification Program Statement of Candidate s Completion and Eligibility (attached) will be submitted to the Department of Education, Bureau of Educator Certification, along with the individual s application for School Principal Certification. Professional Development Training Opportunities for ongoing leadership enhancement and development will be made available to New Principal Protégés throughout the Principalship experience and beyond. Based on program assessments and performance appraisals, specific training may also be provided by district specialists, educational/higher education partners, and regional consortia in identified developmental areas. Professional Improvement Plan It is expected that Principal Protégés will receive effective ratings along with some needs improvement ratings in the ten dimensions of the MLA aligned with the FPLS, based on the performance level of the descriptors. The Protégé should be able to demonstrate an acceptable level of competency in each of the standards to successfully complete the program within a two year time period. However, if the Protégé is unable to meet performance expectations as reflected on the performance appraisal instrument, remediation may be provided through the Performance Appraisal Professional Improvement Plan. The plan should articulate the specific areas needing improvement, measureable objectives and strategies for meeting the objectives, a timeline for improvement, and the method(s) of evaluation (see Attachment E, page 300, in Performance Appraisal Guidelines of LEAD Plan). The Superintendent, New Principal Protégé Program Mentor, and the Protégé will review the needs for professional development in areas targeted for improvement and communicate the selections to the Director of HRRPD. Options may include district in-service training, web-based training via DOE/WCG online leadership development modules and/or Educational Impact online modules, Leadership Academies, professional conferences, college courses, supervisor directed field experiences, shadowing, etc. In addition, a support team comprised of the NPP Program Mentor, an experienced district-based administrator (Assistant Superintendent for Curriculum and Instruction or designee), a high-performing instructional leader (current or retired Principal), a higher education partner representative (selected by Vice President of Educational Services for local community college), and/or educational consortia specialists (Coordinator of Professional Development for Heartland Educational Consortium) may be provided during the remediation period. Opportunities for professional growth and development to meet the objectives of the remediation plan should be discussed and determined collaboratively by the support team. Following the Professional Improvement Plan timeline, an evaluation will be conducted by the support team to assess if the plan objectives for remediation of the Protégé s performance were met satisfactorily. The Superintendent will make the final rating determination as to whether performance expectations on the subsequent annual 11

11 performance appraisal have been met. Furthermore, the support team will review the remediation plan results and process for the purposes of continuous improvement and revisions will be made as deemed necessary. Program Evaluation Final program completion assessments, program and participant surveys, as well as administrative performance appraisals will be used to evaluate the Principal Preparation Program s success in training and developing instructional leaders. The results of the data listed above will be reviewed and evaluated by an assessment team consisting of the Director of Human Resources and Professional Development, Assistant Superintendent of Curriculum and Instruction (or designee), the NPP Program Mentor/Advisor, and an experienced instructional leader/principal. The assessment team will meet annually (after June 30 and prior to the start of the school year) to analyze the data, determine strengths and areas of improvement, and make recommendations for program changes. Affected program areas will be revised and included in the program orientation each year. 12

12 The William Cecil Golden School Leadership Development Program Overview Florida's Principal Leadership Standards require high-performing instructional leaders that possess and utilize the competencies and skills necessary to successfully lead the improvement of student achievement in our public schools. The William Cecil Golden School Leadership Development Program was established by the 2006 Florida Legislature to provide a high quality, competency-based, customized, comprehensive and coordinated statewide professional development system for current and emerging school leaders. The program initially called DELTA (Developing Educational Leaders for Tomorrow s Achievers) is aligned with and supports Florida's Principal Leadership Standards, the standards of the National Staff Development Council, the Florida Professional Development Protocol Standards and NCLB requirements for high quality professional development. The William Cecil Golden School Leadership Development Program consists of several distinct components that are integrated with Florida's Continuous Improvement Model that focuses on student achievement. Components of the program address the needs of emerging school leaders engaged in formal educational leadership programs, district principal preparation programs and district professional development programs for current school leaders. Development of the components of the WCG Program is being coordinated by a unique statewide partnership involving educational leadership development providers with proven expertise in this area. Critical Components of the WCG Program include: Training in Instructional Leadership (tools for effective classroom visits, literacy leadership, using data to drive instruction, etc.) Training in Business Practices (training related to high priority education issues, strategies for personnel recruitment and retention, Florida's Continuous Improvement Model, technology, etc.) Parent, Community and Business Outreach Training (parental outreach strategies, leveraging business and community partnerships, communication strategies, etc.) Ongoing Mentoring and Coaching (provided by a network of highly qualified, retired school leaders trained to use their knowledge and experience to support the effective implementation of the DELTA program) Online resources and support of all stages of school leadership development for Florida s school leaders The William Cecil Golden School Leadership Development Program provides Florida with the opportunity to develop the highly qualified school leaders needed to effectively lead our schools to higher student achievement. For more information regarding the Program contact: Dr. John Moore, Director of Educator Retention Programs, Florida Department of Education at [email protected] Copyright 2006 Florida Department of Education 13

13 Florida Principal Leadership Standards (FPLS) With Multidimensional Leadership Assessment (MLA) System Crosswalk 14

14 Florida Department of Education Florida Principal Leadership Standards Purpose and Structure of the Standards Purpose: The Standards are set forth in rule as Florida s core expectations for effective school administrators. The Standards are based on contemporary research on multi-dimensional school leadership, and represent skill sets and knowledge bases needed in effective schools. The Standards form the foundation for school leader personnel evaluations and professional development systems, school leadership preparation programs, and educator certification requirements. Structure. There are ten Standards grouped into categories, which can be considered domains of effective leadership. Each Standard has a title and includes, as necessary, descriptors that further clarify or define the Standard, so that the Standards may be developed further into leadership curricula and proficiency assessments in fulfillment of their purposes. Domain 1: Student Achievement: Standard 1: Student Learning Results. school leaders achieve results on the school s student learning goals. a. The school s learning goals are based on the state s adopted student academic standards and the district s adopted curricula; and b. Student learning results are evidenced by the student performance and growth on statewide assessments; districtdetermined assessments that are implemented by the district under Section , F.S.; international assessments; and other indicators of student success adopted by the district and state. Standard 2: Student Learning as a Priority. school leaders demonstrate that student learning is their top priority through leadership actions that build and support a learning organization focused on student success. The leader: a. Enables faculty and staff to work as a system focused on student learning; b. Maintains a school climate that supports student engagement in learning; c. Generates high expectations for learning growth by all students; and d. Engages faculty and staff in efforts to close learning performance gaps among student subgroups within the school. Domain 2: Instructional Leadership: Standard 3: Instructional Plan Implementation. school leaders work collaboratively to develop and implement an instructional framework that aligns curriculum with state standards, effective instructional practices, student learning needs and assessments. The leader: a. Implements the Florida Educator Accomplished Practices as described in Rule 6A-5.065, F.A.C. through a common language of instruction; b. Engages in data analysis for instructional planning and improvement; c. Communicates the relationships among academic standards, effective instruction, and student performance; d. Implements the district s adopted curricula and state s adopted academic standards in a manner that is rigorous and culturally relevant to the students and school; and e. Ensures the appropriate use of high quality formative and interim assessments aligned with the adopted standards and curricula. 15

15 Standard 4: Faculty Development. school leaders recruit, retain and develop an effective and diverse faculty and staff. The leader: a. Generates a focus on student and professional learning in the school that is clearly linked to the system-wide strategic objectives and the school improvement plan; b. Evaluates, monitors, and provides timely feedback to faculty on the effectiveness of instruction; c. Employs a faculty with the instructional proficiencies needed for the school population served; d. Identifies faculty instructional proficiency needs, including standards-based content, research-based pedagogy, data analysis for instructional planning and improvement, and the use of instructional technology; e. Implements professional learning that enables faculty to deliver culturally relevant and differentiated instruction; and f. Provides resources and time and engages faculty in effective individual and collaborative professional learning throughout the school year. Standard 5: Learning Environment. school leaders structure and monitor a school learning environment that improves learning for all of Florida s diverse student population. The leader: a. Maintains a safe, respectful and inclusive student-centered learning environment that is focused on equitable opportunities for learning and building a foundation for a fulfilling life in a democratic society and global economy; b. Recognizes and uses diversity as an asset in the development and implementation of procedures and practices that motivate all students and improve student learning; c. Promotes school and classroom practices that validate and value similarities and differences among students; d. Provides recurring monitoring and feedback on the quality of the learning environment; e. Initiates and supports continuous improvement processes focused on the students opportunities for success and well-being. f. Engages faculty in recognizing and understanding cultural and developmental issues related to student learning by identifying and addressing strategies to minimize and/or eliminate achievement gaps. Domain 3: Organizational Leadership Standard 6: Decision Making. school leaders employ and monitor a decision-making process that is based on vision, mission and improvement priorities using facts and data. The leader: a. Gives priority attention to decisions that impact the quality of student learning and teacher proficiency; b. Uses critical thinking and problem solving techniques to define problems and identify solutions; c. Evaluates decisions for effectiveness, equity, intended and actual outcome; implements follow-up actions; and revises as needed; d. Empowers others and distributes leadership when appropriate; and e. Uses effective technology integration to enhance decision making and efficiency throughout the school. Standard 7: Leadership Development. school leaders actively cultivate, support, and develop other leaders within the organization. The leader: a. Identifies and cultivates potential and emerging leaders; b. Provides evidence of delegation and trust in subordinate leaders; c. Plans for succession management in key positions; d. Promotes teacher leadership functions focused on instructional proficiency and student learning; and e. Develops sustainable and supportive relationships between school leaders, parents, community, higher education and business leaders. 16

16 Standard 8: School Management. school leaders manage the organization, operations, and facilities in ways that maximize the use of resources to promote a safe, efficient, legal, and effective learning environment. The leader: a. Organizes time, tasks and projects effectively with clear objectives and coherent plans; b. Establishes appropriate deadlines for him/herself and the entire organization; c. Manages schedules, delegates, and allocates resources to promote collegial efforts in school improvement and faculty development; and d. Is fiscally responsible and maximizes the impact of fiscal resources on instructional priorities. Standard 9: Communication. school leaders practice two-way communications and use appropriate oral, written, and electronic communication and collaboration skills to accomplish school and system goals by building and maintaining relationships with students, faculty, parents, and community. The leader: a. Actively listens to and learns from students, staff, parents, and community stakeholders; b. Recognizes individuals for effective performance; c. Communicates student expectations and performance information to students, parents, and community; d. Maintains high visibility at school and in the community and regularly engages stakeholders in the work of the school; e. Creates opportunities within the school to engage students, faculty, parents, and community stakeholders in constructive conversations about important school issues. f. Utilizes appropriate technologies for communication and collaboration; and g. Ensures faculty receives timely information about student learning requirements, academic standards, and all other local state and federal administrative requirements and decisions. Domain 4: Professional and Ethical Behavior: Standard 10: Professional and Ethical Behaviors. school leaders demonstrate personal and professional behaviors consistent with quality practices in education and as a community leader. The leader: a. Adheres to the Code of Ethics and the Principles of Professional Conduct for the Education Profession in Florida, pursuant to Rules 6B and 6B-1.006, F.A.C. b. Demonstrates resiliency by staying focused on the school vision and reacting constructively to the barriers to success that include disagreement and dissent with leadership; c. Demonstrates a commitment to the success of all students, identifying barriers and their impact on the well-being of the school, families, and local community; d. Engages in professional learning that improves professional practice in alignment with the needs of the school system; and e. Demonstrates willingness to admit error and learn from it; f. Demonstrates explicit improvement in specific performance areas based on previous evaluations and formative feedback. SBE Rule 6A Revised November 15, 2011 Rulemaking Authority , , , FS. Law Implemented , , FS. History New , Formerly 6B , Amended

17 Multidimensional Leadership Assessment (MLA) MATRIX Crosswalk with FPLS

18 Multidimensional Leadership Assessment (MLA) Matrix Aligned with the Florida Principal Leadership Standards (See FPLS following Matrix) 1.0 Resilience: Aligns with Florida Principal Leadership Standards 10b, 10e, 10f Narrative: Leaders in education bounce back quickly from adversity and stay focused on the vision of the organization. They bring together people and resources with the common belief that the organization can grow stronger in tough times when it applies certain knowledge, skills, and attitudes in the face of adversity. 1.1 Constructive Reactions The leader constructively reacts to disappointment and barriers to success FPLS 10b 1.2 Willingness to Admit Error The leader demonstrates willingness to admit error and learn from it FPLS 10e Highly (System-wide Impact) In addition to The leader offers frank acknowledgement of prior personal and organizational failures and clear suggestions for system-wide learning resulting from those lessons. The leader shares case studies of personal and organizational errors in a way that is used to guide, inspire, and teach colleagues throughout the organization. The leader builds resilience in colleagues and throughout the organization by habitually highlighting and praising good mistakes where risks were taken, mistakes were made, lessons were learned, and both the individual and the (Local Impact) The leader readily acknowledges personal and organizational failures and offers clear suggestions for personal learning. The leader admits failures quickly, honestly, and openly with direct supervisor and immediate colleagues. There is evidence of learning from past errors. Non-defensive attitude exists in accepting feedback and discussing errors and failures. (Leadership Potential) The leader acknowledges personal and organizational failures when confronted with evidence. The leader is able to accept evidence of mistakes when offered by others. Some evidence of learning from mistakes is present. The leader is defensive and resistant to the acknowledgement of error. The leader is unwilling to acknowledge errors. When confronted with evidence of mistakes, the leader is defensive and resistant to learning from mistakes.

19 organization learned for the future. 1.3 Disagreement The leader constructively handles disagreement with leadership and policy decisions FPLS 10b The leader demonstrates willingness to challenge executive authority and policy leaders appropriately with evidence and constructive criticism, but once the decision is made, fully supports and enthusiastically implements organizational policy and leadership decisions. The leader accepts and implements leadership and policy with fidelity. Initiatives are represented by the leader in a way that advocates for policies as if it is the leader s idea. The leader proactively brings concerns to his or her immediate supervisor by articulating disagreements and points of view in the interest of the organization. The leader sometimes challenges executive and policy leadership without bringing those concerns to appropriate executive and policy authorities. The leader sometimes implements unpopular policies unenthusiastically or in a perfunctory manner. The leader ignores or subverts executive and policy decisions that are unpopular or difficult. 1.4 Dissent The leader constructively handles dissent from subordinates Highly (System-wide Impact) In addition to The leader creates constructive contention, assigning roles (if necessary) to deliberately generate multiple perspectives and consider different sides of important issues. The leader recognizes and rewards thoughtful dissent. The leader uses dissenting voices to learn, grow and, where appropriate, acknowledge the leader s own error. (Local Impact) The leader uses dissent to inform final decisions, improve the quality of decision making, and broaden support for his or her final decision. Defined structures and processes are in place for eliciting input. (Leadership Potential) The leader tolerates dissent, but there is very little of it in public. Dissent is absent due to a climate of fear and intimidation. FPLS 10b The leader encourages constructive dissent in which multiple voices are encouraged and heard; the final decision is made better and more broadly supported as a result.

20 1.5 Improvement of Specific Performance Areas The leader demonstrates explicit improvement in specific performance areas based on previous evaluations and formative feedback The leader s previous evaluations are combined with personal reflection and 360-degree feedback to formulate an action plan that is reflected in the leader s daily choices of priorities, as well as in the organization s priorities. The influence of previous evaluations has an impact not only on the leader, but on the entire organization. The leader s previous evaluations are explicitly reflected in projects, tasks, and priorities. Performance on each evaluation reflects specific and measureable improvements along the performance continuum from ineffective, to progressing, to proficient, to exemplary. The leader is aware of previous evaluations, but has not translated them into an action plan. No evidence of reference to previous leadership evaluations is present in the leader s choices of tasks and priorities. FPLS 10f 2.0 Personal Behavior and Professional Ethics: Aligns with Florida Principal Leadership Standards 5a, 5b, 5c,10a Narrative: Leaders in education demonstrate personal behaviors consistent with community values and morals. They keep commitments, work with students, and act in service of the best interest of the students, staff, and community. 2.1 Integrity The leader demonstrates integrity FPLS 10a Highly (System-wide Impact) In addition to The leader meets commitments verbal, written, and implied without exception. Commitments to individuals, students, community members, and subordinates have the same weight as commitments to superiors, board members, or other people with visibility and authority. The leader s commitment to integrity is clear throughout the organization, as any commitment from anyone who reports to this leader is as good as a commitment from the leader. (Local Impact) The leader meets commitments or negotiates exceptions where the commitment cannot be met. Verbal commitments have the same weight as written commitments. (Leadership Potential) The leader meets explicit written commitments. The need to get it in writing does not allow subordinates or superiors to make assumptions that verbal statements have the weight of a commitment. The phrases I m working on it or I m doing the best I can are regarded as acceptable substitutes for commitments. The leader does not follow through with tasks, budgets, and priorities critical to the performance of his or her site or responsibilities.

21 2.2 Emotional Self- Control The leader demonstrates emotional self-control FPLS 10a The leader possesses complete selfcontrol, even in the most difficult and confrontational situations, but also provides assistance to colleagues on the techniques of emotional intelligence. Not only is the leader an exemplar of emotional intelligence, but the entire organization reflects this commitment to self-control, empathy, and respect. The leader deals with sensitive subjects and personal attacks with dignity and self-control. The leader never meets anger with anger, but defuses confrontational situations with emotional intelligence, empathy, and respect. The leader occasionally exhibits aggressive, dismissive, or demeaning behaviors leading to a climate in which people are reluctant to raise sensitive issues. The leader loses his or her temper and is emotionally unstable. Conversations on any sensitive topic are brief or nonexistent. 2.3 Ethical and Legal Compliance with Employees Highly (System-wide Impact) In addition to (Local Impact) (Leadership Potential) The leader demonstrates compliance with legal and ethical requirements in relationship to employees FPLS 5a; 10a The leader meets the letter and spirit of the law, avoiding both the fact and appearance of impropriety. The leader inculcates the foundations of mutual respect for colleagues and for the law throughout the organization. There are no instances of illegal or unethical conduct with employees or prospective employees, and no other conduct that crosses the line of policy or law. The leader s conduct does not support a school culture respectful of the legal and policy requirements for the relationship between leaders and employees. The leader violates (even just one time) the legal and policy requirements for the relationship between leaders and employees. 2.4 Tolerance The leader demonstrates tolerance of different points of view within the boundaries of the values and mission of the organization FPLS 5a; 5b; 5c The leader actively seeks differences in perspective, encouraging different scenarios and curricula in the context of academic standards. The leader explicitly differentiates divergent thinking when it is constructive and facilitates a transition to convergent thinking to support organizational goals. The leader focuses evaluation on the achievement of the mission and adherence to values without penalizing differences in points of view that are within the framework of organizational requirements. There is no punishment of alternative points of view, but little or no development or encouragement of those views exists. The leader suppresses other points of view and discourages disagreement or divergent thinking. 2.5 Respect The leader honors the time and presence of others Highly (System-wide Impact) In addition to The leader consistently demonstrates an ability to effectively manage time and (Local Impact) The leader arrives on time and is prepared, participates fully, and is (Leadership Potential) The leader generally arrives on time and is prepared, participates The leader frequently arrives late and is not prepared, is often absent

22 FPLS 5a meetings by engaging others in the process, achieving meeting objectives, and beginning and ending on time. The leader models respect for others by arriving early to all meetings, and has developed and shared a system to consistently encourage, welcome, and recognize diverse opinions even when such opinions differ from those of the leader. Colleagues can point to specific indicators of how they are afforded time, attention to their concerns, and respect during interactions with the leader. ready to listen and respect others in planned and unplanned meetings. The leader is fluent with agenda items (knowledge of each topic) and is prepared to offer ideas and engage others in meaningful dialogue. Diverse opinions are consistently encouraged, welcomed, and recognized by the leader, even when such opinions differ from those of the leader. Staff who report to the leader indicate that they are afforded time, attention to their concerns, and respect during interactions with the leader. fully, and is ready to listen and respect others in planned and unplanned meetings, with periodic exceptions (sidebar conversations, distractions during planned or unplanned meetings). The leader is occasionally fluent with agenda items in terms of knowledge of each topic, but seldom offers ideas to engage others in meaningful dialogue. Diverse opinions are sometimes welcomed by the leader, but this occurs inconsistently. at key meetings, and tends to engage in disrespectful behaviors that do not honor others (sidebar conversations, distractions during planned or unplanned meetings). The leader may be attentive, but generally only in the presence of supervisors, and rarely takes the time to be fluent and knowledgeable regarding agenda items and topics of interest to the organization. 3.0 Student Achievement: Aligns with Florida Principal Leadership Standards 1a, 1b, 3b, 3c, 3d, 3e Narrative: Leaders in education make student learning their top priority. They direct energy and resources toward data analysis and using data teams for instructional improvement, development and implementation of quality standards-based curricula and evaluate, monitor, and provide feedback to staff on instructional delivery, effective practices, and high effect size strategies that significantly impact student achievement. 3.1 Planning and Goal Setting The leader demonstrates planning and goal setting to improve student achievement FPLS 1a; 2a; 2b; 2c; 3b Highly (System-wide Impact) In addition to The leader routinely shares examples of specific leadership, teaching, and curriculum strategies that are associated with improved student achievement. Other leaders credit this leader with sharing ideas, coaching, and providing technical assistance to implement successful new initiatives. (Local Impact) Goals and strategies reflect a clear relationship between the actions of teachers and leaders and the impact on student achievement. Results show steady improvements based on these leadership initiatives. (Leadership Potential) Specific and measurable goals related to student achievement are established, but these efforts have yet to result in improved student achievement nor planning for methods of monitoring improvements. Goals are neither measurable nor specific. The leader focuses more on student characteristics than on the actions of the teachers and leaders in the system.

