Jerri Lynn Lippert Vincent Lewandowski

1. Jerri Lynn Lippert Vincent Lewandowski

2. Today’s Learnings Participants will: review the Performance-Based Evaluation system for administrators and PULSE Understand the purpose and structure of the framework for school leaders training program Understand the overall structure of the PPS performance-standards rubric for educational leaders Identify performance indicators that are related to the components of Standard 1, Vision of Learning Self-assess on standard 1 and begin the professional development plan

3. Agenda Overview of the PPS Principal Evaluation System Overview of Workshop Series Structure The ISLLC Standards The Framework for School Leaders Unpacking the Standard Generalizing: Standard 1

4. Creating a Culture of Accountability Excellence for All

5. We believe that Improvement in education is guided by consistent and effective leadership

6. What We Know about School Leadership “Scratch the surface of an excellent school and you are likely to find an excellent principal”…American Educational Research Association “Look into a failing school and you will find weak leadership”…. American Educational Research Association

7. Why is the focus school leadership? We need an accountability system for leadership, specifically school leadership Why is this important? The Excellence for All Reform Agenda requires accountability anchored in student achievement gains. Effective accountability systems focus on improvement of practice/performance. Why is this urgent? Systemic change is needed to produce better student outcomes. We must have a sense of urgency at every level of the organization for substantially improving student achievement.

8. Groundbreaking School Leadership Accountability System Creates a comprehensive approach that: Brings all elements together to improve practice Places school leadership at the heart of the reform agenda Leadership as the practice of improvement

9. Pittsburgh Urban Leadership System for Excellence

10. Significant Changes

11. Principal Evaluation

12. Building a NEW Culture

13. Design Process Steering Committee 7 Subcommittees Principal Evaluation Leadership Roles Achievement Bonus Design Special Schools Accelerated Learning Academies Assistant Principals

14. Evaluation: Research-Based Definition of Practice Research-based, performance standards evaluation rubric 7 standards 4 components each 4 performance levels = improvement of practice Standard 2: The Culture of Teaching and Learning: A School administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. Explain connection to end of year rating (satisfactory or unsatisfactory)Explain connection to end of year rating (satisfactory or unsatisfactory)

15. How will performance-basedcompensation work? Two tier principal compensation Increment is based on performance standards evaluation rubric up to $2000 annually added to base pay Achievement bonus up to $10,000, annually, linked to increases in student achievement growth measures

16. Learning the Evaluation Process Work with a partner to answer the questions using the evaluation summary chart.

17. Evaluation Process Define Novice Categories: Experienced-Formal Experienced-Directed Professional Growth (DPG) Intensive Support

18. What are the measures of success? Implementation of PULSE: a system of attracting, developing, retaining, and professionally growing effective school leaders Evidence of continuous principal improvement of practice Better student outcomes

19. Habits and Effective Practices inPPS Schools What are the characteristics of instructionally effective PPS Schools? What are the habits and practices of the principal and teachers within an effective school?

20. Principal Effects on Achievement in PPS Of the 89 principals under whom the [Reading PSSA] tests were administered, 33 displayed significant effects on PSSA reading scores, ranging from +15.66% higher to -35.65% lower than the reference principal (around the median principal). Of the 89 principals under which the [Math PSSA] tests were administered, 62 displayed significant effects on PSSA reading scores ranging from +17.5% higher to -37.2% lower than the reference principal (around the median principal). Explaining the Racial Achievement Gap in the Pittsburgh Public Schools - Robert P. Strauss, Haijing Hao, Yue Wang H. John Heinz III. School of Public Policy and Management Carnegie Mellon University

21. History of the ISLLC Standards Developed by the Interstate School Leaders Licensure Consortium and adopted in 1996. Consortium represents 24 states and 15 affiliated organizations and agencies.

22. A School Administrator Is An Educational Leader Who Promotes The Success of All Students By… Standard 1: … facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school community Standard 2:… advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth Standard 3: … ensuring management of the organization, operations and resources for safe, efficient and effective learning environment

23. A School Administrator Is An Educational Leader Who Promotes The Success of All Students By… Standard 4: … collaborating with families and community interests and needs, and mobilizing community resources Standard 5: …acting with integrity, fairness, and in an ethical manner Standard 6: … understanding, responding to, and influencing the larger political, social, economic, legal and cultural context

24. The Standards were developed through . . . A thorough analysis about what is known about effective educational leadership: focus on student learning A comprehensive examination of the best thinking about the types of leadership that will be required for tomorrow’s schools Syntheses of work on administrator standards developed by various national organizations, professional associations, and reform commissions In-depth discussions of leadership standards by leaders within each of the states in the Consortium.

