North Carolina School Executive

1. North CarolinaSchool Executive Educator Evaluation System (NCEES) Sandhills Leadership Academy October 12, 2011

2. Today’s Meethttp://todaysmeet.com/sla2

3. The Principal’s Story http://www.wallacefoundation.org/principal-story/Pages/default.aspx http://www.wallacefoundation.org/principal-story/field-guide/Documents/Principal-Story-Field-Guide.pdf

4. What’s on your plate?

5. Leadership

6. Jig Saw

7. North Carolina Standards for School ExecutivesAs Approved by the State Board of EducationDecember 7, 2006 Public education’s changed mission dictates the need for a new type of school leader -- an executive instead of an administrator. No longer are school leaders just maintaining the status quo by managing complex operations but just like their colleagues in business, they must be able to create schools as organizations that can learn and change quickly if they are to improve performance.

8. Understanding the School Executive Standards

9. Performance Ratings

10. Performance Ratings

11. If Rated Not Evident/Demonstrated…

12. Standard 1: Strategic Leadership Summary: School executives will create conditions that result in strategically re-imaging the school’s vision, mission, and goals in the 21st century. Understanding that schools ideally prepare students for an unseen but not altogether unpredictable future, the leader creates a climate of inquiry that challenges the school community to continually re-purpose itself by building on its core values and beliefs about its preferred future and then developing a pathway to reach it.

13. Scenario: Standard 1/Strategic Leadership Mr. Ball is a great strategic leader. He has a very successful School Improvement Team (SIT). Every year, he creates a team that is focused on making certain the district, state and school goals are aligned with the mission. The SIT generates SMART goals and organizes themselves every year to get things done. In fact, Mr. Ball has received the district recognition for his work on the SIT and has been asked by the superintendent to coach his colleagues on the processes he uses. How would you rate Mr. Ball? Please rate Mr. Ball: Developing Proficient Accomplished Distinguished

14. Standard 2: Instructional Leadership Summary: School executives will set high standards for the professional practice of 21st century instruction and assessment that result in a no nonsense accountable environment. The school executive must be knowledgeable of best instructional and school practices and must use this knowledge to cause the creation of collaborative structures within the school for the design of highly engaging schoolwork for students, the on-going peer review of this work and the sharing of this work throughout the professional community.

15. Scenario: Standard 2/Instructional Leadership Mrs. Suitt has been an administrator for ten years. She is described by her staff as a person who gets things done. If she does not believe the innovation is best for students, she will not implement it in her school. Everybody knows that Mrs. Suitt runs her school. She just does not like status quo and leads by example. When people heard that she was investing 45% of the state school budget for the purchase of IPADS for a one-to-one initiative for 5th grade students. It became a big issue in the district. This issue is getting more conflicting. How would you rate her instructional leadership style? Please rate Mrs. Suitt: Developing Proficient Accomplished Distinguished

16. Standard 3: Cultural Leadership Summary: School executives will understand and act on the understanding of the important role a school’s culture contributes to the exemplary performance of the school. School executives must support and value the traditions, artifacts, symbols and positive values and norms of the school and community that result in a sense of identity and pride upon which to build a positive future. A school executive must be able to “reculture” the school if needed to align with school’s goals of improving student and adult learning and to infuse the work of the adults and students with passion, meaning and purpose. Cultural leadership implies understanding the school as the people in it each day, how they came to their current state, and how to connect with their traditions in order to move them forward to support the school’s efforts to achieve individual and collective goals.

17. Scenario: Standard 3/Cultural Leadership • Mr. Howard is a second year principal at Dover Middle School. He felt that the school mascot of the past 30 years needed to be updated and aligned with the feeder High School mascot. He consulted with the School Improvement Team about the change. It was voted on by the staff and supported. Students and parents were surveyed and the majority supported the change. A student designed a new mascot and colors that were aligned with the neighboring High School. School uniform shirts that were printed with the previous mascot were not permitted to be worn any longer as part of the shift to a new mascot. Some parents and students were disgruntled by the uniform policy. Mr. Howard held firm in his expectation that uniform shirts featuring the previous mascot could not be worn and justified the policy based on staff, student, and parent support of a new mascot. How would you rate Mr. Howard? Please rate Mr. Howard: Developing Proficient Accomplished Distinguished

18. Generate a Scenario

19. Accessing Demo Site Login to the demo site using the URL: https://mxweb.media-x.com/home/ncval/demo/ Username: principaldemo1 Password: 123456

20. Accessing Wikispaces http://ncees.ncdpi.wikispaces.net http://rt3region4.wikispaces.com

21. Contact Information • Questions about NC Educator Evaluation Tools? Contact PD Consultants @ www.ncpublicschools.org/profdev/directory • Technical Support Questions? Contact McREL customercare@mcrel.org • http://ncees.ncdpi.wikispaces.net