23 3.2 Student Achievement Results The leader demonstrates evidence of student improvement through student achievement results FPLS 1b; 2d; 10c 3.3 Instructional Leadership Decisions The leader demonstrates the use of student achievement data to make instructional leadership decisions FPLS 2a; 2d; 3b; 7d 3.4 Student Requirements and Academic Standards A consistent record of improved student achievement exists on multiple indicators of student success. Student success occurs not only on the overall averages, but in each group of historically disadvantaged students. Explicit use of previous data indicates that the leader has focused on improving performance. In areas of previous success, the leader aggressively identifies new challenges, moving proficient performance to the exemplary level. Where new challenges emerge, the leader highlights the need, creates effective interventions, and reports improved results. Highly (System-wide Impact) In addition to The leader can specifically document examples of decisions in teaching, assignment, curriculum, assessment, and intervention that have been made on the basis of data analysis. The leader has coached school administrators in other schools to improve their data analysis skills. Every faculty meeting and staff development forum is focused on student achievement, including periodic reviews of student work. The leader reaches the required numbers, meeting performance goals for student achievement. The average of the student population improves, as does the achievement of each group of students who have previously been identified as needing improvement. (Local Impact) The leader uses multiple data sources, including state, district, school, and classroom assessments, and has at least three years of data. The leader systematically examines data at the subscale level to find strengths and challenges. The leader empowers teaching and administrative staff to determine priorities from data. Data insights are regularly the subject of faculty meetings and professional development sessions. The link between standards and student performance is in evidence from posting examples (exemplars) of proficient student work Some evidence of improvement exists, but there is insufficient evidence of changes in leadership, teaching, and curriculum that will create the improvements necessary to achieve student performance goals. (Leadership Potential) The leader is aware of state and district results and has discussed those results with staff, but has not linked specific decisions to the data. Standards are posted and required training has been conducted, but the link between standards and student performance is not Indifferent to the data, the leader blames students, families, and external characteristics. The leader does not believe that student achievement can improve. The leader has not taken decisive action to change time, teacher assignment, curriculum, leadership practices, or other variables in order to improve student achievement. The leader is unaware of or indifferent to the data. Classroom curriculum is considered a matter of individual discretion. The leader is hesitant

24 The leader demonstrates understanding of student requirements and academic standards throughout the building. readily evident to faculty or students. to intrude or is indifferent to decisions in the classroom that are at variance from the requirements of academic standards. FPLS 3c; 3d; 9g; 10c; 10d 3.5 Student Performance The leader demonstrates understanding of present levels of student performance based on consistent assessments that reflect local and state academic standards FPLS 1a; 1b;3e; 10c; 10d Highly (System-wide Impact) In addition to There is evidence of decisive changes in teacher assignments and curriculum based on student and adult performance data. Case studies of effective decisions are shared widely with other leaders and throughout the district. (Local Impact) Each academic standard has been analyzed and translated into studentaccessible language. Power standards are widely shared by faculty members and are visible throughout the building. The link between standards and student performance is in evidence from the posting of proficient student work throughout the building. (Leadership Potential) Standards have been analyzed, but are not translated into studentaccessible language. Power standards are developed, but not widely known or used by faculty. Student work is posted, but does not reflect proficient work throughout the building. Power standards have not been developed. There is no student work posted. 4.0 Decision Making: Aligns with Florida Principal Leadership Standards 6.0: 6a, 6b, 6c, 6d, 6e, Narrative: Leaders in education make decisions based on the vision and mission using facts and data. They use a transparent process for making decisions and articulate who makes which decisions. The leader uses the process to empower others and distribute leadership when appropriate. 4.1 Factual Basis for Decisions The leader employs factual basis for decisions, including specific reference to internal and external data on student achievement and objective data on Highly (System-wide Impact) In addition to Decision making is neither by consensus nor by leadership mandate, but consistently based on the data. Data is reflected in all decisions, ranging from course and (Local Impact) The pattern of decision making reflects a clear reliance on state and district student achievement data. (Leadership Potential) Some decisions are based on data, but others are the result of personal preference and tradition. Data is rarely used for decisions. The predominant decision making methodology is mandated from the leader or based on what is popular.

25 curriculum, teaching practices, and leadership practices classroom assignments to the discontinuance of programs. The leader can cite specific examples of practices that have been changed, discontinued, and/or initiated based on data analysis. A variety of data sources, including qualitative and quantitative, are used. Data sources include state, district, school, and classroom assessments. FPLS 6a; 6b; 6c; 6d; 6e 4.2 Decision- Making Structure The leader demonstrates clear identification of decisionmaking structure, including which decisions are made by consensus or by the staff independently, which decisions are made by the leader after getting input from the staff, and which decisions are made by the leader alone FPLS 6d; 6b Inferences from data are shared widely outside the school community to identify and replicate the most effective practices. Highly (System-wide Impact) In addition to All stakeholders understand the difference between decisionmaking levels, including staff decisions by consensus or majority, staff input that will significantly influence leadership decisions, and unilateral leadership decisions. The leader uses data in such a compelling way that the vast majority of decisions are consensus or majority decisions. Staff surveys reflect a feeling of empowerment and personal responsibility for organizational success. (Local Impact) The leader clarifies the decision-making method for major decisions and shares decisions with the staff, using data to the greatest extent possible to support those decisions. (Leadership Potential) The leader uses both consensus and unilateral decision making, but the reason for changing decision-making structures is not consistently clear. The leader s approach to decision making has no clear method and demoralizes or bewilders the staff.

26 4.3 Decisions Linked to Vision The leader links decisions to vision, mission, and strategic priorities FPLS 6a; 6c; 6d; 6e 4.4 Decisions Evaluated for ness The leader evaluates decisions for effectiveness and revises, where necessary FPLS 6c The current vision, mission, and strategic priorities of the leader and the organization are visible, ingrained in the culture of the organization, and routinely used as a reference point for decisions. The use of strategic guidelines for decision-making filters makes many decisions self-evident and avoids time wasted on unproductive arguments. Highly (System-wide Impact) In addition to The leader can provide clear and consistent evidence of decisions that have been changed based on new data. The leader has a regular pattern of decision reviews and sunsetting, in which previous decisions are reevaluated in light of the most current data. There is a culture of honest bad news in which the leader and everyone in the organization can discuss what is not working without fear of embarrassment or reprisal. The decisions of the leader are consistent with the vision, mission, and strategic priorities of the organization. (Local Impact) The leader has a record of evaluating and revising decisions based on new information. While the vision, mission, and priorities may be visible, they are not consistently linked to the leader s decisions. (Leadership Potential) The leader has new information and appears to be willing to reconsider previous decisions, but does not have a clear record of making changes. The leader is unaware of or disconnected from the organization s vision, mission, and strategic priorities. There is little or no evidence of the relationship of leadership decisions to these organizational guideposts. There is little or no evidence of reflection and reevaluation of previous decisions. 5.0 Communication: Aligns with Florida Principal Leadership Standards 9.0: 9a, 9c, 9d, 9e, 9f Narrative: Leaders in education understand communication as a two-way street. They seek to listen and learn from students, staff, and community. They recognize individuals for good work and maintain high visibility at school and in the community. Regular communications to staff and community keep all stakeholders engaged in the work of the school. 5.1 Two-Way Communication with Students The leader demonstrates two-way communication with students Highly (System-wide Impact) In addition to The leader goes to exceptional lengths to listen to students. The listening strategies may include focus groups, surveys, student advisory committees, and (Local Impact) The leader knows student names, regularly greets students by name, and is proactive in talking with and (Leadership Potential) The leader knows most student names, is visible, often greets students by name, and talks with students frequently. The leader does not know student names, avoids student contact except where leadership presence is required, and retreats to the office during most

27 numerous one-to-one student conversations. Discussions with students reveal that they know that the leader will listen to them and treat them with respect. listening to students. The leader is particularly visible at the beginning and end of the school day and during all other times when students are present. occasions where students are likely to be present. Many students do not know the leader s name or recognize the leader on sight. FPLS 9c; 9d; 9e; 9f; 10c 5.2 Two-Way Communication with Faculty and Staff The leader demonstrates two-way communication with faculty and staff FPLS 9d; 9e; 9f; 10c The leader actively engages in active listening to the faculty and staff. The leader s calendar reflects numerous individual and small group meetings with staff at every level, not just with the direct reports. Bus drivers, cafeteria workers, and first-year teachers all report confidence in their ability to gain a respectful hearing from the leader. Faculty meetings include open discussions with twoway discussions. Faculty members regularly have the opportunity for 1:1 meetings with the leader. The leader knows all staff members and makes an effort to recognize the personal and individual contributions made by each one. The leader typically limits his or her listening to time during faculty meetings. Faculty meetings consist of the reading of announcements, with little or no interaction. 5.3 Two-Way Communication with Parents and Community The leader demonstrates two-way communication with parents and community FPLS 9c; 9d; 9e; 9f; 10c Highly (System-wide Impact) In addition to Clear evidence of parentcentered and communitycentered communication is present, including open forums, focus groups, surveys, personal visits, and extensive use of technology. Decisions in curriculum, leadership, staffing, assessment, and school appearance reflect parent and community involvement. Survey data suggests that parents and community members feel empowered and supportive of educational objectives. (Local Impact) The leader conducts frequent interactions with parents and community members, including newsletters, briefings, visits and calls, and the use of technology (e.g., voic , hotlines, , websites). There is clear evidence of decisions based on input from parents and community members. (Leadership Potential) Parents and community members receive a respectful hearing when they initiate the conversation. Parents and community members have little or no role to play in leadership decision making.

28 5.4 Analysis of Input and Feedback The leader actively listens and analyzes input and feedback FPLS 7e; 9a The leader models open communication by listening purposefully and actively. The leader is able to read the situation and respond accordingly. The leader maintains listening systems for major stakeholders (parents, teachers, students, patrons, and staff), explicitly plans analysis of and reflection on data, and establishes structures that facilitate action based on feedback and analysis. Observations and documentation provided by the leader demonstrate that the leader listens well, seeks mutual understanding, and welcomes the sharing of information. The leader has established an effective communication plan, communicates openly, and is receptive to ideas from a variety of sources and perspectives. The leader appears to listen to others, but often relies on his/her interpretation of events rather than seeking out alternative perspectives and interpretations. Analysis of listening data occurs rarely. The leader hears what others say, but relies on his/her personal interpretation. The leader does not appear to communicate openly, omitting key details and attempting to resolve challenges without input or assistance.

29 6.0 Faculty Development: Aligns with Florida Principal Leadership Standards 4.0: 4b, 4c, 4d, 4e, 4f, Narrative: Leaders in education focus on evidence, research, and classroom realities faced by teachers. They link professional practice with student achievement to demonstrate the cause and effect relationship. Leaders also facilitate effective professional development, monitor implementation of critical initiatives, and provide timely feedback to teachers so that feedback can be used to increase teacher professional practice; discussions regarding proficiency on critical job functions are communicated using the common language of instruction to deepen the understanding of the priority of deliberate practice(s), standards and goals. 6.1 Faculty Proficiencies and Needs Understanding of faculty proficiencies and needs for further development FPLS 4d; 7d Highly (System-wide Impact) In addition to The leader has demonstrated a record of differentiated professional development for faculty based on student needs. The leader has developed a system of job-embedded professional development that differentiates training and implementation based on teacher and student needs. The leader routinely shares professional development opportunities with other schools, departments, districts, and organizations. (Local Impact) Faculty development reflects the prioritized needs of the School Improvement Plan and some effort has been made to differentiate and embed professional development to meet the needs of all faculties (coaching, mentoring, collaborative teams, peer scoring). The leader is able to use data from evaluation of instructional personnel to assess proficiencies and identify priority needs. (Leadership Potential) The leader is aware of the differentiated needs of faculty and staff members, but professional development is only embedded in faculty meetings at this time, rather than incorporating the use of collaboration, study teams, etc. Professional development is typically one size fits all, and there is little or no evidence of recognition of individual faculty needs or matching of faculty needs to student achievement needs.

30 6.2 Leading Professional Development Highly (System-wide Impact) In addition to (Local Impact) (Leadership Potential) Personal participation in leading professional development The leader is an active participant in teacher-led professional development, demonstrating with a commitment of time and intellect that the leader is a learner and is willing to regularly learn from colleagues. The leader routinely shares learning experiences with other administrators and colleagues throughout the system. The leader devotes faculty meetings to professional development, not announcements. The leader personally leads professional development at various times throughout the school year. The leader sometimes devotes faculty meetings to professional development and occasionally shares personal learning experiences with colleagues, but relies on others to lead each professional development opportunity. The leader displays little or no evidence of new learning or sharing that learning with colleagues. FPLS 4e; 4f 6.3 Formal and Informal Feedback Formal and informal feedback to colleagues using a common language of instruction with the exclusive purpose of improving individual practices/proficiencies and organizational performance FPLS 4b; 9b The leader uses a variety of creative ways to provide positive and corrective feedback communicating through a common language of instruction. The entire organization reflects the leader s focus on accurate, timely, and specific recognition. The leader balances individual recognition with team and organization-wide recognition. The leader provides formal feedback consistent with the district personnel policies, and provides informal feedback to reinforce proficient performance and highlight the strengths of colleagues and staff. Corrective and positive feedback is linked to organizational goals and both the leader and employees can cite examples of where feedback is used to improve individual and organizational performance The leader adheres to the personnel policies in providing formal feedback, although the feedback is just beginning to provide details that improve teaching or organizational performance. Formal feedback is nonspecific. Informal feedback is rare, nonspecific, and not constructive.

31 6.4 Modeling Coaching and Mentoring Highly (System-wide Impact) In addition to (Local Impact) (Leadership Potential) The leader models coaching and mentoring FPLS 3a; 4b; 4c; 4d; 4f; 10d The leader is deliberate in establishing development structures that conform to the National Staff Development Council (NSDC) Standards (Learning Forward). The leader coaches other administrators on successful observation strategies, use of the FEAPs to improve instruction and student learning, and communicating through a common language of instruction. The leader is seen by one s staff as capable of coaching them to improve yet willing to hold them accountable for performance that is not considered acceptable. Multiple examples exist that verify a standards-based professional learning community and action research is evident in context, process, and content. The leader engages in coaching to improve teaching and learning, and is receptive to innovative teaching strategies and practices; the leader is also willing to facilitate new approaches to instruction through action research. The leader monitors classroom visits in which the actual activity corresponds to the planned activity. The leader actively coaches instructional staff for improvement of classroom practice making effective use of a common language of instruction, the FEAPs, and researchbased instructional strategies linked to improvement of student learning and instructional practice. A system has been developed that provides for regular observation of classrooms. Observations are not just used for rating purposes; they are also used for coaching and professional development opportunities. The leader has organized faculty into an effective learning/action research community, wherein coaching and mentoring occurs formally and informally among the faculty. Observations are not just used for rating purposes; they are also used for coaching and professional development opportunities. The leader has organized faculty into an effective learning/action research community, wherein coaching and mentoring occurs formally and informally among the faculty. The leader is able to identify certain effective instructional strategies and complete observation processes, but needs to develop more prescriptive assistance about strategies and practices to help teachers refine and improve their effectiveness. The leader views classroom observations as an obligation to make sure teachers are teaching and students are on task. Evidence of coaching and mentoring, if any, does not specify effective teaching strategies or provide feedback that is either corrective or accurate.

32 7.0 Leadership Development: Aligns with Florida Principal Leadership Standards 7.0: 7a, 7b, 7c Narrative: Leaders in education actively cultivate and grow other leaders within the organization. They also model trust, competency, and integrity, which positively impacts and inspires growth in other potential leaders. 7.1 Mentoring Emerging Leaders The leader mentors emerging leaders to assume key leadership responsibilities FPLS 7a; 7c Highly (System-wide Impact) In addition to The leader has coached or mentored multiple administrators or instructional personnel who have assumed administrative positions and responsibilities. Multiple administrators throughout the system cite this leader as a mentor and reason for their success. (Local Impact) The leader has personally mentored at least one emerging leader to assume leadership responsibility in an instructional leadership or at an administrative level, with positive results. (Leadership Potential) The leader provides some training to an emerging school leaders or administrator who may, in time, be able to independently assume a leadership role. Persons under the leader s direction are unable or unwilling to assume added responsibilities; there is no evidence of effort to develop others. 7.2 Identification of Potentially Future Leaders The leader consistently identifies potential future leaders The leader routinely identifies and recruits new leaders. The leader has specifically identified at least two new leaders in the past year, and has entered them into the ranks of leadership training. The leader is remarkable for identifying leaders from unexpected sources, including helping potential leaders find their own leadership strengths even when they had not initially considered a leadership career. The leader has specifically identified and recruited new leaders. The leader follows personnel guidelines for accepting applications for new leaders but has not implemented any systemic process for identifying emergent leaders. The leader does not recognize the need for leadership in the system. FPLS 7a The leader helps other leaders to identify and recruit potential leadership candidates.

33 7.3 Delegation and Trust The leader provides evidence of delegation and trust in subordinate leaders FPLS 7b Highly (System-wide Impact) In addition to Staff throughout the organization is empowered in formal and informal ways. Faculty members participate in the facilitation of meetings and exercise leadership in committees and task forces; other employees, including noncertified staff, exercise appropriate authority and assume leadership roles where appropriate. The climate of trust and delegation in this organization contributes directly to the identification and empowerment of the next generation of leadership. (Local Impact) There is a clear pattern of delegated decisions, with authority to match responsibility at every level in the organization. The relationship of authority and responsibility and delegation of authority is clear in personnel documents, such as evaluations, and also in the daily conduct of meetings and organizational business. (Leadership Potential) The leader sometimes delegates, but also maintains decisionmaking authority that could be delegated to others. The leader does not afford subordinates the opportunity or support to develop or to exercise independent judgment. 8.0 Time/Task/Project Management: Aligns with Florida Principal Leadership Standards 8.0: 8a, 8b, 8c, 8d Narrative: Leaders in education manage the decision making process, but not all decisions. They establish personal deadlines for themselves and the entire organization. Additionally, leaders understand the benefits of going deeper with fewer initiatives as opposed to superficial coverage of everything. They also effectively manage and delegate tasks and consistently demonstrate fiscal efficiency. 8.1 Organization of Time and Projects The leader organizes time and projects for effective leadership. Highly (System-wide Impact) In addition to The leader maintains a dailyprioritized task list. Personal organization allows the leader to consider innovations and be available to engage in leadership activities and collaborate with people at all levels. (Local Impact) The use of organizational tools is evident by supporting documentation provided by the leader. Project/task accomplishments are publicly celebrated and project challenges are open for input from (Leadership Potential) Projects are managed using lists of milestones and deadlines, but are infrequently updated. The impact of changes is rarely documented. Project management is haphazard or absent. There is little or no evidence of lists of milestones and deadlines.