25. Don’t reinvent the wheel! PPS relied on the ISLLC standards in the development of the PPS standards for performance evaluation, after investigating numerous strands of research. Marzano, Darling-Hammond, Elmore, ETS Leadership Series, etc. PULSE binder resources

26. The ISLLC Standards for PPS School Leaders Vision of Learning Culture of Learning Management of Learning Relations with the Community to Foster Learning Integrity, Fairness, Ethics in Learning Political, Social, Economic, Legal, and Cultural Context of Learning Leadership for Learning

27. Standards Alone are NOT Enough Standards tell the “what” of school leadership at a high level A framework “operationalizes” standards and provides more information for professional growth

28. Organization of the ISLLC Standards Knowledge indicators (Knowledge & Understanding) Disposition indicators (Beliefs, Values, & Commitments) Performance indicators (Processes & Activities) ISCLL Standards comprise roughly 200 indicators Knowledge indicators refer to those things that a school leader knows & understands Disposition indicators refer to those things school leaders values or believes Performance indicators refer to those things school leaders ability to apply knowledgeISCLL Standards comprise roughly 200 indicators Knowledge indicators refer to those things that a school leader knows & understands Disposition indicators refer to those things school leaders values or believes Performance indicators refer to those things school leaders ability to apply knowledge

29. A Framework: Linking Standards to Practice To serve as a foundation and to provide a common language for redefining and refocusing the role of the school leader as defined by the ISLLC Standards To articulate the role of the school leader as defined by the ISLLC Standards To serve as a standards-based approach to best describe various school leaders’ levels of performance Briefly discuss the frameworkBriefly discuss the framework

30. Overview of the Framework for Rubric 7 standards, 27 components, 4 performance levels, performances, evidence Vision of Learning Culture of Learning Management of Learning Relations with the Community to Foster Learning Integrity, Fairness, Ethics in Learning Political, Social, Economic, Legal, and Cultural Context of Learning Leadership for Learning

31. Process Framework for Training Unpacking the Standard: Standard Roadmap Measuring the Standard: Case Study Experiencing the Standard: Rubric Applying the Standard: Professional Development Plan

32. Process Framework Purpose participants engage in a variety of group & individual activities designed to help them gain a deeper understanding of the Standard and its related components. Outcomes: conclusion of segment a participant will have a standard Roadmap to articulate what the standard means in professional practice and how it affects student learningPurpose participants engage in a variety of group & individual activities designed to help them gain a deeper understanding of the Standard and its related components. Outcomes: conclusion of segment a participant will have a standard Roadmap to articulate what the standard means in professional practice and how it affects student learning

33. Day 2 TrainingExcellence for ALL What is our district’s vision? What does it mean? At your table, discuss what it looks like in each one of your buildings? Share with large group Ask the large group the district vision statement and what does it mean Prompt them to think about what it looks like in their buildings Have them share at the table and then share with the larger groupAsk the large group the district vision statement and what does it mean Prompt them to think about what it looks like in their buildings Have them share at the table and then share with the larger group

34. Take a ten minute break

35. Standard 1: The Vision of Learning “A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school community.” Components: 1a. Embracing the Vision 1b. Communicating the Vision 1c. Implementing the Vision 1d. Monitoring and Evaluating the Vision

36. Standard RoadmapStandard # ___: ___________________________

37. Learning About Standard 1: Vision Read and study the rubric and the performance indicators (PIs) for Standard #1 Decide, with your partners, which performance indicators most closely relate to Component 1a: Embracing the Vision. List these in the middle column on your standard roadmap. With your partner, map the remaining PIs to components 1b, 1c and 1d. For each component level and PI associated cite evidence that is aligned to excellence for all

38. “At the heart of reflection is the belief that, given opportunities to carefully consider their work, educators possess the necessary knowledge to improve their practice. Reflection is the process through which educator tap into that knowledge.” Richardson, j, (2001) Shared culture: A consensus of individual values, Results. Oxford, OH: National staff Development Council

39. Is reflection important, why or why not? What place does reflection have in professional growth?

40. Self-Assessment on Standard 1 Once you self-assess, complete the following questions: Is vision important in an educational setting? Does my school clearly reflect the district’s vision? If so, what behaviors do you exhibit on a routine basis that support EFA? If not, what could you or should you do to rectify this? What are the teaching and learning issues in my school related to vision? What could or should you do to address these in your PDP? Take a breakTake a break

41. PDP Activity

42. Collecting Our Learning: Creating a Standard Statement Collaboratively with your table group, write ONE SENTENCE that summarizes your learning for today on the following topic: “How does the VISION for a school/district influence success for all students?” Take 3 post-it notes: On one write a need from today On another write a hope from today On the other write an appreciate from today