34 FPLS 8a 8.2 Fiscal Stewardship The leader provides fiscal stewardship by completing projects on schedule and within budget FPLS 8b; 8d 8.3 Project Objectives and Plans The leader establishes clear objectives and coherent plans for complex projects FPLS 8b; 8c Calendar is free of conflicts and focused on the priorities of the leader and organization. The leader applies project management to systems thinking throughout the organization. The leader regularly saves resources of time and money for the organization, and proactively redeploys those resources to help the organization achieve its strategic priorities. Results indicate the positive impact of redeployed resources in achieving strategic priorities. The leader has established processes to leverage existing limited funds and increase capacity through grants, donations, and community resourcefulness. Highly (System-wide Impact) In addition to The leader uses project management as a teaching device, helping others understand the interrelationship of complex project milestones throughout the organization. The leader uses complex project management to build systems thinking throughout the organization. Project plans are visible in heavily trafficked areas, so that accomplishments are publicly celebrated and project challenges are open for input from a wide variety of sources. Successful project results can be a wide variety of sources. The leader leverages knowledge of the budgeting process, categories, and funding sources to maximize all available dollars to achieve strategic priorities. The leader has a documented history of managing complex projects, meeting deadlines, and keeping budget commitments. The leader documents a process to direct funds to increase student achievement that is based on best practice and leveraging of antecedents of excellence in resources, time, instructional strategies. (Local Impact) Project management documents are revised and updated as milestones are achieved or deadlines are changed. The leader understands the impact of a change in a milestone or deadline on the entire project, and communicates those changes to the appropriate people in the organization. The leader uses examples to differentiate between a task and a project. The leader sometimes meets deadlines, but only at the expense of breaking the budget; or, the leader meets budgets, but fails to meet deadlines. The leader lacks proficiency in using budget to focus resources on school improvement priorities. (Leadership Potential) Project management methodologies are vague or it is unclear how proposed project management tools will work together in order to help keep the project on time and within budget. The impact of change in a milestone or deadline on the project is not clear or are rarely documented, and communicated to people within the organization. The leader has little or no record of keeping commitments for schedules and budgets. There is little or no evidence of project management against goals, resources, timelines, and results.

35 documented. 9.0 Technology: Aligns with Florida Principal Leadership Standards 4d, 9f Narrative: Leaders in education are technically savvy. They process changes and capture opportunities available through social networking tools and access and process information through a variety of online resources. They incorporate data-driven decision making with effective technology integration to analyze school results. Furthermore, leaders develop strategies for coaching staff as they integrate technology into teaching, learning, and assessment processes. 9.1 Use of Technology to Improve Teaching and Learning The leader demonstrates use of technology to improve teaching and learning FPLS 4d; 9f 9.2 Personal Proficiency in Electronic Communication The leader demonstrates personal proficiency in electronic communication Highly (System-wide Impact) In addition to The leader serves as a model for technology implementation to other organizations. The links between technology implementation and learning success are clear and public. The leader provides evidence of greater efficiency, improved quality of information, and more responsive effective communication. The leader coaches the entire staff on the results of the linkage between technology and organizational success, creating new ways to save resources and improve organizational effectiveness. The leader relentlessly pursues emerging best practices (e.g., web-based lessons). The leader creates new opportunities for learning and uses the organization as an example of effective technology implementation. Leading by example, the leader provides a model of new learning. (Local Impact) The leader can document adherence to the following: Assist teachers in using technology to access, analyze, and interpret student performance data and in using results to appropriately design, assess, and modify student instruction. Collaboratively design, implement, support, and participate in professional development for all instructional staff that institutionalizes effective integration of technology for improved student learning. The leader personally uses , word processing, spreadsheets, presentation software, database, and district software. Personal study and professional development reflect a commitment to continued learning. Needs Improvement (Leadership Potential) The leader is personally proficient in required technology applications and appears to be an advocate for the use of instructional technology, but does not always differentiate between technology implementation and a clear impact on teaching and learning. The leader has mastered some, but not all, software required for proficient performance. The leader takes the initiative to learn new technology. The leader does not display personal competence in the use of required technology applications. The leader does not link the installation of technology to specific teaching and learning objectives. The leader has limited literacy with technology. There is little or no evidence of the leader taking a personal initiative to learn

36 FPLS 4d; 9f new technology Personal Professional Learning: Aligns with Florida Principal Leadership Standards 4.0: 4a, 4d, 4e, 4f Narrative: Leaders in education stay informed on current research in education and demonstrate their understanding through application. They engage in professional development opportunities and communities of practice that improve their personal professional/leadership practice and align with the needs of their schools and the school system-wide. In addition, leaders generate a professional development focus in their schools and districts that is clearly linked to the system-wide strategic objectives. The emphasis is on their role as leaders of learning Personal Understanding of Research Trends Highly (System-wide Impact) In addition to (Local Impact) (Leadership Potential) The leader demonstrates personal understanding of research trends in education and leadership In addition to personal reading that is wide and deep in the fields of education research, the leader contributes directly to research, providing case studies, experimental results, and research questions to serve the interests of other leaders and educational organizations. Personal reading, learning, and teaching in education and leadership research trends are evident and documented. Some interest in education and leadership research trends is evident and documented. The leader is able to link personal reading to some leadership actions. Little or no evidence of personal learning and research is present. FPLS 4a; 4d; 4e; 4f; 10d 10.2 Personal Professional Focus The leader creates a personal professional focus FPLS 4a; 4e; 4f; 10d The leader approaches every professional development opportunity with a view toward multidimensional impact. Knowledge and skills are shared throughout the organization and with other departments, schools, and districts. Rather than merely adopting the tools of external professional development, this leader creates specific adaptations so that learning tools become part of the culture of the organization and are home-grown rather than externally generated. The leader engages in professional development that is directly linked to organizational needs. The priority is given to building on personal leadership strengths. The leader personally attends and actively participates in the professional development that is required of other leaders in the organization. In the case of building principals, the leader personally attends and actively participates in the professional development required of teachers. The leader actively participates in professional development, but it is reflective of a personal agenda rather than addressing the strategic needs of the organization. The leader attends professional development for colleagues, but does not fully engage in it and set an example of active participation. The leader might introduce a professional development program, but does not participate in the learning activities along with the staff. The leader is not strategic in planning a personal professional development focus aligned with the school or district goals.

37 SECTION III Participant Responsibilities Mentor Responsibilities New Principal Protégé Responsibilities Requirements Checklist 21

38 New Principal Protégé Mentor Responsibilities Length of Program The program length is determined by the Principal Protégé, New Principal Mentor, and the Superintendent. While the program is designed to be a one-year mentoring experience to support the new Principal s field experiences and leadership development, an additional year of mentorship may be requested by the Principal Protégé and/or recommended by both the New Principal Mentor and Superintendent. The second year of mentorship may involve more or less scheduled meetings per semester as agreed upon by both parties. Additional professional development may also be recommended during the second year of NPP Program participation as well as additional support team members. Professional Development New Principal Mentor The New Principal Mentor will agree to read the provided text entitled The Mentor s Guide. Additional mentoring training may also be recommended and provided by the district s Mentoring Program Advisors or through various other training opportunities. Number of Meetings The New Principal s Mentor will meet with the Principal Protégé on a regular basis throughout the course of the first year. A recommended number of scheduled meeting dates should be discussed and planned based upon the Principal Protégé s Self-Appraisal Form, Principal s Leadership Standards Inventory (PLSI), identified developmental needs areas, and the New Principal Mentor s observations. A minimum of two meetings per semester is advised for the first year of the Principal Protégé s principalship experience. Regular on-going communication and feedback is a vital component of the Protégé s success. Goal Development and Individual Leadership Development Plan (ILDP) The New Principal Mentor will work collaboratively with the Principal Protégé to develop goals and an Individual Leadership Development Plan (ILDP) based upon the Self-Appraisal and Principal Leadership Standards Inventory (PLSI). Level II or Level III School Leadership Criteria defined under Program Objectives should be considered to determine the leadership development plan. Experienced veteran Principals participating in the Program as firsttime Florida Administrators may be identified as Level III School Leaders and the plan adjusted to accommodate the individual s level of knowledge and expertise. Observations and Feedback The New Principal Mentor will provide feedback regarding the Principal Protégé s performance and status of growth/learning experiences based upon observations using the FLORIDA PRINCIPAL LEADERSHIP STANDARDS provided in the portfolio. Second year Principal Protégé s will be given the opportunity to participate in a 360 degree assessment with online leadership development modules to identify and further strengthen developmental areas (this is optional). Required and Recommended Ongoing Professional Development/Training The New Principal Protégé Program requires one Educational Impact module entitled Instructional Leadership in Practice and two DOE on-line courses Building Instructional Leadership Teams: the Mission of the Principal as Instructional Leader, and Student Achievement Data: The Basics. Additional recommendations as well as the New Principal Mentor s specific recommendations regarding relevant professional development needs areas will be forwarded to the Director of HRRPD. 22

39 Every effort will be made to select appropriate/relevant training based upon the District recommendations and New Principal Mentor s recommendations, as well as the Principal Protégé s requests regarding developmental performance areas, legislative/program updates, or new educational initiatives. Participation in various leadership academies, conferences and/or online programs may be recommended by the NPP Mentor, Director of HRRPD, or required by the Superintendent. Principal Protégé Responsibilities Pre-Meeting Requirements The Principal Protégé will complete the Self-Appraisal Form and PLSI (online) prior to the initial meeting with the assigned mentor and be prepared to discuss his/her prior experiences and reflective practices. Number of Meetings The Principal Protégé will agree to meet with the New Principal Mentor on a regular basis with the number of meetings determined and agreed upon by both parties and scheduled in advance of meeting dates. Goal Development and Individual Leadership Development Plan (ILDP) The Principal Protégé agrees to work collaboratively with the New Principal Mentor to develop goals and complete an online ILDP based upon the Self Appraisal and the PLSI; School Leadership criteria as described and defined under Program Objectives should be considered to determine the Principal Protégé s Leadership Development Plan. Required and Recommended Professional Development The Principal Protégé will agree to read the provided text entitled Finding Your Leadership Focus by Dr. Douglas B. Reeves and be prepared to discuss with the New Principal Mentor throughout the program. In addition, the Principal Protégé will agree to participate in the required relevant professional development training as outlined, complete the school learning project, fulfill his/her role and responsibilities as the instructional leader/principal, attend conferences, leadership academies, committees, learning communities, etc. as part of the Principal Protége Program (and document in the NPP Program Portfolio) to further refine and enhance development of leadership skills and expertise. Specific activities such as inservice workshops, district events, and various other committees, teams, task force or meetings may be recommended by the Superintendent and/or New Principal Mentor. Survey Assessment Forms Upon completion of the NPP program, the New Principal Protégé and Principal Mentor will complete a program assessment survey to be returned to the Department of HRRPD Office of Professional Development; the surveys will be shared with the program stakeholders and used to determine program strengths and/or possible revisions for the purpose of continuous improvement. 23

40 New Principal Protégé Program Requirements Checklist Principal Protégé and Mentor schedule orientation meeting with Director of HRRPD to review and discuss program guidelines and requirements, complete Participant Information Form and sign Mentor Code of Ethics Form Ongoing New Principal Mentor to read The Mentoring Guide Ongoing Principal Protégé to read Finding Your Leadership Focus and discuss with New Principal Mentor Principal Protégé to complete Principal Leadership Standards Inventory (PLSI) on-line and district Self-Appraisal Form Ongoing Mentor to review mentoring tips and worksheets and additional resources regarding effective mentoring skills provided in resource listing in Section VI Principal Protégé and Mentor collaborate to complete district Strengths and Developmental Needs Worksheet based upon PLSI and Self Appraisal Form Mentor maintains Mentoring Log to date/describe communications, discussions, meetings and observations regarding Principal Protégé s leadership experiences and competencies; MUST be completed to receive Mentoring Supplement Principal Protégé to begin development of Individual Leadership Development Plan (if initiated as part of PNP Program, will be a continuation); ILDP should include leadership development needs and goals based on Strengths and Developmental Needs Worksheet and PLSI Principal Protégé to review with Mentor the FPLS/MLA (Leadership Standards Competencies) and collaboratively develop the learning project outline for leading school change, enhancing instruction, and improving student achievement Ongoing Principal Protégé is working on required professional development and recommended professional development throughout two years of program Mentor reviews district FMLA Dimensions/Performance Appraisal System Guidelines and Instrument with Protégé for clarity and understanding Principal Protégé and Mentor periodically review ILDP to determine progress of goals, project status, and support documentation of FPLS Principal Protégé Completion/Recommendation Form signed by New Principal Mentor. The Mentor and Superintendent may recommend a one-year extension of program if determined necessary Mentor and Protégé complete participant and program survey forms and return to HRRPD Office of Professional Development 24

41 Section IV Assessment Forms Principal Leadership Standards Inventory (PLSI) Self-Appraisal Form Strengths and Developmental Needs Worksheet Individual Leadership Development Plan (ILDP) MLA - Performance Appraisal Instrument for School Based Administrators NPP Program Completion and Recommendation Form (at the end of the two year program, place completed form in the front of the portfolio) 25

42 Florida School Leaders The William Cecil Golden School Leadership Development Program Principal Leadership Standards Inventory (PLSI) The Principal Leadership Standards Inventory provides educational leaders with a selfevaluation process to help inventory their current practices and identify their strengths and weaknesses for each of the Florida Principal Leadership Standards. To access Principal Leadership Standards Inventory online in the WCG Resource Library, login at the home page: Copyright 2006 Florida Department of Education 26

43 NEW PRINCIPAL PROTÉGÉ PROGRAM STRENGTHS AND DEVELOPMENTAL NEEDS WORKSHEET Participant: Date: Support Team Member Completing Form: Mark ( ) a skill area ONLY if the participant has a significant strength or significant developmental need in the area listed. Multi-Dimensional Leadership Assessment Dimensions aligned with the Florida Principal Leadership Standards (see crosswalk matrix BEHIND Section V) Dimension 1: Resilience FPLS Domain/Standard Strength Need 1.1 Constructive Reactions 10b 1.2 Willingness to Admit Error 10e 1.3 Disagreement 10b 1.4 Dissent 10b 1.5 Improvement of Specific Areas 10f Dimension 2: Personal Behavior and Professional Ethics 2.1 Integrity 10a 2.2 Emotional Self-Control 10a 2.3 Ethical & Legal Compliance with Employees 5a; 10a 2.4 Tolerance 5a; 5b; 5c 2.5 Respect 5a Dimension 3: Student Achievement 3.1 Planning and Goal Setting 1a; 2a; 2b; 2c; 3b 3.2 Student Achievement Results 1b; 2d; 10c 3.3 Instructional Leadership Decisions 2a; 2d; 3b; 7d 3.4 Student Requirements & Academic Standards 3c; 3d; 9g; 10c; 10d 3.5 Student Performance 1a; 1b; 3e; 10c; 10d Dimension 4: Decision Making 4.1 Factual Basis for Decisions 6a; 6b; 6c; 6d; 6e 4.2 Decision Making Structure 6b; 6d 4.3 Decisions Linked to Vision 6a; 6c; 6d; 6e 4.4 Decisions Evaluated for ness 6c 27

44 NEW PRINCIPAL PROTEGE PROGRAM STRENGTHS AND DEVELOPMENTAL NEEDS WORKSHEET Participant: PAGE 2 Dimension 5: Communication FPLS Domain/Standard Strength Need 5.1 Two-Way Communication with Students 9c; 9d; 9e; 9f; 10c 5.2 Two-Way Communication with Faculty and Staff 9d; 9e; 9f; 10c 5.3 Two-Way Communication with Parents and Community 9c; 9d; 9e; 9f; 10c 5.4 Analysis of Input and Feedback 7e; 9a Dimension 6: Faculty Development 6.1 Faculty Proficiencies and Needs 4d; 7d 6.2 Leading Professional Development 4e; 4f 6.3 Formal and Informal Feedback 4b; 9b 6.4 Modeling Coaching and Mentoring 3a; 4b; 4c; 4d; 4f; 10d Dimension 7: Leadership Development 7.1 Mentoring Emerging Leaders 7a; 7c 7.2 Identification of Potentially Future Leaders 7a 7.3 Delegation and Trust 7b Dimension 8: Time/Task/Project Management 8.1 Organization of Time and Projects 8a 8.2 Fiscal Stewardship 8b; 8d 8.3 Project Objectives and Plans 8b; 8c Dimension 9: Technology 9.1 Use of Technology to Improve Teaching and Learning 4d; 9f 9.2 Personal Proficiency in Electronic Communication 4d; 9f Dimension 10: Personal Professional Learning 10.1 Personal Understanding of Research Trends 4a; 4d; 4e; 4f; 10d 10.2 Personal Professional Focus 4a; 4e; 4f; 10d 10.3 Professional Development Focus 4a; 4e; 4f 10.4 Application of Learning 4a; 4d; 4e; 4f; 10d Revised 7/20/12 28

45 NEW PRINCIPAL PROTEGE PROGRAM PARTICIPANT SELF-APPRAISAL FORM Participant: Date: Mark ( ) in the appropriate column for each skill area where you feel you have either significant strength or significant developmental need. Multi-Dimensional Leadership Assessment Dimensions aligned with the Florida Principal Leadership Standards (see attached crosswalk) Dimension 1: Resilience FPLS Domain/Standard Strength Need 1.1 Constructive Reactions 10b 1.2 Willingness to Admit Error 10e 1.3 Disagreement 10b 1.4 Dissent 10b 1.5 Improvement of Specific Areas 10f Dimension 2: Personal Behavior and Professional Ethics 2.1 Integrity 10a 2.2 Emotional Self-Control 10a 2.3 Ethical & Legal Compliance with Employees 5a; 10a 2.4 Tolerance 5a; 5b; 5c 2.5 Respect 5a Dimension 3: Student Achievement 3.1 Planning and Goal Setting 1a; 2a; 2b; 2c; 3b 3.2 Student Achievement Results 1b; 2d; 10c 3.3 Instructional Leadership Decisions 2a; 2d; 3b; 7d 3.4 Student Requirements & Academic Standards 3c; 3d; 9g; 10c; 10d 3.5 Student Performance 1a; 1b; 3e; 10c; 10d Dimension 4: Decision Making 4.1 Factual Basis for Decisions 6a; 6b; 6c; 6d; 6e 4.2 Decision Making Structure 6b; 6d 4.3 Decisions Linked to Vision 6a; 6c; 6d; 6e 4.4 Decisions Evaluated for ness 6c 29

46 NEW PRINCIPAL PROTEGE PROGRAM Participant: PARTICIPANT SELF-APPRAISAL FORM PAGE 2 Dimension 5: Communication FPLS Domain/Standard Strength Need 5.1 Two-Way Communication with Students 9c; 9d; 9e; 9f; 10c 5.2 Two-Way Communication with Faculty and Staff 9d; 9e; 9f; 10c 5.3 Two-Way Communication with Parents and Community 9c; 9d; 9e; 9f; 10c 5.4 Analysis of Input and Feedback 7e; 9a Dimension 6: Faculty Development 6.1 Faculty Proficiencies and Needs 4d; 7d 6.2 Leading Professional Development 4e; 4f 6.3 Formal and Informal Feedback 4b; 9b 6.4 Modeling Coaching and Mentoring 3a; 4b; 4c; 4d; 4f; 10d Dimension 7: Leadership Development 7.1 Mentoring Emerging Leaders 7a; 7c 7.2 Identification of Potentially Future Leaders 7a 7.3 Delegation and Trust 7b Dimension 8: Time/Task/Project Management 8.1 Organization of Time and Projects 8a 8.2 Fiscal Stewardship 8b; 8d 8.3 Project Objectives and Plans 8b; 8c Dimension 9: Technology 9.1 Use of Technology to Improve Teaching and Learning 4d; 9f 9.2 Personal Proficiency in Electronic Communication 4d; 9f Dimension 10: Personal Professional Learning 10.1 Personal Understanding of Research Trends 4a; 4d; 4e; 4f; 10d 10.2 Personal Professional Focus 4a; 4e; 4f; 10d 10.3 Professional Development Focus 4a; 4e; 4f 10.4 Application of Learning 4a; 4d; 4e; 4f; 10d Revised 7/20/12 30

47 Individual Leadership Development Plan The Individual Leadership Development Plan (ILDP) is an electronic tool to assist in organizing, planning and monitoring your professional development as a school leader. The tool allows you to incorporate your school s student data, school improvement goals and your personal leadership development plan into one electronic document. Place a printed copy of your ILDP behind this tab. Directions: Website: Type in user name and choose password LOGIN: Under TOOLS on the left, click on Individual Leadership Development Plan Leadership Development Progress Log The Leadership Development Progress Log allows you to track your ongoing leadership development through the Prior Learning Inventory, Principal Leadership Standards Inventory, Individual Leadership Development Plan Activities and other resources. To access Leadership Development Progress Log online in the WCG Resource Library, login at the home page. Click e-annual Professional Development Plan button Step 1) Step 2) Select school district Select school Next Select name from list Don t see your name? Click on Don t see your name? Create an account (read directions carefully) 31

48 THE SCHOOL BOARD OF HIGHLANDS COUNTY MULTIDIMENSIONAL LEADERSHIP ASSESSMENT SYSTEM FOR SCHOOL-BASED ADMINISTRATORS Developed by The Leadership and Learning Center Based on Research by Dr. Douglas Reeves Aligned with the Florida Principal Leadership Standards and the Department of Education s Florida School Leader Assessment Submitted to DOE June, 2011; Revised September, 2011; Revised April, 2012

49 THE SCHOOL BOARD OF HIGHLANDS COUNTY School-Based Performance Appraisal for Administrators Name Position School/Dept. School Year Observation Date (s) / / / Employee ID# (Required) Beginning Time Ending Time Check One: Supervising Admin Peer Eval Admin Self-Assmnt MLA MATRIX: DIMENSIONS OF LEADERSHIP Dimension 1.0: Resilience Leaders in education bounce back quickly from adversity and stay focused on the vision of the organization; bringing together people and resources with the common belief that the organization can grow stronger in tough times when it applies certain knowledge, skills, and attitudes in the face of adversity. Highly 1.1. Constructive Reactions The leader constructively reacts to disappointment and barriers to success Check Rating Level Selection: Highly The leader offers frank acknowledgement of prior personal and organizational failures and clear suggestions for system-wide learning resulting from those lessons. Check Source Selection: Observation The leader readily acknowledges personal and organizational failures and offers clear suggestions for personal learning. Evidence: The leader acknowledges personal and organizational failures when confronted with evidence. The leader is defensive and resistant to the acknowledgement of error. FLORIDA PRINCIPAL LEADERSHIP STANDARDS Domain 4: Professional and Ethical Behaviors; Standard 10. Professional and Ethical Behavior 10b Demonstrates resiliency by staying focused on the school vision and reacting constructively to the barriers to success that include disagreement and dissent with leadership Documentation Conversation Other 1.2 Willingness to Admit Error The leader demonstrates willingness to admit error and learn from it Highly The leader shares case studies of personal and organizational errors in a way that is used to guide, inspire, and teach colleagues throughout the organization. The leader admits failures quickly, honestly, and openly with direct supervisor and immediate colleagues. The leader is able to accept evidence of mistakes when offered by others. The leader builds resilience There is evidence of Some evidence of learning from mistakes is present. The leader is unwilling to acknowledge errors. When confronted with evidence of mistakes, the leader is defensive and resistant to learning from mistakes. 10e Demonstrates willingness to admit error and learn from it

50 Check Rating Level Selection: Highly in colleagues and throughout the organization by habitually highlighting and praising good mistakes where risks were taken, mistakes were made, lessons were learned, and both the individual and the organization learned for the future. Check Source Selection: Observation Documentation Conversation Other learning from past errors. Non-defensive attitude exists in accepting feedback and discussing errors and failures. Evidence: 1.3 Disagreement The leader constructively handles disagreement with leadership and policy decisions Highly The leader demonstrates willingness to challenge executive authority and policy leaders appropriately with evidence and constructive criticism, but once the decision is made, fully supports and enthusiastically implements organizational policy and leadership decisions. The leader accepts and implements leadership and policy with fidelity. Initiatives are represented by the leader in a way that advocates for policies as if it is the leader s idea. The leader proactively brings concerns to the immediate supervisor by articulating disagree-ments and points of view in the interest of the organization. The leader sometimes challenges executive and policy leadership without bringing those concerns to appropriate executive and policy authorities. The leader sometimes implements unpopular policies unenthusiastically or in a perfunctory manner. The leader ignores or subverts executive and policy decisions that are unpopular or difficult. 10b Demonstrates resiliency by staying focused on the school vision and reacting constructively to the barriers to success that include disagreement and dissent with leadership Check Rating Level Selection: Highly Check Source Selection: Observation Documentation Conversation Other Evidence:

51 1.4 Dissent The leader constructively handles dissent from subordinates Highly The leader creates constructive contention, as-signing roles (if necessary) to deliberately generate multiple perspectives and consider different sides of important issues. The leader recognizes and rewards thoughtful dissent. The leader uses dissenting voices to learn, grow and, where appropriate, acknowledge the leader s own error. The leader encourages constructive dissent in which multiple voices are encouraged and heard; the final decision is made better and more broadly supported as a result. The leader uses dissent to inform final decisions, improve the quality of decision making, and broaden support for his or her final decision. Defined structures and processes are in place for eliciting input. The leader tolerates dissent, but there is very little of it in public. Dissent is absent due to a climate of fear and intimidation. 10b Demonstrates resiliency by staying focused on the school vision and reacting constructively to the barriers to success that include disagreement and dissent with leadership Check Rating Level Selection: Highly Check Source Selection: Observation Documentation Conversation Other Evidence: 1.5 Improvement of Specific Performance Areas The leader demonstrates explicit improvement in specific performance areas based on previous evaluations and formative feedback Highly 10f Demonstrates explicit improvement in specific The leader s previous The leader is aware of No evidence of reference evaluations are explicitly previous evaluations, but to previous leadership performance areas based on reflected in projects, tasks, has not translated them evaluations is present in previous evaluations and and priorities. into an action plan. the leader s choices of formative feedback tasks and priorities. The leader s previous evaluations are combined with personal reflection and 360- degree feedback (parental and/or staff surveys) to formulate an action plan that is reflected in the leader s daily choices of priorities, as well as in the organization s priorities. The influence of previous evaluations has an impact not only on the leader, but Performance on each evaluation reflects specific and measureable improvements along the performance continuum from ineffective, to needs improvement, to effective, to highly effective.

52 on the entire organization. Check Rating Level Selection: Highly Check Source Selection: Observation Documentation Conversation Other Evidence: THE RATING FOR EACH DIMENSION IS DETERMINED BY THE MAJORITY OF RATINGS IN EACH OF THE SUBDIMENSIONS; IF THERE IS A TIE WITH THE MAJORITY OF SUBDIMENSION RATINGS, THE LOWER RATING MUST BE USED AS THE OVERALL DIMENSION RATING. Principal Overall Rating Dimension 1.0 Superintendent: Highly ( 5 ) ( 3 ) ( 1 ) (0) Self-Assessment (for overall dimension): Highly AP Overall Rating Dimension 1.0 (Principal, Peer Evaluator and Self-Assessment): Highly ( 5 ) ( 4 ) ( 3 ) (1) Dimension 2.0: Personal Behavior and Professional Ethics-Leaders in education demonstrate personal behaviors consistent with community values and morals. They keep commitments, work with students, and act in service of the best interest of students, staff, and community. Florida Principal Leadership Standards (FPLS) - Vision (V): High Performing leaders have the knowledge, skills, and dispositions to develop, articulate and implement a shared vision. Highly 2.1 Integrity The leader demonstrates integrity FLORIDA PRINCIPAL LEADERSHIP STANDARDS Domain 2: Instructional Leadership; Standard 5. Learning Environment Domain 4: Professional & Ethical Behavior; Standard 10. Professional and Ethical Behavior The leader meets commitments-verbal, written, and implied-without exception. Commitments to individuals, students, community members, and subordinates have the same weight as commitments to superiors, board members, or other The leader meets commitments or negotiates exceptions where the commitment cannot be met. Verbal commitments have the same weight as written commitments. The leader meets explicit written commitments. The need to get it in writing does not allow subordinates or superiors to make assumptions that verbal statements have the The phrases I m working on it or I m doing the best I can are regarded as acceptable substitutes for commitments. The leader does not follow through with tasks, budgets, and 10a Adheres to the Code of Ethics and Principles of Professional Conduct for the Education Profession in Florida; Rule 6B and 6B-1.006, FAC

53 people with visibility and authority. The leader s commitment to integrity is clear throughout the organization, as any commitment from anyone who reports to this leader is as good as a commitment from the leader. weight of a commitment. priorities critical to the performance of his or her site or responsibilities. Check Rating Level Selection: Highly ( ) ( ) ( ) ( ) Check Source Selection: Observation Documentation Conversation Other Evidence: 2.2 Emotional Self-Control The leader demonstrates emotional self-control Highly The leader deals with The leader loses his or sensitive subjects and her temper and is personal attacks with emotionally unstable. dignity and selfcontrol. The leader possesses complete self-control, even in the most difficult and confrontational situations, but also provides assistance to colleagues on the techniques of emotional intelligence. Not only is the leader an exemplar of emotional intelligence, but the entire organization reflects this commitment to self-control, empathy, and respect. The leader never meets anger with anger, but defuses confrontational situations with emotional intelligence, empathy, and respect. The leader occasionally exhibits aggressive, dismissive, or demeaning behaviors leading to a climate in which people are reluctant to raise sensitive issues. Conversations on any sensitive topic are brief or nonexistent. 10a Adheres to the Code of Ethics and Principles of Professional Conduct for the Education Profession in Florida; Rule 6B and 6B-1.006, FAC Check Rating Level Selection: Highly Check Source Selection: Observation Documentation Conversation Other Evidence: 2.3 Ethical and Legal Highly The leader meets the There are no instances of The leader s conduct The leader violates (even 5a Maintains a safe, respectful

54 Compliance with Employees The leader demonstrates compliance with legal and ethical requirements in relationship to employees letter and spirit of the law, avoiding both the fact and appearance of impropriety. The leader inculcates the foundations of mutual respect for colleagues and for the law throughout the organization. illegal or unethical conduct with employees or prospective employees, and no other conduct that crosses the line of policy or law. does not support a school culture respectful of the legal and policy requirements for the relationship between leaders and employees. just one time) the legal and policy requirements for the relationship between leaders and employees. and inclusive student centered environment that is focused on equitable opportunities for learning and building a foundation for fulfilling life in a democratic society and global economy 10a Adheres to the Code of Ethics and Principles of Professional Conduct for the Education Profession in Florida Check Rating Level Selection: Check Source Selection: Evidence: Highly Observation Documentation Conversation Other 2.4 Tolerance The leader demonstrates tolerance of different points of view within the boundaries of the values and mission of the organization Check Rating Level Selection: Highly Highly The leader actively seeks differences in perspective, encouraging different scenarios and curricula in the context of academic standards. The leader explicitly differentiates divergent thinking when it is constructive and facilitates a transition to convergent thinking to support organizational goals. Check Source Selection: Observation Documentation Conversation Other The leader focuses evaluation on the achievement of the mission and adherence to values without penalizing differences in points of view that are within the framework of organizational requirements. Evidence: There is no punishment of alternative points of view, but little or no development or encouragement of those views exists. The leader suppresses other points of view and discourages disagreement or divergent thinking. 5a Maintains a safe, respectful and inclusive student centered environment that is focused on equitable opportunities for learning and building a foundation for fulfilling life in a democratic society and global economy 5b Recognizes and uses diversity as an asset in the development and implementation of procedures and practices that motivate all students and improve student learning 5c Promotes school and classroom practices that validate and value similarities and differences among students

55 2.5 Respect The leader honors the time and presence of others Highly 5a Maintains a safe, The leader consistently demonstrates an ability to effectively manage time and meetings by engaging others in the process, achieving meeting objectives, and beginning and ending on time. The leader models respect for others by arriving early to all meetings, and has developed and shared a system to consistently encourage, welcome, and recognize diverse opinions even when such opinions differ from those of the leader. Colleagues can point to specific indicators of how they are afforded time, attention to their concerns, and respect during interactions with the leader. The leader arrives on time and is prepared, participates fully, and is ready to listen and respect others in planned and unplanned meetings. The leader is fluent with agenda items (knowledge of each topic) and is prepared to offer ideas and engage others in meaningful dialogue. Diverse opinions are consistently encouraged, welcomed, and recognized by the leader, even when such opinions differ from those of the leader. Staff who report to the leader indicate that they are afforded time, attention to their concerns, and respect during interactions with the leader. The leader generally arrives on time and is prepared, participates fully, and is ready to listen and respect others in planned and unplanned meetings, with periodic exceptions (sidebar conversations, distractions during planned or unplanned meetings). The leader is occasionally fluent with agenda items in terms of knowledge of each topic, but seldom offers ideas to engage others in meaningful dialogue. Diverse opinions are sometimes welcomed by the leader, but this occurs inconsistently. The leader frequently arrives late and is not prepared, is often absent at key meetings, and tends to engage in disrespectful behaviors that do not honor others (sidebar conversations, distractions during planned or unplanned meetings). The leader may be attentive, but generally only in the presence of supervisors, and rarely takes the time to be fluent and knowledgeable regarding agenda items and topics of interest to the organization. respectful and inclusive student centered environment that is focused on equitable opportunities for learning and building a foundation for fulfilling life in a democratic society and global economy Check Rating Level Selection: Highly Check Source Selection: Observation Documentation Conversation Other Evidence: THE RATING FOR EACH DIMENSION IS DETERMINED BY THE MAJORITY OF RATINGS IN EACH OF THE SUBDIMENSIONS; IF THERE IS A TIE WITH THE MAJORITY OF SUBDIMENSION RATINGS, THE LOWER RATING MUST BE USED AS THE OVERALL DIMENSION RATING.

56 Principal Overall Rating Dimension 2.0 Superintendent: Highly ( 5 ) ( 3 ) ( 1 ) (0) Self-Assessment (for overall dimension): Highly AP Overall Rating Dimension 2.0 (Principal, Peer Evaluator and Self-Assessment): Highly ( 5 ) (4 ) ( 3 ) (1) 3.0 Student Achievement: Leaders in education make student learning their top priority. They direct energy and resources toward data analysis and the use of data teams for instructional improvement, development and implementation of quality standards-based curricula and evaluate, monitor, and provide feedback to staff on instructional delivery, effective/deliberate practices, and high effect size strategies that significantly impact student achievement. FLORIDA PRINCIPAL LEADERSHIP STANDARDS Domain 1: Student Achievement; Standard 1. Student Learning Results 3.1 Planning and Goal Setting The leader demonstrates planning and goal setting to improve student achievement Check Rating Level Selection: Highly Highly Goals and strategies Specific and reflect a clear measurable goals relationship between the related to student actions of teachers and achievement are leaders and the impact established, but these on student achievement. efforts have yet to result Results show steady in improved student improvements based on achievement nor these leadership planning for methods of initiatives. monitoring improvements. The leader routinely shares examples of specific leadership, teaching, and curriculum strategies that are associated with improved student achievement. Other leaders credit this leader with sharing ideas, coaching, and providing technical assistance to implement successful new initiatives. Check Source Selection: Observation Documentation Conversation Other Evidence: Goals are neither measurable nor specific. The leader focuses more on student characteristics than on the actions of the teachers and leaders in the system. Domain 2: Instructional Leadership; Standard 3. Instruc-tional Plan Implementation 1a The school s learning goals are based on the state s adopted curricula 2a Enables faculty and staff to work as a system focused on student learing 2b Maintains a school climate that supports student engagement in learning 2c Generates high expectation for learning growth by all students 3b Engages in data analysis for instructional planning and improvement 3.2 Student Achievement Results The leader demonstrates Highly A consistent record of improved student achievement exists on multiple indicators of The leader reaches the required numbers, meeting performance goals for student Some evidence of improvement exists, but there is insufficient evidence of changes in Indifferent to the data, the leader blames students, families, and 1b Student learning results are evidenced by the student performance and growth on

57 evidence of student improvement through student achievement results student success. Student success occurs not only on the overall averages, but in each group of historically disadvantaged students. Explicit use of previous data indicates that the leader has focused on improving performance. In areas of previous success, the leader aggressively identifies new challenges, moving proficient performance to the exemplary level. Where new challenges emerge, the leader highlights the need, creates effective interventions, and reports improved results. achievement. The average of the student population improves, as does the achievement of each group of students who have previously been identified as needing improvement. leadership, teaching, and curriculum that will create the improvements necessary to achieve student performance goals. external characteristics. The leader does not believe that student achievement can improve. The leader has not taken decisive action to change time, teacher assignment, curriculum, leadership practices, or other variables in order to improve student achievement. statewide assessments; district-determined assessments that are implemented by the district under , FS; international assessments; and other indicators of student success adopted by the district and state. 2d Engages faculty and staff in efforts to close learning performance gaps among student subgroups within the school 10c Demonstrates a commitment to the success of all students, identifying barriers and their impact on the well-being of the school, families, and local community 3.3 Instructional Leadership Decisions The leader demonstrates the use of student achievement data to make instructional leadership decisions Highly The leader can specifically document examples of decisions in teaching, assignment, curriculum, assessment, and intervention that have been made on the basis of data analysis. The leader has coached school administrators in other schools to improve their data analysis skills. The leader uses multiple data sources, including state, district, school, and classroom assessments, and has at least three years of data. The leader systematically examines data at the subscale level to find strengths and challenges. The leader empowers teaching and administrative staff to determine priorities from data. Data insights are regularly the subject of faculty meetings and professional development sessions. The leader is aware of state and district results and has discussed those results with staff, but has not linked specific decisions to the data. The leader is unaware of or indifferent to the data. 2a Enables faculty and staff to work as a system focused on student learning 2d Engages faculty and staff in efforts to close learning performance gaps among student subgroups within the school 3b Engages in data analysis for instructional planning and improvement 7d Promotes teacher leadership functions focused on instructional proficiency and student learning

58 Check Rating Level Selection: Highly Check Source Selection: Observation Documentation Conversation Other Evidence: 3.4 Student Requirements and Academic Standards The leader demonstrates understanding of student requirements and academic standards Highly Every faculty meeting and staff development forum is focused on student achievement, including periodic reviews of student work. The link between standards and student performance is in evidence from posting examples (exemplars) of proficient student work throughout the building. Standards are posted and required training has been conducted, but the link between standards and student performance is not readily evident to faculty or students. Classroom curriculum is considered a matter of individual discretion. The leader is hesitant to intrude or is indifferent to decisions in the classroom that are at variance from the requirements of academic standards. 3c Communicates relationship among academic standards, effective instruction and student performance 3d Implements adopted curricula and standards 9g Ensures faculty receives timely information about student learning requirements, academic standards, and all other local state and federal administrative requirements and decisions 10c Demonstrates a commitment to the success of all students, identifying barriers and their impact on the well-being of the school, families, and local community 10d Engages in professional learning that improves professional practice in alignment with the needs of the school system

59 Check Rating Level Selection: Highly Check Source Selection: Observation Documentation Conversation Other Evidence: 3.5 Student Performance The leader demonstrates understanding of present levels of student performance based on consistent assessments that reflect local and state academic standards Highly 1a The school s learning goals are based on the state s Each academic standard Standards have been Power standards have has been analyzed and analyzed, but are not not been developed. adopted student academic translated into studentaccessible language. accessible language. adopted translated into student- standards and the district s curricula There is evidence of decisive changes in teacher assignments and curriculum based on student and adult performance data. Case studies of effective decisions are shared widely with other leaders and throughout the district. Power standards are widely shared by faculty members and are visible throughout the building. The link between standards and student performance is in evidence from the posting of proficient student work throughout the building. Power standards are developed, but not widely known or used by faculty. Student work is posted, but does not reflect proficient work throughout the building. There is no student work posted. 1b Student learning results are evidenced by he student performance and growth on statewide assessments; district-determined assessments that are implemented by the district under Section , F.S.; international assessments; and other indicators of student success adopted by the district and state 3e Ensures appropriate use of formative and interim assessments aligned with standards and curricula 10c Demonstrates a commitment to the success of all students, identifying barriers and their impact on the well-being of the school, families, and local community 10d Engages in professional learning that improves

60 professional practice in alignment iwht the needs of the school system Check Rating Level Selection: Highly Check Source Selection: Observation Documentation Conversation Other Evidence: THE RATING FOR EACH DIMENSION IS DETERMINED BY THE MAJORITY OF RATINGS IN EACH OF THE SUBDIMENSIONS; IF THERE IS A TIE WITH THE MAJORITY OF SUBDIMENSION RATINGS, THE LOWER RATING MUST BE USED AS THE OVERALL DIMENSION RATING. Principal Overall Rating Dimension 3.0 Superintendent: Highly ( 15 ) ( 10 ) ( 5 ) ( 0 ) Self-Assessment (for overall dimension): Highly AP Overall Rating Dimension 3.0 (Principal, Peer Evaluator and Self-Assessment): Highly ( 10 ) (8 ) (7 ) (4) 4.0 Decision Making: Leaders in education make decisions based on the vision and mission using facts and data. They use a transparent process for making decisions and articulate who makes which decisions. The leader uses the process to empower others and distribute leadership when appropriate. 4.1 Factual Basis for Decisions The leader employs factual basis for decisions, including specific reference to internal and external data on student achievement and objective data on curriculum, teaching practices, and leadership practices Highly The pattern of Some decisions are Data is rarely used for decision making based on data, but decisions. reflects a clear others are the result of reliance on state and personal preference and district student tradition. achievement data. Decision making is neither by consensus nor by leadership mandate, but consistently based on the data. Data is reflected in all decisions, ranging from course and classroom assignments to the discontinuance of programs. The leader can cite specific examples of practices that have been changed, discontinued, and/or initiated based on data The predominant decision making methodology is mandated from the leader or based on what is popular. FLORIDA PRINCIPAL LEADERSHIP STANDARDS Domain 3: Organizational Leadership; Standard 6. Decision-Making 6a Gives priority to decisions that impact the quality of student learning and teacher proficiency 6b Uses critical thinking and problem-solving techniques to define problems and identify solutions 6c Evaluates decisions for effectiveness, equity, intend-

61 analysis. A variety of data sources, including qualitative and quantitative, are used. Data sources include state, district, school, and classroom assessments. Inferences from data are shared widely outside the school community to identify and replicate the most effective practices. ed and actual outcome; implements follow-up actions; revises as needed 6d Empowers others and distributes leadership when appropriate 6e Uses effective technology integration to enhance decision making/efficiency throughout the school Check Rating Level Selection: Highly Check Source Selection: Observation Documentation Conversation Other Evidence: 4.2 Decision-Making Structure The leader demonstrates clear identification of decision-making structure, including which decisions are made by consensus or by the staff independently, which decisions are made by the leader after getting input from the staff, and which decisions are made by the leader alone Highly All stakeholders understand the difference between decision-making levels, including staff decisions by consensus or majority, staff input that will significantly influence leadership decisions, and unilateral leadership decisions. The leader clarifies the decision-making method for major decisions and shares decisions with the staff, using data to the greatest extent possible to support those decisions. The leader uses both consensus and unilateral decision making, but the reason for changing decision-making structures is not consistently clear. The leader s approach to decision making has no clear method and demoralizes or bewilders the staff. The leader uses data in such a compelling way that the vast majority of decisions are consensus or majority decisions. Staff surveys reflect a feeling of empowerment and personal responsibility for organizational success. 6b Uses critical thinking and problem solving techniques to define problems and identify solutions 6d Empowers others and distributes leadership when appropriaate Check Rating Level Selection: Highly Check Source Selection: Observation Evidence:

62 Documentation Conversation Other 4.3 Decisions Linked to Vision The leader links decisions to vision, mission, and strategic priorities Highly The current vision, mission, and strategic priorities of the leader and the organization are visible, ingrained in the culture of the organization, and routinely used as a reference point for decisions. The use of strategic guidelines for decisionmaking filters makes many decisions selfevident and avoids time wasted on unproductive arguments. The decisions of the leader are consistent with the vision, mission, and strategic priorities of the organization. While the vision, mission, and priorities may be visible, they are not consistently linked to the leader s decisions. The leader is unaware of or disconnected from the organization s vision, mission, and strategic priorities. There is little or no evidence of the relationship of leadership decisions to these organizational guideposts. 6a Gives priority attention to decisions that impact the quality of student learning and teacher proficiency 6c Evaluates decisions for effectiveness, equity, intended and actual outcome; implements follow up actions; revises as needed 6d Empowers others and distributes leadership when appropriaate 6e Uses effective technology integration to enhance decis-ion making/efficiency throughout the school Check Rating Level Selection: Highly Check Source Selection: Observation Documentation Conversation Other Evidence: 4.4 Decisions Evaluated for ness The leader evaluates decisions for effectiveness and revises, where necessary Highly The leader can provide clear and consistent evidence of decisions that have been changed based on new data. The leader has a regular pattern of decision reviews The leader has a record of evaluating and revising decisions based on new information. The leader has new information and appears to be willing to reconsider previous decisions, but does not have a clear record of making changes. There is little or no evidence of reflection and reevaluation of previous decisions. 6c Evaluates decisions for effectiveness, equity, intended and actual outcome; implements follow up actions; revises as needed

63 and sunsetting, in which previous decisions are reevaluated in light of the most current data. There is a culture of honest bad news in which the leader and everyone in the organization can discuss what is not working without fear of embarrassment or reprisal. Check Rating Level Selection: Highly Check Source Selection: Observation Documentation Conversation Other Evidence: THE RATING FOR EACH DIMENSION IS DETERMINED BY THE MAJORITY OF RATINGS IN EACH OF THE SUBDIMENSIONS; IF THERE IS A TIE WITH THE MAJORITY OF SUBDIMENSION RATINGS, THE LOWER RATING MUST BE USED AS THE OVERALL DIMENSION RATING. Principal Overall Rating Dimension 4.0 Peer Evaluator: Highly ( 2 ) ( 1 ) (.5 ) ( 0 ) Self-Assessment (for overall dimension): Highly AP Overall Rating Dimension 4.0 (Principal, Peer Evaluator and Self-Assessment): Highly ( 5 ) (4 ) (3 ) (1) 5.0 Communication: Leaders in education understand communication as a two-way street. They seek to listen and learn from students, staff, and community. They recognize individuals for good work and maintain high visibility at school and in the community. Regular communications to staff and community keep all stakeholders engaged in the work of the school. 5.1 Two-Way Communication with Students The leader demonstrates two- FLORIDA PRINCIPAL LEADERSHIP STANDARDS Domain 3: Organizational Leadership; Standard 9. Communication Highly 9c Communicates student expectations and performance information to students, parents and community The leader goes to exceptional lengths to listen to students. The listening strategies may include focus groups, surveys, student The leader knows student names, regularly greets students by name, and is proactive in talking with and The leader knows most student names, is visible, often greets students by name, and talks with students The leader does not know student names, avoids student contact except where leadership presence is required, and 9d Maintains high visibility at

64 way communication with students advisory committees, and numerous one-to-one student conversations. Discussions with students reveal that they know that the leader will listen to them and treat them with respect. listening to students. The leader is particularly visible at the beginning and end of the school day and during all other times when students are present. frequently. retreats to the office during most occasions where students are likely to be present. Many students do not know the leader s name or recognize the leader on sight. school and in community; regularly engages stakeholders in the work of the school 9e Creates opportunities within the school to engage students, faculty, parents, community stakeholders in constructive conversations about important school issues 9f Utilizes appropriate technologies for communication and collaboration 10c Demonstrates a commitment to the success of all students, identifying barriers and their impact on the well-being of the school, families, and local community Check Rating Level Selection: Highly Check Source Selection: Observation Evidence: Documentation Conversation Other 5.2 Two-Way Communication with Faculty and Staff The leader demonstrates twoway communication with faculty and staff Highly The leader actively engages in active listening to the faculty and staff. The leader s calendar reflects numerous individual and small group meetings with staff at every level, not just with the direct reports. Bus drivers, cafeteria workers, and first-year teachers all report confidence in their ability Faculty meetings include open discussions with two-way discussions. Faculty members regularly have the opportunity for 1:1 meetings with the leader. The leader knows all staff members and makes an effort to recognize the personal and individual contributions made by each one. The leader typically limits his or her listening to time during faculty meetings. Faculty meetings consist of the reading of announcements, with little or no interaction. 9d Maintains high visibility at school and in community; regularly engages stakeholders in the work of the school 9e Creates opportunities within the school to engage students, faculty, parents, community stakeholders in constructive conversations about important school issues 9f Utilizes appropriate technologies for communication and collaboration

65 to gain a respectful hearing from the leader. 10c Demonstrates a commitment ot the success of all students, identifying barriers and their impact on the well-being of the school, families, and local community Check Rating Level Selection: Highly Check Source Selection: Observation Documentation Conversation Other Evidence: 5.3 Two-Way Communication with Parents and Community The leader demonstrates two-way communication with parents and community Highly Clear evidence of parentcentered and communitycentered communication is present, including open forums, focus groups, surveys, personal visits, and extensive use of technology. Decisions in curriculum, leadership, staffing, assessment, and school appearance reflect parent and community involvement. Survey data suggests that parents and community members feel empowered and supportive of educational objectives. The leader conducts frequent interactions with parents and community members, including newsletters, briefings, visits and calls, and the use of technology (e.g., voic , hotlines, , websites). There is clear evidence of decisions based on input from parents and community members. Parents and community members receive a respectful hearing when they initiate the conversation. Parents and community members have little or no role to play in leadership decision making. 9c Communicates student expectations and performance information to students, parents and community 9d Maintains high visibility at school and in community; regularly engages stakeholders in the work of the school 9e Creates opportunities within the school to engage students, faculty, parents, community stakeholders in constructive conversations about important school issues 9f Utilizes appropriate technologies for communication and collaboration 10c Demonstrates a commitment ot the success of all students, identifying barriers and their impact on the well-being of the school, families, and local community

66 Check Rating Level Selection: Highly Check Source Selection: Observation Documentation Conversation Other Evidence: 5.4 Analysis of Input and Feedback The leader actively listens and analyzes input and feedback Highly 7e Develops sustainable and supportive relationships The leader models open The leader hears what communication by listening others say, but relies on between school leaders, purposefully and actively. his/her personal parents, community, higher interpretation. education, and business leaders The leader is able to read the situation and respond accordingly. The leader maintains listening systems for major stakeholders (parents, teachers, students, patrons, and staff), explicitly plans analysis of and reflection on data, and establishes structures that facilitate action based on feedback and analysis. Observations and documentation provided by the leader demonstrate that the leader listens well, seeks mutual understanding, and welcomes the sharing of information. The leader has established an effective communication plan, communicates openly, and is receptive to ideas from a variety of sources and perspectives. The leader appears to listen to others, but often relies on his/her interpretation of events rather than seeking out alternative perspectives and interpretations. Analysis of listening data occurs rarely. The leader does not appear to communicate openly, omitting key details and attempting to resolve challenges without input or assistance. 9a Actively listens to and learns from students, staff, parents, and community stakeholders Check Rating Level Selection: Highly Check Source Selection: Observation Documentation Conversation Other Evidence: THE RATING FOR EACH DIMENSION IS DETERMINED BY THE MAJORITY OF RATINGS IN EACH OF THE SUBDIMENSIONS; IF THERE IS A TIE WITH THE MAJORITY OF SUBDIMENSION RATINGS, THE LOWER RATING MUST BE USED AS THE OVERALL DIMENSION RATING.

67 Principal Overall Rating Dimension 5.0 Peer Evaluator: Highly ( 2 ) ( 1 ) (.5 ) ( 0 ) Self-Assessment (for overall dimension): Highly AP Overall Rating Dimension 5.0 (Principal, Peer Evaluator and Self-Assessment): Highly ( 5 ) (4 ) (3 ) (1) 6.0 Faculty Development: Leaders in education focus on evidence, research, and classroom realities faced by teachers. They link professional practice with student achievement to demonstrate the cause and effect relationship. Leaders also facilitate effective professional development, monitor implementation of critical initiatives, and provide timely feedback to teachers so that feedback can be used to increase teacher professional practice. 6.1 Faculty Proficiencies and Needs Understanding of faculty proficiencies and needs for further development Highly The leader has demonstrated a record of differentiated professional development for faculty based on student needs. The leader has developed a system of job-embedded professional development that differentiates training and implementation based on teacher needs. The leader routinely shares professional development opportunities with other schools, departments, districts, and organizations. Faculty development reflects the prioritized needs of the School Improvement Plan and some effort has been made to differentiate and embed professional development to meet the needs of all faculties (coaching, mentoring, collaborative teams, peer scoring). The leader is able to use data from evaluation of instructional personnel to assess proficiencies and identify priority needs. The leader is aware of the differentiated needs of faculty and staff members, but professional development is only embedded in faculty meetings at this time, rather than incorporating the use of collaboration, study teams, etc. Professional development is typically one size fits all, and there is little or no evidence of recognition of individual faculty needs or matching of faculty needs to student achievement needs. FLORIDA PRINCIPAL LEADERSHIP STANDARDS Domain 2: Instructional Leadership; Standard 4. Faculty Development 4d Identifies faculty instructtional proficiency needs, including standards-based content, research-based pedagogy, data analysis for instructional planning and improvement, and the use of instructional technology 7d Promotes teacherleadership functions focused on instructional proficiency and student learning Check Rating Level Selection: Highly Check Source Selection: Observation Documentation Conversation Other Evidence: 6.2 Leading Professional Highly The leader is an active The leader devotes The leader sometimes The leader displays little 4e Implements professional

68 Development Personal participation in leading professional development participant in teacher-led professional development, demonstrating with a commitment of time and intellect that the leader is a learner and is willing to regularly learn from colleagues. The leader routinely shares learning experiences with other administrators and colleagues throughout the system. faculty meetings to professional development, not announcements. The leader personally leads professional development at various times throughout the school year. devotes faculty meetings to professional development and occasionally shares personal learning experiences with colleagues, but relies on others to lead each professional development opportunity. or no evidence of new learning or sharing that learning with colleagues. learning that enables faculty to deliver culturally relevant and differentiated instruction 4f Provides resources and time and engages faculty in effective individual and collaborative professional learning throughout the school year Check Rating Level Selection: Highly Check Source Selection: Observation Evidence: Documentation Conversation Other 6.3 Formal and Informal Feedback Formal and informal feedback to colleagues with the exclusive purpose of improving individual and organizational performance Highly The leader uses a variety of creative ways to provide positive and corrective feedback. The entire organization reflects the leader s focus on accurate, timely, and specific recognition. The leader balances individual recognition with team and organization-wide recognition. The leader provides formal feedback consistent with the district personnel policies, and provides informal feedback to reinforce proficient performance and highlight the strengths of colleagues and staff. Corrective and positive feedback is linked to organizational goals and both the leader and employees can cite examples of where feedback is used to improve individual and organizational performance The leader adheres to the personnel policies in providing formal feedback, although the feedback is just beginning to provide details that improve teaching or organizational performance. Formal feedback is nonspecific. Informal feedback is rare, nonspecific, and not constructive. 4b Evaluates, monitors, and provides timely feedback to faculty on the effectiveness of instruction 9b Recognizes individuals for effective performance Check Rating Level Selection: Check Source Selection: Evidence:

69 Highly Observation Documentation Conversation Other 6.4 Modeling Coaching and Mentoring The leader models coaching and mentoring Highly The leader is deliberate in establishing development structures that conform to the National Staff Development Council (NSDC) Standards. The leader coaches other administrators on successful observation strategies, use of the FEAPs to improve instruction and student learning, and communicating through a common language of instruction. The leader is seen by one s staff as capable of coaching them to improve yet willing to hold them accountable for performance that is not considered acceptable. Multiple examples exist that verify a standards-based professional learning community and action research is evident in context, process, and content. The leader engages in coaching to improve teaching and learning, and is receptive to innovative teaching strategies and practices; the leader is also willing to facilitate new approaches to instruction through action research. The leader monitors classroom visits in which the actual activity corresponds to the planned activity. The leader actively coaches instructional staff for improvement of classroom practice making effective use of a common language of instruction, the FEAPs, and researchbased instructional strategies linked to improvement of student learning and instructional practice. A system has been developed that provides for regular observation of classrooms. Observations are not just used for rating purposes; they are also used for coaching and professional development The leader is able to identify certain effective instructional strategies and complete observation processes, but needs to develop more prescriptive assistance about strategies and practices to help teachers refine and improve their effectiveness. The leader views classroom observations as an obligation to make sure teachers are teaching and students are on task. Evidence of coaching and mentoring, if any, does not specify effective teaching strategies or provide feedback that is either corrective or accurate. 3a Implements the Florida Educator Accomplished Practices as described in Rule 6A-5.065, F.A.C. throught a common language of instruction 4b Evaluates, monitors, and provides timely feedback to faculty on the effectiveness of instruction 4c Employs a faculty with the instructional proficiencies needed for the population served 4d Identifies faculty instructtional proficiency needs, including standards-based content, research-based pedagogy, data analysis for instructional planning and improvement, and the use of instructional technology 4f Provides resources and time and engages faculty in effective individual and collaborative professional learning throughout the school year 10d Engages in professional

70 opportunities. The leader has organized faculty into an effective learning/action research community, wherein coaching and mentoring occurs formally and informally among the faculty. learning that improves professional practice in alignment with the needs of the school system Check Rating Level Selection: Highly Check Source Selection: Observation Documentation Conversation Other Evidence: THE RATING FOR EACH DIMENSION IS DETERMINED BY THE MAJORITY OF RATINGS IN EACH OF THE SUBDIMENSIONS; IF THERE IS A TIE WITH THE MAJORITY OF SUBDIMENSION RATINGS, THE LOWER RATING MUST BE USED AS THE OVERALL DIMENSION RATING. Principal Overall Rating Dimension 6.0 Peer Evaluator: Self Assessment (for overall dimension): AP Overall Rating Dimension 6.0 (Principal, Peer Evaluator and Self-Assessment): Highly ( 30 ) Highly ( 5 ) Highly (25 ) ( 4 ) (22 ) ( 1 ) ( 0 ) (15) 7.0 Leadership Development: Leaders in education actively cultivate and grow other leaders within the organization. They also model trust, competency, and integrity, which positively impacts and inspires growth in other potential leaders. 7.1 Mentoring Emerging Leaders The leader mentors emerging leaders to assume key leadership responsibilities Highly The leader has coached or mentored multiple administrators or instructional personnel who have assumed administrative positions and responsibilities. The leader provides some training to an emerging school leaders or administrator who may, in time, be able to independently assume a leadership role. Persons under the leader s direction are unable or unwilling to assume added responsibilities; there is no evidence of effort to develop others. Multiple administrators throughout the system cite this leader as a mentor and The leader has personally mentored at least one emerging leader to assume leadership responsibility in an instructional leadership or at an administrative level, with positive results. FLORIDA LEADERSHIP STANDARDS Domain 3: Organizational Leadership; Standard 7. Leadership Development 7a Identifies and cultivates potential and emerging leaders 7c Plans for succession management in key positions

71 Check Rating Level Selection: Highly reason for their success. Check Source Selection: Observation Documentation Conversation Other Evidence: 7.2 Identification of Potentially Future Leaders The leader consistently identifies potential future leaders Highly The leader has specifically identified and recruited new leaders. The leader routinely identifies and recruits new leaders. The leader has specifically identified at least two new leaders in the past year, and has entered them into the ranks of leadership training. The leader is remarkable for identifying leaders from unexpected sources, including helping potential leaders find their own leadership strengths even when they had not initially considered a leadership career. The leader helps other leaders to identify and recruit potential leadership candidates. The leader follows personnel guidelines for accepting applications for new leaders but has not implemented any systemic process for identifying emergent leaders. The leader does not recognize the need for leadership in the system. 7a Identifies and cultivates potential and emerging leaders Check Rating Level Selection: Highly Check Source Selection: Observation Documentation Conversation Other Evidence: Highly

72 7.3 Delegation and Trust The leader provides evidence of delegation and trust in subordinate leaders Staff throughout the organization is empowered in formal and informal ways. Faculty members participate in the facilitation of meetings and exercise leadership in committees and task forces; other employees, including noncertified staff, exercise appropriate authority and assume leadership roles where appropriate. There is a clear pattern of delegated decisions, with authority to match responsibility at every level in the organization. The relationship of authority and responsibility and delegation of authority is clear in personnel documents, such as evaluations, and also in the daily conduct of meetings and organizational business. The leader sometimes delegates, but also maintains decisionmaking authority that could be delegated to others. The leader does not afford subordinates the opportunity or support to develop or to exercise independent judgment. 7b Provides evidence of delegation and trust in subordinate leaders The climate of trust and delegation in this organization contributes directly to the identification and empowerment of the next generation of leadership. Check Rating Level Selection: Highly Check Source Selection: Observation Evidence: Documentation Conversation Other THE RATING FOR EACH DIMENSION IS DETERMINED BY THE MAJORITY OF RATINGS IN EACH OF THE SUBDIMENSIONS; IF THERE IS A TIE WITH THE MAJORITY OF SUBDIMENSION RATINGS, THE LOWER RATING MUST BE USED AS THE OVERALL DIMENSION RATING. Principal Overall Rating Dimension 7.0 Peer Evaluator: Highly ( 4 ) ( 2 ) ( 1 ) ( 0 ) Self-Assessment (for overall dimension) Highly AP Overall Rating Dimension 7.0 (Principal, Peer Evaluator and Self-Assessment): Highly (15 ) (13) (11) (8) 8.0 Time/Task/Project Management: Leaders in education manage the decision making process, but not all decisions. They establish personal deadlines for themselves and the entire organization. Additionally, leaders understand the benefits of going deeper with fewer initiatives as opposed to superficial coverage of everything. They also effectively manage and delegate tasks and consistently demonstrate fiscal efficiency. FLORIDA PRINCIPAL LEADERSHIP STANDARDS Domain 3: Organizational

73 8.1 Organization of Time and Projects The leader organizes time and projects for effective leadership. Highly The leader maintains a dailyprioritized Project management is task list. haphazard or absent. Personal organization allows the leader to consider innovations and be available to engage in leadership activities and collaborate with people at all levels. Calendar is free of conflicts and focused on the priorities of the leader and organization. The leader applies project management to systems thinking throughout the organization. The use of organizational tools is evident by supporting documentation provided by the leader. Project/task accomplishments are publicly celebrated and project challenges are open for input from a wide variety of sources. Projects are managed using lists of milestones and deadlines, but are infrequently updated. The impact of changes is rarely documented. There is little or no evidence of lists of milestones and deadlines. Leadership; Standard 8. School Management 8a Organizes time, tasks, projects effectively with clear objectives and coherent plans Check Rating Level Selection: Highly Check Source Selection: Observation Documentation Conversation Other Evidence: 8.2 Fiscal Stewardship The leader provides fiscal stewardship by completing projects on schedule and within budget Highly The leader regularly saves resources of time and money for the organization, and proactively redeploys those resources to help the organization achieve its strategic priorities. Results indicate the positive impact of redeployed resources in achieving strategic priorities. The leader has The leader leverages knowledge of the budgeting process, categories, and funding sources to maximize all available dollars to achieve strategic priorities. The leader has a documented history of managing complex projects, meeting deadlines, and keeping budget commitments. The leader documents a The leader sometimes meets deadlines, but only at the expense of breaking the budget; or, the leader meets budgets, but fails to meet deadlines. The leader lacks proficiency in using budget to focus resources on school improvement priorities. The leader has little or no record of keeping commitments for schedules and budgets. 8b Establishes appropriate deadlines for him/herself and the entire organization 8d Is fiscally responsible and maximizes

74 established processes to leverage existing limited funds and increase capacity through grants, donations, and community resourcefulness. process to direct funds to increase student achievement that is based on best practice and leveraging of antecedents of excellence in resources, time, and instructional strategies. Check Rating Level Selection: Highly Check Source Selection: Observation Documentation Conversation Other Evidence: 8.3 Project Objectives and Plans The leader establishes clear objectives and coherent plans for complex projects Highly The leader uses project management as a teaching device, helping others understand the interrelationship of complex project milestones throughout the organization. The leader uses complex project management to build systems thinking throughout the organization. Project plans are visible in heavily trafficked areas, so that accomplishments are publicly celebrated and project challenges are open for input from a wide variety of sources. Successful project results can be documented. Project management documents are revised and updated as milestones are achieved or deadlines are changed. The leader understands the impact of a change in a milestone or deadline on the entire project, and communicates those changes to the appropriate people in the organization. The leader uses examples to differentiate between a task and a project. Project management methodologies are vague or it is unclear how proposed project management tools will work together in order to help keep the project on time and within budget. The impact of change in a milestone or deadline on the project is not clear or are rarely documented, and communicated to people within the organization. There is little or no evidence of project management against goals, resources, timelines, and results. 8b Establishes appropriate deadlines for him/herself and the entire organization 8c Manages schedules, delegates and allocates resources to promote collegial efforts in school improvement and faculty development

75 Check Rating Level Selection: Highly Check Source Selection: Observation Documentation Conversation Other Evidence: THE RATING FOR EACH DIMENSION IS DETERMINED BY THE MAJORITY OF RATINGS IN EACH OF THE SUBDIMENSIONS; IF THERE IS A TIE WITH THE MAJORITY OF SUBDIMENSION RATINGS, THE LOWER RATING MUST BE USED AS THE OVERALL DIMENSION RATING. Principal Overall Rating Dimension 8.0 Peer Evaluator: Self-Assessment (for overall dimension): AP Overall Rating Dimension 8.0 (Principal, Peer Evaluator and Self-Assessment): Highly ( 5 ) Highly ( 2 ) Highly (4 ) ( 1 ) (3 ) (.5 ) ( 0 ) (1) 9.0 Technology: Leaders in education are technically savvy. They process changes and capture opportunities available through social networking tools and access and process information through a variety of online resources. They incorporate data-driven decision making with effective technology integration to analyze school results. Furthermore, leaders develop strategies for coaching staff as they integrate technology into teaching, learning, and assessment processes. 9.1 Use of Technology to Improve Teaching and Learning The leader demonstrates use of technology to improve teaching and learning Highly The leader serves as a model for technology implementation to other organizations. The links between technology implementation and learning success are clear and public. The leader provides evidence of greater efficiency, improved quality of information, and more responsive effective communication. The leader coaches the entire The leader can document adherence to the following: Assist teachers in using technology to access, analyze, and interpret student performance data and in using results to appropriately design, assess, and modify student instruction. Collaboratively design, implement, The leader is personally proficient in required technology applications and appears to be an advocate for the use of instructional technology, but does not always differentiate between technology implementation and a clear impact on teaching and learning. The leader does not display personal competence in the use of required technology applications. The leader does not link the installation of technology to specific teaching and learning objectives. FLORIDA PRINCIPAL LEADERSHIP STANDARDS Domain 2: Instructional Leadership; Standard 4. Faculty Development Domain 3: Organizational Management; Standard 9. Communication 4d Identifies faculty instructional proficiency needs, including standardsbased content, research-based pedagogy, data analysis for instructional planning and improvement, and the use of instructional technology 9f Utilizes appropriate technologies for communication and collaboration

76 Check Rating Level Selection: Highly staff on the results of the linkage between technology and organizational success, creating new ways to save resources and improve organizational effectiveness. The leader relentlessly pursues emerging best practices (e.g., web-based lessons). Check Source Selection: Observation Documentation Conversation Other support, and participate in professional development for all instructional staff that institutionalizes effective integration of technology for improved student learning. Evidence: 9.2 Personal Proficiency in Electronic Communication The leader demonstrates personal proficiency in electronic communication Highly The leader creates new opportunities for learning and uses the organization as an example of effective technology implementation. Leading by example, the leader provides a model of new learning. The leader personally uses , word processing, spreadsheets, presentation software, database, and district software. Personal study and professional development reflect a commitment to continued learning. The leader has mastered some, but not all, software required for proficient performance. The leader takes the initiative to learn new technology. The leader has limited literacy with technology. There is little or no evidence of the leader taking a personal initiative to learn new technology. 4d Identifies faculty instructional proficiency needs, including standardsbased content, research-based pedagogy, data analysis for instructional planning and improvement, and the use of instructional technology 9f Utilizes appropriate technologies for communication and collaboration Check Rating Level Selection: Highly Check Source Selection: Observation Documentation Conversation Other Evidence:

77 THE RATING FOR EACH DIMENSION IS DETERMINED BY THE MAJORITY OF RATINGS IN EACH OF THE SUBDIMENSIONS; IF THERE IS A TIE WITH THE MAJORITY OF SUBDIMENSION RATINGS, THE LOWER RATING MUST BE USED AS THE OVERALL DIMENSION RATING. Principal Overall Rating Dimension 9.0 Peer Evaluator: Highly ( 2 ) ( 1 ) (.5 ) ( 0 ) Self-Assessment (for overall dimension): Highly AP Overall Rating Dimension 9.0 (Principal, Peer Evaluator and Self-Assessment): Highly ( 5 ) (4 ) (3) (1) 10.0 Personal Professional Learning: Leaders in education stay informed on current research in education and demonstrate their understanding. They engage in professional development opportunities that improve their personal professional practice and align with the needs of the school system. In addition, leaders generate a professional development focus in their schools and districts that is clearly linked to the system-wide strategic objectives Personal Understanding of Research Trends The leader demonstrates personal understanding of research trends in education and leadership Check Rating Level Selection: Highly Highly In addition to personal reading that is wide and deep in the fields of education research, the leader contributes directly to Personal reading, learning, and teaching in education and leadership research trends are evident and Some interest in education and leadership research trends is evident and documented. Little or no evidence of personal learning and research is present. research, providing case documented. The leader is able to studies, experimental results, link personal reading to and research questions to some leadership actions. serve the interests of other leaders and educational organizations. Check Source Selection: Observation Evidence: FLORIDA PRINCIPAL LEADERSHIP STANDARDS Domain 2: Instructional Leadership; Standard 4. Faculty Development 4a Generates a focus on student and professional learning in the school that is clearly linked to the system-wide strategic objecttives and the school improvement plan 4d Identifies faculty instructional proficiency needs, including standards-based content, research-based pedagogy, data analysis for instructional planning and improvement, and the use of instructional technology Documentation Conversation Other 4e Implements professional learning that enables faculty to deliver culturally relevant and differentiated instruction 4f Provides resources and time and engages faculty in effective individual and collaborative professional learning throughout the school year 10d Engages in professional learning that improves

78 professional practice in alignment with the needs of the school system 10.2 Personal Professional Focus The leader creates a personal professional focus Highly The leader approaches every professional development opportunity with a view toward multidimensional impact. The leader engages in professional development that is directly linked to organizational needs. Knowledge and skills are shared throughout the organization and with other departments, schools, and districts. Rather than merely adopting the tools of external professional development, this leader creates specific adaptations so that learning tools become part of the culture of the organization and are home-grown rather than externally generated. The priority is given to building on personal leadership strengths. The leader personally attends and actively participates in the professional development that is required of other leaders in the organization. In the case of building principals, the leader personally attends and actively participates in the professional development required of teachers. The leader actively participates in professional development, but it is reflective of a personal agenda rather than addressing the strategic needs of the organization. The leader attends professional development for colleagues, but does not fully engage in it and set an example of active participation. The leader might introduce a professional development program, but does not participate in the learning activities along with the staff. The leader is not strategic in planning a personal professional development focus aligned with the school or district goals. 4a Generates a focus on student and professional learning in the school that is clearly linked to the system-wide strategic objecttives and the school improvement plan 4e Implements professional learning that enables faculty to deliver culturally relevant and differentiated instruction 4f Provides resources and time and engages faculty in effective individual and collaborative professional learning throughout the school year 10d Engages in professional learning that improves professional practice in alignment with the needs of the school system Check Rating Level Selection: Highly Check Source Selection: Observation Documentation Conversation Other Evidence: Highly

79 10.3 Professional Development Focus The leader creates a professional development focus The leader has demonstrated the ability to integrate initiatives into one or two focus areas for professional development, with extensive time in faculty meetings, grade level meetings, department meetings, and staff development meetings focused on intensive implementation of a few areas of learning. The leader is able to document how professional development activities impact the closing of the learning gap for each subgroup. Professional development plan has focused areas of emphasis and each of those areas is linked to the organization s strategic objectives. The leader is able to identify specific professional development offerings from past years that have been systematically reviewed and terminated because they failed to support organizational goals. The leader has a process for prior review of new professional development programs, and rigorously applies it to applications for time and funding. Professional development opportunities are somewhat related to the organizational objectives, but no means of assessing their impact exists. Participant evaluations are the primary criteria for selection, so programs that are popular but ineffective tend to be the norm. Faculty requests are routinely approved, whether or not they are related to student achievement. The leader s personal professional development agenda is based on preference, not organizational needs. 4a Generates a focus on student and professional learning in the school that is clearly linked to the system-wide strategic objecttives and the school improvement plan 4e Implements professional learning that enables faculty to deliver culturally relevant and differentiated instruction 4f Provides resources and time and engages faculty in effective individual and collaborative professional learning throughout the school year Professional development priorities are linked to the needs of the school, based on student achievement data. Check Rating Level Selection: Highly Check Source Selection: Observation Evidence: Documentation Conversation Other 10.4 Application of Learning The leader applies professional development learning Highly In addition to being proficient, this leader provides evidence of leverage, applying each learning opportunity throughout the organization. This leader creates forms, checklists, self-assessments, and other tools so that concepts learned in professional development are There is clear evidence of the actual application of personal learning in the organization. Where learning has not been applied within the organization, this leader rigorously analyzes the cause for this and does not continue investing time The leader has given intellectual assent to some important learning experiences, but can give only a few specific examples of application to the organization. Even on those rare occasions when this leader engages in professional development, the purpose appears to be merely collecting information rather than reflecting on it and applying it to the 4a Generates a focus on student and professional learning in the school that is clearly linked to the system-wide strategic objecttives and the school improvement plan 4d Identifies faculty instructional proficiency needs, including standards-based content,

80 applied in the daily lives of teachers and leaders throughout the organization. In addition, this leader regularly shares these application tools with other schools, departments, or districts in order to maximize the impact if the leader s personal learning experience. and money in professional development programs that lack clear evidence of success when applied in the organization. organization. Professional development is an expense, not an investment in constructive improvements. research-based pedagogy, data analysis for instructional planning and improvement, and the use of instructional technology 4f Provides resources and time and engages faculty in effective individual and collaborative professional learning throughout the school year Check Rating Level Selection: Check Source Selection: Evidence: 10d Engages in professional learning that improves professional practice in alignment with the needs of the school system Highly Observation Documentation Conversation Other THE RATING FOR EACH DIMENSION IS DETERMINED BY THE MAJORITY OF RATINGS IN EACH OF THE SUBDIMENSIONS; IF THERE IS A TIE WITH THE MAJORITY OF SUBDIMENSION RATINGS, THE LOWER RATING MUST BE USED AS THE OVERALL DIMENSION RATING. Principal Overall Rating Dimension 10.0 Peer Evaluator: Highly ( 3 ) ( 2 ) (1 ) ( 0 ) Self-Assessment (for overall dimension): Highly AP Overall Rating Dimension 10.0 (Principal, Peer Evaluator and Self-Assessment): Highly ( 15 ) (13 ) (11 ) (8 )

81 Final Summative Assessment Rating for Principals The Summative Rating Scale (Tab 7 pg. 87) Matrix Score sub-totals from the evaluations by the superintendent, the peer evaluator, and the administrator s self-assessment will be combined with the School-level Value Added Measure (VAM) for a maximum of 50 points rating computation for student growth and achievement to determine the Final Overall Summative Assessment Rating; the total for ILC and MSLG will be combined to obtain the Overall Rating Level. Sub-total Matrix Score by Superintendent (Dimensions 1 3) Sub-total Matrix Score by Peer Evaluator (Dimensions 4 10) Sub-total Matrix Score by Principal Self-Assessment (Dimensions 1 10) points points points Sub Total points ( % ILC Code) School-Level Value Added Measure (VAM) Score* points X 50% = points ( % MSLG Code) *VAM Score Rating will be based on highest number in the range for each rating level (round up for decimals) Final Summative Score TOTAL POINTS Final Overall Rating Level (use Key below) SDE Code Key: Rating Levels for MLA Dimensions and FINAL Overall Rating *Rating Levels for VAM Score Highly HE points (SDE C) Highly : Cut Score 1.0 or above =100 points E points (SDE D) : Cut Score through 0.99 = 84 points NI points (SDE E) : Cut Score through -.20 = 69 points I 59 and below (SDE G : Cut Score -10. and below = 59 points Employee/Evaluators must complete: This evaluation has been discussed with me Employee response attached Staff Questionnaire/Survey attached Parental input provided Qualifies for Performance Pay Yes No Yes No Yes No Yes No VAM Score for school years (must include the current year) Yes: % No Signature of Employee Employee Comments: Signature of Peer Evaluator Evaluator Comments: Signature of Superintendent Superintendent Comments: Date Date Date

82 Final Summative Assessment Rating for Assistant Principals The Summative Rating Scale (Tab 7 pg. 85) Matrix Score sub-totals from the evaluations by the principal, the peer evaluator, and the administrator s self-assessment will be combined with the School-level Value Added Measure (VAM) for a maximum of 50 points rating computation for student growth and achievement to determine the Final Overall Summative Assessment Rating; the total for ILC and MSLG will be combined to obtain the Overall Rating Level. Sub-total Matrix Score by Principal points X 25% = points Sub-total Matrix Score by Peer Evaluator points X 20% = points Sub-total Matrix Score by AP Self-Assessment points X 5% = points Sub Total points ( % ILC Code) School-Level Value Added Measure (VAM) Score* points X 50% = points ( % MSLG Code) *VAM Score Rating will be based on highest number in the range for each rating level (round up for decimals) Final Summative Score TOTAL POINTS Final Overall Rating Level (use Key below) SDE Code Key: Rating Levels for MLA Dimensions and FINAL Overall Rating *Rating Levels for VAM Score Highly HE points (SDE C) Highly : Cut Score 1.0 or above =100 points E points (SDE D) : Cut Score through 0.99 = 84 points NI points (SDE E) : Cut Score through -.20 = 69 points I 59 and below (SDE G : Cut Score -10. and below = 59 points Employee/Evaluators must complete: This evaluation has been discussed with me Employee response attached Staff Questionnaire/Survey attached Parental input provided Qualifies for Performance Pay Yes No Yes No Yes No Yes No VAM Score for school years (must include the current year) Yes: % No Signature of Employee Employee Comments: Signature of Peer Evaluator Evaluator Comments: Signature of Superintendent Superintendent Comments Date Date Date

83 THE SCHOOL BOARD OF HIGHLANDS COUNTY New Principal Protégé Program Completion and Recommendation Form To: Superintendent of Schools The School Board of Highlands County STATEMENT OF VERIFICATION OF PROGRAM COMPLETION: I verify that (participant s name) successfully completed the New Principal Protégé Program and has demonstrated competency in all of the Florida Principal Leadership Standards cross-walked with the MLA Dimensions based on program requirements for effective instructional school leaders. STATEMENT OF EXTENSION RECOMMENDATION: I recommend that (participant s name) continue in the New Principal Protégé Program for one additional year to provide the opportunity for further leadership development in identified areas of need (refer to Administrative Performance Appraisal Interim Review Form, Performance Appraisal Instrument, and/or Professional Improvement Plan). New Principal Protégé School Principal Mentor Date Superintendent s Approval Date 30

84 Section V Evidence of Leadership Standards Professional Development: EI and DOE Required and Recommended Leadership Modules School Learning Project: Development, Implementation, Results Field Experiences: Documentation of 10 Leadership Standards 32

85 Educational Impact DOE Modules 33

86 New Principal Protégé Professional Development Required Online Modules: Educational Impact Instructional Leadership in Practice (for Principals) DOE Online Resources CEC Student Achievement Data: The Basics CEC - Building Instructional Leadership Teams: The Mission of the Principal as Instructional Leader Recommended: Educational Impact Leading Learning Communities How to be an Principal Mentor The School Leadership Toolbox DOE Online Resources Principal Portal Training Module Principal s Role in Improving Reading and Literacy Supporting Teachers through Coaching, Mentoring, and Support Additional modules may be completed if determined by the Principal Protégé or Mentor to be necessary to strengthen identified developmental areas. Verification of completed modules must be placed in the Portfolio behind this PAGE to meet program requirements. To receive inservice credit for completed modules verification must be sent to Sandy Smith in HRRPD along with a completed Request for Inservice Credit Form. A form is attached. See attached instructions to access Educational Impact Modules and DOE Leadership Development online resources. 34

87 Florida Principal Leadership Standards Aligned with Educational Impact s Online Professional Development Academy Principal Leadership Standards Domain 1: Student Achievement Standard 1: Student Learning Results Standard 2: Student Learning as a Priority Domain 2: Instructional Domain 3: Organizational Domain 4: Professional & Leadership Leadership Ethical Behavior Standard 3: Instructional Plan Standard 6: Decision Making Standard 10: Professional & Implementation Ethical Behaviors Standard 4: Faculty Development Standard 5: Learning Standard 7: Leadership Development Standard 8: School Standard 9: Communication Educational Impact Leadership Topics The Danielson Framework Series Charlotte Danielson s Teaching Framework; Looking at Real Classrooms The Danielson Framework: 22 Components of Great Teaching Teacher Evaluation: Using the Danielson Framework Instructional Strategies Assessment for Learning: Innovative Ways to Check for Understanding Mastering Curriculum Mapping & Instructional Design The Five Practices of Highly Classrooms School Leadership Leading Learning Communities The School Leadership Toolbox School Law 101: Reducing Liability, Litigation, and Other Potential Problems Dynamic School Leadership: Transforming Your Campus Culture Urban School Leadership-Community Partnerships Meeting the Challenge of Urban School Instructional Leadership Middle School Leadership Instructional Leadership in Practice How to be an Principal Mentor School Wide Improvement Embracing Data: A Roadmap to School Improvement Gains 21 st Century Schools: How Digital Innovation is Transforming Teaching and Learning Choosing the Right Schedule-Teaching in the Block Breaking Ranks-Revisited Student Discipline, Behavior & Safety School Terrorism &Contagious Diseases: Understanding the New Threat Violence Prevention and Safe School Planning Special Needs & Interventions The Inclusion Breakthrough: Practical Ways to Integrate Students with Special Needs Mastering RTI 2: A Leadership Primer

88 Suggested Alignment of Educational Impact courses to Principal Leadership Standards (D. Elliott/HEC) Educational Impact (EI) Principal Leadership Standards (FPLS) The Danielson Framework Series Charlotte Danielson s Teaching Framework: Instructional Leadership Looking at Real Classrooms The Danielson Framework: Instructional Leadership 22 Components of Great Teaching Teacher Evaluation: Using the Danielson Framework Faculty Development Instructional Strategies Assessment for Learning: Innovative Ways to Check for Understanding Mastering Curriculum Mapping & Instructional Design The Five Practices of Highly Classrooms Leading Learning Communities The School Leadership Toolbox School Leadership School Law 101: Reducing Liability, Litigation, and Other Potential Problems Dynamic School Leadership: Transforming Your Campus Culture Urban School Leadership-Community Partnerships Meeting the Challenge of Urban School Instructional Leadership Middle School Leadership that Works Instructional Leadership in Practice How to be an Principal Mentor School Wide Improvement Embracing Data: A Roadmap to School Improvement Gains 21 st Century Schools: How Digital Innovation is Transforming Teaching and Learning Choosing the Right Schedule Teaching in the Block (MS/HS) Student Learning Results and Learning as a Priority Learning Environment Instructional Leadership Faculty Development Learning Environment Instructional Leadership Faculty Development Leadership Development Student Learning Results School Management Decision Making Learning Environment Leadership Development Faculty Development Communication Communication School Management Instructional Leadership Instructional Leadership Instructional Leadership Leadership Development Decision Making Student Learning as a Priority Instructional Plan Implementation Learning Environment Decision Making Instructional Plan Implementation Breaking Ranks-Revisited (MS/HS) School Terrorism & Contagious Diseases: Understanding the New Threat Violence Prevention and Safe School Planning Decision Making School Management Student Discipline, Behavior & Safety Learning Environment Special Needs & Interventions The Inclusion Breakthrough: Practical Ways to Integrate Students with Special Needs Mastering RTI 2: A Leadership Primer School Management Learning Environment School Management Instructional Plan Implementation Learning Environment Student Learning as a Priority Faculty Development Leadership Development

89 Revised November 10, 2011 Page Online Professional Development Academy Video Length In-Service Points The Danielson Framework Series 2 Charlotte Danielson s Teaching Framework: Looking at Real Classrooms (T) The Danielson Framework: 22 Components of Great Teaching (T) Teacher Evaluation: Using the Danielson Framework Instructional Strategies 3 Assessment for Learning: Innovative Ways to Check for Understanding Mastering Curriculum Mapping & Instructional Design Teaching the ESL Learner The Five Practices of Highly Classrooms Brain Based Instruction Visual Tools & Graphic Organizers Balanced Literacy: Powerful Real Classroom Examples to Guide Your Instruction Adolescent Literacy: The Middle School Years A Guide to Differentiated Instruction Preventing Student Cheating and Plagiarism in K-12 & Higher Education Teaching in Diverse Classrooms Teaching Strategies to Supercharge Your College Classroom School Leadership 5 Leading Learning Communities The School Leadership Toolbox School Law 101: Reducing Liability, Litigation, and Other Potential Problems Dynamic School Leadership: Transforming Your Campus Culture Urban School Leadership-Community Partnerships Meeting the Challenge of Urban School Instructional Leadership Middle School Leadership that Works Instructional Leadership in Practice How to be an Principal Mentor The History of Education

90 Revised November 10, 2011 School Wide Improvement 7 Embracing Data: A Roadmap to School Improvement Gains (T) st Century Schools: How Digital Innovation is Transforming Teaching and Learning Choosing the Right Schedule Teaching in the Block (MS/HS) Breaking Ranks - Revisited (MS/HS) Student Discipline, Behavior & Safety 8 Managing the Defiant Child Teaching the ADD/ADHD Student School Terrorism & Contagious Diseases: Understanding the New Threat Positive Behavior Support In Action Violence Prevention and Safe School Planning Special Needs & Interventions 9 The Inclusion Breakthrough: Practical Ways to Integrate Students with Special Needs Mastering RTI: A Step-by-Step Approach Intervention Assistance Teams Mastering RTI 2: A Leadership Primer Teaching Character and Values A Roadmap to School Indoor Environmental Quality (T)=Teachers (MS)=Middle School (HS)=High School School Leadership Modules

91 Section I EI Online Academy Educational Impact 1. Select Login top right corner of page 2. Enter the information you have been given to do the initial login from your school s administrator. 3. Accept the policy and fill out your personal information 4. You may use your school address for this and your school s work number. 5. Click change to edit your user name and password. The user name should be changed to the same as your FirstClass username. You may choose to change your password but it must be one you are willing to share with your administration. New Password: *Write down the changes you make immediately! SBHC IT 2011 Educational Impact Steps 3

92 6. You will be using primarily these two sections to develop your teaching skills. (Go to # 7 before you begin using these two sections). SBHC IT 2011 Educational Impact Steps 4

93 Section II STEP Directory 7. The STEP Directory will help you choose programs specific to your professional development goals. On a new tab in your browser open this link again 8. Click the Login link again. 9. In the bottom left corner of the screen find the STEP Directory. This will guide you in creating and tracking a personal learning plan by aligning areas targeted for improvement to specific online segments in EI's vast online academy. Strategies to Enhance Practice (STEPs) will be recommended for 22 components essential to great teaching (based on the Danielson Framework). The STEP Directory will help you choose programs specific to your professional development goals and needs. Click on Create Free Account 10. You will need to again fill out the requested information about yourself (there are two unique pieces of this model that work to a. Use the exact same information you created in the first section b. Use the school s address and phone number Across the top you will see your name and tabs that allow you to navigate this site 13. In the left side menu you will note the competencies for the four domains. a. If you want to review Domain 1:F Designing Student Assessments b. You are provided a variety of choices to use as a resource c. For Domain1:F there are 17 choices SBHC IT 2011 Educational Impact Steps 4

94 14. After reviewing the options you may select any of them and add them to your Personal Learning Plan. a. Note the module (name and what it looks like Green, Teaching Frameworks_ 15. Now you have set your plan you are ready to implement the plan. You will need to return to the first tab on your browser a. - (log back in if you logged out) b. Navigate using the Programs tab to the module you have selected: c. Click on Domain I Planning and Preparation d. There is a Topic Outline, Activities, & Handouts for many of these sections to go along with the videos to help guide your understanding of the video content as it relates to the Domain area of your plan. 3 SBHC IT 2011 Educational Impact Steps

95 e. When you have finished the module for your plan select menu at the top and it will show a progress bar for what you have completed. 16. Once you have completed the components in your plan in EI Online Academy you will return to the STEP Directory and mark that module completed. 17. Review the Completed Tab to preview your accomplishments in your Personal Development Plan. 4 SBHC IT 2011 Educational Impact Steps

96 Florida School Leaders - Florida Department of Education Approved Resources Educational Leadership and School Principal certification program approved resources All of the following links will open in new windows. Principal Leadership Standards State Statute William Cecil Golden School Leadership Development Program State Board of Education Rules: 6A Florida Principal Leadership Standards 6A Approval of School Leadership Programs 6A Florida School Leaders Certification 6A Specialization Requirements for Educational Leadership Certification 6A School Principal Certification Department of Education: Memo: Adoption of Rule 6A-5.081, Approval of School Leadership Programs Memo: Changes In Certification Rules Attachment: Changes In Certification Rules Workpaper: Standards for Approval of School Principal Preparation Programs Workpaper: Criteria for Transitional Approval of School Principal Preparation Programs Workpaper: Matrix for Educational Leadership Components Workpaper: Matrix for School Principal Professional Development Components Workpaper: Matrix for ASAP Educational Leadership Modules Workpaper: Rubric for Evaluation/Transitional Approval of School Principal Preparation Programs (revised format 3/17/08) Workpaper: Checklist for Evaluation/Transitional Approval of School Principal Preparation Programs (revised format 3/17/08) Workpaper: Rubric for Evaluation of Educational Leadership Preparation Programs (revised format 3/17/08) Workpaper: Checklist for Evaluation of Educational Leadership Preparation Programs (revised format 3/17/08) Copyright 2006 Florida Department of Education 38

97 Aligning Classroom Assessment with High Stakes Testing A free CEC micro-module on high stakes testing. Online Resources Arts in Education 7-12 A free CEC online module providing research, background, and practical strategies for using the fine and performing arts in innovative ways at the secondary school level to motivate and enhance student learning. Standards: Instructional Leadership (Literacy, Foundation Skills, Instructional Programs) and Diversity (Learning Styles, Culture) Arts in Education K-6 A free CEC online module promoting a heightened awareness of the importance of the fine and the performing arts for teaching reading. Standards: Instructional Leadership (Literacy, Foundation Skills, Instructional Programs) and Diversity (Learning Styles, Culture) Building Instructional Leadership Teams: The Mission of the Principal as Instructional Leader A free CEC micro-module on instructional leadership teams and how the principal is the instructional leader of the school. REQUIRED FOR PRINCIPALS Classroom Walk-Through The NEFEC created Classroom Walk-Through Online Support Tool is an important supplementary warehouse of expert commentary, practice walk-throughs and assistance for developing reflective prompts. Classroom Walk-Through for Florida K-3 Reading The NEFEC created Classroom Walk-Through for Florida K-3 Reading Online Resource Tool provides a quick reference for principals who would like to see examples of the reading indicators depicted in a classroom setting. Creating a Learning Community This ASAP module provides practical strategies to assist school leaders in creating a learning community that will shape a school's shared vision, facilitate committees, and establish a climate that supports a collegial and caring environment that enhances student achievement. Module includes pre and post assessments that become part of your Individual Leadership Development Plan. REQUIRED FOR PRINCIPALS Creating Parent Partnerships A free CEC online module for principals and assistant principals on methods to promote effective parent involvement. REQUIRED FOR ASSISTANT PRINCIPALS Data Analysis for Instructional Leaders NEFEC created online data analysis and interpretation course for educational leaders. REQUIRED FOR PRINCIPALS AND ASSISTANT PRINCIPALS 39

98 Data Analysis: A Comprehensive Overview of the Process A web-based resource developed by PAEC that provides an overview of the process that should be used in data analysis based on the latest strategic leadership research. Decision Making Methods This module provides strategies and practice for effective and decisive decision making in a variety of everyday and crisis situation, as well as an understanding of the role of decision making in school leadership. REQUIRED FOR ASSISTANT PRINCIPALS FCIM Online Support Tool This NEFEC created online tool provides a diverse set of resources for instructional leaders who are either in the process of implementing the Continuous Improvement Model or are seeking to raise their own awareness of the steps in this powerful school reform process. High Quality Teaching and Learning in the Science Classroom: What the Administrator Needs to Know A web-based resource developed by PAEC that provides both a video interview and video vignettes of classroom activity demonstrating high yield strategies for science instruction. Improving Literacy Instruction in Middle and High Schools Created by the Florida Center for Reading Research at FSU, this guide on the improvement of literacy is written for principals of both middle and high schools and is based on scientific research on reading and reading instruction and on studies of successful schools and interviews with successful principals. Improving Practice in Literacy (7-12) This ASAP module addresses reading in the content areas and the concept of reading instruction at the secondary level. Leaders will learn to recognize and promote effective literary instruction at the secondary level. Module includes pre and post assessments that become part of your Individual Leadership Development Plan. Improving Practice in Literacy (K-6) This ASAP module provides an introduction to the fundamental components of literacy - reading, writing, speaking, and listening - and will help leaders to recognize and promote effective literacy instruction at the elementary level. Module includes pre and post assessments that become part of your Individual Leadership Development Plan. Improving Practice in Mathematics This ASAP module introduces leaders (even those without a mathematical background) to best practices in mathematics education. The content assists leaders in recognizing appropriate instruction and relevant terminology for discussions relating to mathematics education. Module includes pre and post assessments that become part of your individual Leadership Development Plan. 40

99 New Math Standards: What Every Principal Needs to Know A PAEC on-line resource that provides instructional leaders with information about the proposed revisions to the mathematics standards for Florida grades K 12 and offers a guide for preparing students, teachers and parents for curriculum changes. Parent Partnerships This ASAP module highlights ways to guide parent involvement rather than simply let it happen. It provides background, insights, strategies, and materials for effectively using parent skills to support and enhance student learning. Module includes pre and post assessments that become part of your Individual Leadership Development Plan. Peer Coaching A CEC on-line course that guides administrators on how to initiate a peer coaching program within their school. Principal as Instructional Leader in Math: A Facilitator s Toolkit A web-based resource developed by PAEC to provide principals with materials to work with math faculty members when introducing the Math Classroom Walk-Through monitoring process and to show its connection to the FOCUS on Student Achievement: FCIM. Principal as Instructional Leader in Science: A Facilitator's Toolkit A web-based resource developed by PAEC to provide principals with materials to work with science faculty members when introducing the Science Classroom Walkthrough as a model and to show the connection to the FOCUS on Student Achievement: FCIM. Principal Portal Training Module A free CEC online tutorial module on how to access online resources through the Principal Portal website. RECOMMENDED FOR PRINCIPALS Principal's Role in Improving Reading and Literacy This free CEC online module provides principals with a basic understanding of the complex nature of learning to read along with practical advice on leading reading reform in the school. RECOMMENDED FOR PRINCIPALS Reading to Inquire and Learn in Math: An Administrator s Guide to Teaching Reading in the Math Content Area A web-based resource developed by PAEC that assists the principal in understanding how math content is organized and represented and presents information that will support the need to emphasize reading in the math content area. Reading to Inquire and Learn in Science: An Administrator s Guide to Content Area Reading What to Expect in the Science Classroom A web-based resource developed by PAEC that will assist the principal in understanding how science content is organized and represented and presents information that will support the need to emphasize reading in the science content area. 41

100 Student Achievement Data: The Basics A free CEC online module that defines and clarifies various types of student achievement data and introduces ways to gather and organize data effectively. REQUIRED FOR PRINCIPALS Supporting K-3 Literacy Leadership A web-based resource developed by PAEC that provides principals with explanations about the five components of reading and what a K-3 principal needs to know about strategic leadership tools necessary to guide effective K-3 reading instruction. Supporting Teachers through Coaching, Mentoring and Support A free CEC online module that provides practical strategies for developing and sustaining a climate of coaching and mentoring within the school. RECOMMENDED FOR PRINCIPALS Teaching All Students to Read in Elementary School Created by the Florida Center for Reading Research at FSU, this guide on reading instruction in your school can help you identify the most critical changes that must be made. It describes the types of instruction and leadership activities necessary to help all children become proficient readers in elementary school and is based on scientific research on reading and reading instruction, as well as on studies of successful schools and interviews with successful principals. Teaching and Learning in the Math Classroom: What the Administrator Needs to Know This web-based resource developed by PAEC provides both a video interview and video vignettes of classroom activity demonstrating high yield strategies for math instruction. Team Building This ASAP module provides information and describes the skills needed for teaming to make a difference at the school site. school teams make a difference for students and teachers in a variety of ways, but before colleagues can function effectively as a team, everyone involved must learn how to be a member of a team. Module includes pre and post assessments that become part of your Individual Leadership Development Plan. REQUIRED FOR ASSISTANT PRINCIPALS Technology in Educational Administration A free CEC micro-module on technology in educational administration. REQUIRED FOR ASSISTANT PRINCIPALS What Every Teacher Should Know and Do This ASAP module focuses on the vital importance of teachers' organizational skills and of being organized, preparation and its importance, as well as what to expect of students, school, and district politics during the first weeks of the school year. The module includes practical suggestions for prioritizing tasks and getting organized. Module includes pre and post assessments that become part of your Individual Leadership Development Plan. Copyright 2006 Florida Department of Education 42

101 School Learning Project 43

102 School Learning Project The New Principal/Protégé will develop a learning project around the implementation of a school reform effort with the purpose of enhanced teacher effectiveness and increased student growth and achievement. A Narrative will be provided to explain the learning project by outlining the details of development, implementation, and assessment of results. Artifacts, products, and other types of relevant evidence should accompany the narrative as documentation (i.e., learning communities, action research, teacher led training, student work, assessments, etc.) The Principal/Protégé will share successful outcomes of learning project(s) as best practices for district-wide impact. SCHOOL LEARNING PROJECT NARRATIVE AND DOCUMENTATION WILL BE PLACED BEHIND THIS PAGE. 44

103 Field Experiences Support Documentation 45

104 On the Job and In the Field Experiences (Supporting Leadership Standards) Provide supporting evidence for demonstration of competency in each of the Leadership Standards cross-walked with the MLA Dimensions This evidence will/should be items documenting decisions, actions, directives, processes, or procedures during the course of a Principal s role as instructional leader in the first year. Title each of the supporting documents with the Leadership Standard # (FPLS) and MLA Dimension it represents. EXAMPLE: FPLS #4 Decision Making/MLA #8 Time, Task, Project Management: Copy of calendar, agenda, or schedule of events for a specific topic or school need you addressed Place the supporting documents behind the corresponding Leadership Standards cover page #1 through #10. 46

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107 Section VI Mentoring Information and Recommended Resources NPP Program Resources Code of Ethics for Mentors Mentor s Evaluation Worksheet Mentoring Logs Accountability Assurances 49

108 NPP Program Resources Required Resources Finding Your Leadership Focus (to be read by the New Principal) By Dr. Douglas Reeves, Leadership & Learning Center The Mentors Guide (to be read by the Mentoring Principal) by Lois J. Zachary Additional Resources Mentoring Principals by Paul Young Corwin Press 2005 Principal Training on the Ground by Sandra Stein Heinemann, (Leadership initiatives) Department of Education William Cecil Golden School Leadership Development Program Website FloridaSchoolLeaders.org 50

109 Code of Ethics for Mentors I will conduct myself in a manner that serves the goal of doing what is best for students. I will coach the Protégé with the goal of supporting the development of leadership aligned with accepted professional standards with a focus on goals related to student growth and achievement. I will build trust in my mentor relationships by consistently being sincere in my communications, reliable in meeting my commitments, and by operating within my areas of competence. I will, at the beginning of each mentoring relationship, ensure that the Protégé understands the terms of the mentoring agreement. I will respect the confidentiality of the protégé s information, except as otherwise authorized by the protégé, or as required by law. I will coordinate with and support the goals of the school and district, while guarding confidentiality and nurturing collaboration among all parties. I will be alert to noticing when the Protégé is no longer benefiting from our relationship and thus would be better served by another mentor or by another resource and, at the appropriate time, I will encourage the Protégé to make that change. I will avoid conflicts between my interests and the interests of the Protégé. Whenever the potential for a conflict of interest arises, I will discuss the conflict with the Protégé to reach agreement on how to deal with it in whatever way best serves the Protégé, the school, and the students. I will model ethical school leadership behavior. Signature of New Principal Mentor Date Name of New Principal Protégé School Sign and return to Department of HRRPD after NPP Orientation Meeting; retain a copy for NPP Portfolio record 51

110 Mentor s Worksheet for Evaluating Protégé s Goals Instructions: Answer the following questions to gauge the clarity of your Protégé s goals. Specific o What is it the Protégé is trying to accomplish in this relationship? o Are the Protégé s goals specific, concrete, and clear? Measurable o Are the goals capable of being measured? o In what ways can success be measured? Action Oriented o Are the goals future oriented? o What results should you be able to see when the Protégé s goals are accomplished? o What concrete things will the Protégé be able to do as a result of accomplishing the goals identified? Realistic o Are goals achievable within the availability of your time? o Are there other resources that need to be available in order to achieve the goals? Timely o Is the time allocated for accomplishing the learning goals reasonable? o Has a completion date been set for attaining the goals? 52

111 S A M P L E of Completed Mentor s Worksheet for Evaluating Protégé Goals Stated Goal: To seek assistance in finding a job situation in the next 12 to 18 months that will pay more, have opportunities for growth, and be closer to my family. Specific: What is it the Protégé is trying to accomplish in this relationship? Are the Protégé s goals specific, concrete, clear? Protégé states that she wants to find a situation where she can better balance work and family life. Her mother is becoming increasingly infirm, and she states she needs to earn more, take on more responsibility at work, and be closer to her mom. Things I would like to know: What does pay more mean? What kind of opportunities for growth is she looking for? Is she talking about career advancement? Knowledge enhancement? Measurable: Are the goals capable of being measured? In what ways can success be measured? I certainly will know more about this once I have a clearer idea of the answers to question above. Success can be measured easily once she puts the dollar sign on. Distance is readily measured. In terms of career advancement, I need to know what her goals are and what her definition is for those terms. Action Oriented: Are the goals future oriented? What results should you be able to see when the Protégé s goals are accomplished? What concrete things will the Protégé be able to do as a result of accomplishing the goals identified? No problem here. I should be able to see a woman who is feeling more balanced, satisfied, and enthusiastic about her work and less guilty about the geographic distance. Eventually she will be ready to move. When she does, hopefully she will learn a way of thinking about career development from an ongoing growth perspective. Realistic: Are goals achievable within the availability of your time? Are there other resources necessary in order to achieve the goals? I see my job as guiding her through the process. Initially our time will be spent in getting more clarity wit this opportunity thing. She is going to have to find time to do a lot of the investigative work herself. I can set her on the right course, but she will have lots of decisions ahead of her. She is going to work on defining the career advancement piece. She may need to go to a career placement agency, recruitment agency, or similar companies to get access to some of the resources she will need. She will need to get on-line and stay on- line, and do plenty of networking. Timely: Is the time allocated for accomplishing learning goals reasonable? Has a completion date been set for attainment of the goals? Yes, assuming she is willing to dedicate time and energy to the task. She has laid out a framework in broad brush strokes. I will want to urge her to be more specific when we see how things develop. 53

112 New Principal Protégé Program MENTORING LOG (Must be completed and placed in Portfolio behind this section to receive mentoring supplement) Mentoring Principal: Principal Protégé School: School Year: DATE START TIME and END TIME MENTORING ACTIVITY TYPE OF CONTACT HRS 63

113 New Principal Protégé Program MENTORING LOG (Must be completed and placed in Portfolio behind this section to receive mentoring supplement) Mentoring Principal: Principal Protégé School: School Year: DATE START TIME and END TIME MENTORING ACTIVITY TYPE OF CONTACT HRS 64

114 New Principal Protégé Program MENTORING LOG (Must be completed and placed in Portfolio behind this section to receive mentoring supplement) Mentoring Principal: Principal Protégé School: School Year: DATE START TIME and END TIME MENTORING ACTIVITY TYPE OF CONTACT HRS 65

115 Progress and Accountability Information and Tips taken from The Mentors Guide by Lois J. Zachary Accountability Assurances Accountability is the conscious melding of self-responsibility and rigor. Accountability assurance is based on considered commitment to and clear understanding of the responsibilities of each mentoring partner. The defining accountability question is, how are we going to hold ourselves and each other accountable in this mentoring relationship? Answering the question calls for clarity-the kind of clarity that Patrick Lencioni writes about in The Five Temptations of a CEO (1998), where he states, You can t hold people accountable for things that aren t clear. Those who are engaged in an informal mentoring relationship may view an imposed accountability procedure as cumbersome. However, unless external accountability measures are built in, whether self or other imposed, the temptation is to sidestep it altogether. The accountability conversation provides a touchstone for the relationship. When used thoughtfully, it becomes an ongoing quality assurance conversation. There are three levels of accountability that mentoring partners ought to address: accountability for the relationship, accountability for the learning process, and the accountability for the achievement of the learning goals. The chart below provides some prototypical questions associated with each level. Levels of Ongoing Accountability The relationship How are we doing? What is the quality of our interaction? In what ways might we strengthen our relationship? The learning process Is the process we are using working to facilitate your learning? In what ways are your learning needs being met? Not met? What might we do to make the process work better for you? What do we need to change or strengthen? What are you learning about yourself as a learner in this process? Progress toward learning goals What progress are you making toward realizing your learning goals? What is your greatest success thus far? What is your biggest frustration? What gives you the most satisfaction about what you are learning? As you think about meeting the challenge of mutual accountability in a mentoring relationship, consider how best to encourage and support accountability. 66

116 Encouraging Accountability Accountability conversations do not have to be formal, but they do need to be meaningful and regular. Periodically asking, How is it going? keeps accountability at the forefront. Posing a simple question regularly instead of waiting until something goes amiss, offers a nonthreatening approach. When checking in is an established, normative port of the relationship, it takes the pressure off and encourages accountability. In some situations, more detailed accountability mechanisms are appropriate. If this is not the case, the mentor and mentee could choose to develop a list of itemized questions to discuss at predefined milestones in the relationship. Supporting Accountability The responsibility for accountability rests with the mentoring partners. Some mentors suggest that mentees summarize the mentoring session at the close of the interaction and record what they have learned. At the beginning of the next session, mentees review that summary. This ensures continuity and a jumping-off point for talking about progress made since the previous mentoring session or conversation. Other mentors make process notes for themselves and continue to add to them and review them throughout the mentoring relationship. This is particularly helpful when mentoring at a distance or when there is time distance between mentoring interactions. By saving these notes, each partner has a record of the mentoring journey that becomes a helpful point of departure in assessing the learning experience. Group mentoring situations offer a unique opportunity for supporting accountability. Using a roundrobin approach to summarize and end the session both reinforces the learning and reminds mentees of what they need to do. Beginning the next session with a progress report since the previous session helps focus the interaction and abbreviate start-up time. or handwritten notes, sharing an interesting article, and a quick telephone call are little ways of supporting accountability. Critical Aspects of Accountability Three aspects of accountability are critical to mutual accountability for building and maintaining the relationship: ground rules, confidentiality safeguards, and boundary setting. Ground Rules for the Relationship We sometimes take partnering for granted and assume that it will happen naturally. This assumption often undermines the relationship. Establishing ground rules helps manage expectations in a mentoring relationship. Ground rules are the norms of accepted behaviors, rules of the road, guidelines, or conventions that partners agree to abide by in a partnership. They should not restrict the relationship, but rather encourage and support accountability. At a minimum, a mentoring partnership agreement should outline the norms of the relationship. The following common mentoring norms can be used to start the discussion on ground rules: Our meetings begin and end on time Each of us actively participates in the relationship 67

117 Our communication is open, candid, and direct We will respect our differences and learn from them We will honor each other s expertise and experience We will safeguard confidentiality We will manage our time well We will put interruptions aside The most challenging part of the ground rule conversation is the discussion about what happens if and when these rules are not followed. What will happen if one partner dominates the relationship? What are the sanctions if appointment times are not honored? What happens when confidentiality is compromised? In a formal mentoring situation, there may be additional programmatic sanctions imposed that will need to be taken into consideration. Checking in to determine whether the ground rules are working effectively at the beginning or end of the first several mentoring sessions helps smooth the way and avoid difficulties later on. Whatever both partners ultimately decide about the ground rules of their mentoring partnership, they should consider establishing checkpoints to monitor the status of the relationship and agree in advance on what those will be. Confidentiality Safeguards Breach of confidentiality is a major stumbling block in mentoring relationships. Although mentees often confide in mentors and mentors in mentees, many people have differing expectations of what that confidentiality means. Being a confidant does not always mean that person you trust automatically safeguards confidentiality the way you would. Generally people do not like to talk about confidentiality; they just assume it. And because they assume it, assumptions remain undisclosed and untested. Instead, mentors and mentees must continuously check out their own assumptions if they are to share mutual accountability for the mentoring partnership. It is hard to talk about confidentiality because people are afraid it will undermine trust and fear a conversation about it will be offensive. They see confidentiality as a particularly difficult issue to discuss when there appears to be no immediate reason to do so. The truth of the matter is that there are many different expectations about what confidentiality means in a relationship. Some people view confidential information as private, restricted, secret, undisclosed, and classified. For others, confidentiality has a limited duration. It is important to talk candidly with mentees and agree on every aspect of confidentiality in a mentoring relationship. Getting the conversation about confidentiality started is sometimes awkward. We examine two possible approaches that can be used independent of each other or in combination to frame the conversation: perception identification and assumption testing. In perception identification, the mentor and mentee begin the discussion of confidentiality 68

118 using a free association exercise. They individually write down words associated with the word confidentiality, thereby generating a list that can serve as a basis for discussion. Ultimately the partners will come to mutual agreement about what confidentiality will mean in their relationship. There must be clarity about what confidentiality means within a particular mentoring relationship. The object is to create consensus about what is confidential and what is not that makes sense for the mentoring partners and promotes open and candid communication- communication that is authentic and free flowing-without getting so specific that conversation is restricted, unnatural, and guarded. Delimiting confidentiality is part of the boundary-setting process and helps ensure accountability within the relationship. Boundary Setting A frank discussion about the limits and boundaries of the mentoring relationship enables mentoring partners to sustain the focus on learning, manage expectations, and ensure mutual accountability throughout the duration of the relationship. Boundaries that go undefined frequently undermine the relationship by deflecting energy away from the learning focus of the relationship. When boundaries are too loose, they may be misinterpreted, and when they are too rigid, they incapacitate the relationship. Boundaries are not always clear-cut, however, and may vary according to circumstance. There are boundaries that we set for ourselves and boundaries that we set in partnership with others. There are boundaries that are evident at the beginning of the relationship and boundaries that need to be set during the relationship. Personal boundary setting during the negotiating phase helps mentors maintain the delicate balance between meeting their own needs and those of their mentees. The most overlooked aspect of boundary setting has to do with access, which directly relates to managing expectations: What kind of access does the mentee have to you? What is the limit? Does being a mentor mean the mentee has unlimited access to you for the duration of the relationship? Is an appointment needed? What kind of telephone access does the mentee have to you? Will your mentee need to go through a gatekeeper to get to you? It is important for mentors to communicate what they are willing to do and unwilling to do in the relationship. Once they become aware of their own boundaries, the next step is to decide what they expect from the mentee to respect these boundaries. A list of boundaries can be used as a basis for conversation with mentee at the appropriate time in the negotiating process. Mentees also need to set boundaries for themselves. Relationship boundary setting requires a discussion about the boundaries of the relationship. Guidelines for safeguarding 69

119 confidentiality are an example of a partnership boundary. Guidelines for maintaining contact are another. Access is yet another. Despite best intentions, boundaries are crossed and limits are exceeded. Crossing boundaries affects the mentoring relationship and the learning taking place within it. The best way to handle this is to be prepared with a strategy to deal with boundary crossing if and when it occurs. 70

120 Section VII NPP Program and Participant Survey Forms NPP Program Orientation Evaluation Form First Year Principal Survey District Satisfaction Survey 71

121 EVALUATION OF NEW PRINCIPAL PROTEGE ORIENTATION for All NPP Program Participants and Supervising Administrators Name: Position Title: School: Date: Please reflect on your experience with today s session and rate the experience by placing an x in the appropriate column following each item. Extent to which the session advanced my knowledge about the program Extent to which I was actively engaged as a learner today Extent to which I am confident about being a program participant Extent to which the training provided an appropriate level of interaction with other participants Extent to which material (video and print) were helpful to my learning Extent to which I believe I will be supported through follow up and help by the project staff Very High High Medium Low Very Low OVERALL RATING OF THE SESSION Suggestions/Comments: 72

122 First Year Principal Survey To Be Completed By PNP Program Completer After First Year of Principalship Name of First-Year Principal School Site Year of PNP Program Year of 1 st year Principalship Date _ 1. The content of the Principal Certification Program that I completed as an Assistant Principal provided what level of preparation? Much more than adequate More than adequate Adequate Less than adequate None What recommendations would you make for improving the content of the Principal Certification Program? 2. As a first year principal, I would rate the support and assistance that I received from my mentor as: Much more than adequate More than adequate Adequate Less than adequate None What recommendations would you make for improving mentoring to first year principals? 3. The preparation I received in the Principal certification program enhanced my knowledge, skills, and abilities as a new Principal to successfully impact school improvement and student growth/achievement. Much more than adequate More than adequate Adequate Less than adequate None Why or why not? 4. Most of the challenges that I encountered during my first year as a principal centered around (Name a topic Personnel, Student Discipline, SIP Plans, Data Analysis, Budget, School Law, Legal, Parent complaints, etc.) Comments and/or recommendations for improvement in this area 5. I would make the following recommendations to improve the Principal Preparation/Certification Program (please be specific). 73

123 VW Revise DISTRICT SATISFACTION SURVEY OF PNP/NPP PROGRAM COMPLETERS This form should be submitted by Supervising Principals and Principal Mentors of PNP and NPP Program participants to assess the level of knowledge and skills demonstrated one year after program completion. Please use this instrument as a tool to help determine the level of leadership competency achieved through the Principal Preparation Programs (PNP and/or NPP) provided by the district. It should be noted that individuals completing the rating form be aware that no PNP/NPP program completer is expected to achieve high ratings in all areas during the entry-level years of their leadership experience. Please rate the program s overall success in how well the participants were prepared for their administrative roles through their participation in the leadership development program(s). This data will be utilized to assess program components to further strengthen and enhance the leadership preparation of the participants as well as provide input for the continuous improvement of the program(s). Results will be shared with staff responsible for the delivery and supervision of program candidates; selected staff will also conduct an annual review for possible program revisions. Place a rating of 1-10 with 1 being the lowest and 10 being the highest in the appropriate blank. Program Assessment of Principal Leadership Standards Instructional Leadership INSTRUCTIONAL LEADERSHIP High Performing Leaders promote a positive learning culture, provide an effective instructional program, and apply best practices to student learning, especially in the area of reading and other foundational skills Managing the Learning Environment High Performing Leaders manage the organization, operations, facilities and resources in ways that maximize the use of resources in an instructional organization and promote a safe, efficient, legal, and effective learning environment Learning, Accountability, and Assessment High Performing Leaders monitor the success of all students in the learning environment, align the curriculum, instruction, and assessment processes to promote effective student performance, and use a variety of benchmarks, learning expectations, and feedback measures to ensure accountability for all participants engaged in the educational process Decision Making Strategies OPERATIONAL LEADERSHIP High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and

124 analyze data for continuous school improvement Technology High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and analyze data for continuous school improvement Human Resource Development High Performing Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop mentor and partnership programs, and design and implement comprehensive professional growth plans for all staff paid and volunteer Ethical Leadership High Performing Leaders act with integrity, fairness, and honesty in an ethical manner Vision SCHOOL LEADERSHIP High Performing leaders have a personal vision for their school and the knowledge, skills, and dispositions to develop, articulate and implement a shared vision that is supported by the larger organization and the school community Community and Stakeholder Partnerships High Performing Leaders collaborate with families, business, and community members, respond to diverse community interests and needs, work effectively within the larger organization and mobilize community resources Diversity High Performing Leaders understand, respond to, and influence the personal, political, social, economic, legal, and cultural relationships in the classroom, the school and the local community

125 Final Rating Score KEY: Ratings of 8-10 are considered a strength (final rating ); ratings of 5-8 are considered adequate or effective (final rating 50-80); ratings of 1-5 are considered a developmental need or emerging skill (final rating 10-50). Program Satisfaction Statements I am satisfied that the components of the (circle one) PNP or NPP Leadership Preparation Program meet the District s needs in preparing administrators to become high performing leaders of learning I am satisfied with the leadership competencies demonstrated by the (circle one) Assistant Principal or New Principal whom I supervised/mentored while completing the PNP or NPP Leadership Training Program(s) New Principal Protégé Name: Survey Completed by: Principal Mentor Signature Date: