The principal evaluation training materials are intended to help school divisions in aligning their current evaluation systems with the revised Guidelines for Uniform Performance Standards and Evaluation Criteria for Principals.
Not exact matches
Because the quotidian demands on K - 12
principals and their staffs severely limit the time they can devote both to
training neophyte teachers and assessing the ongoing work of veteran instructors, video
evaluations have been eagerly embraced as a time - saver.
The purpose of this project is to perform the
evaluation portion of a randomized control trial designed to assess the impact of The Match School Foundation, Inc.'s teacher
training program for novice teachers on outcomes such as achievement growth of teachers» students,
principal ratings, and retention with the ultimate goal of improving K - 12 education.
In the meantime, ACT developed the model,
trained teachers, coordinated with
principals, provided funds for an
evaluation, and arranged for the
evaluation, Smith said.
That's why the Cincinnati district is taking the next two years to «perfect» the
evaluation system, with intensive
training for
principals and peer assessors, before using the results to trigger pay levels.
The key evaluator at these stages — typically the
principal — received three to five days of state
training on
evaluation instruments and procedures.
By that early date, Florida had already made more than a dozen changes in promised deadlines, including a multiyear delay in teacher
evaluation and a one - year delay in
training principals for turnaround schools.
The
principal investigator has been closely involved in the preparation of the MDRC and American Institutes for Research (AIR) response to Solicitation Number ED - IES -13-R-0035, Impact
Evaluation of
Training in School - Wide Positive Behavior Supports (SWPBS).
The question the initiative seeks to answer is: «If an urban district and its
principal training programs provide large numbers of talented, aspiring
principals with the right
training and on - the - job
evaluation and support, will the result be a pipeline of
principals who can improve teaching and student achievement district - wide, especially in schools with the greatest needs?»
The
Evaluation Leadership Instrument is used by the
principal's supervisor to evaluate how the
principal establishes collaborative structures and provides teachers
training, feedback, coaching, and professional learning opportunities in implementing AchieveNJ.
Principals will continue to do the initial
evaluation, which will be much more extensive and require additional
training?
Deasy said in his statement that all
principals will be
trained in using a multi-measure
evaluation system by the start of 2013 - 14.
A lot depends on teachers»
training, judgment, and professionalism — and on the supervision,
evaluation, coaching, professional development, and collaboration that
principals are successful in orchestrating.
Audrey has worked with many joint committees to develop comprehensive standards based
evaluation systems and
trained principals and teachers to successfully use such systems.
Based on 10 years of research, Wallace has identified four key parts of a «
principal pipeline» that can develop and ensure the success of a sufficient number of
principals to meet district needs: rigorous job requirements, high - quality
training, selective hiring, and on - the - job
evaluation and support.
As a Program Manager with New Leaders, an education nonprofit focused on
training and developing excellent school leaders, she collaborated with district leadership from Newark Public Schools in creating
principal evaluation and development tools.
Sean P. Corcoran, Amy Ellen Schwartz and Meryle Weinstein, «
Training Your Own: The Impact of New York City's Aspiring
Principals Program on Student Achievement,» Educational
Evaluation and Policy Analysis, June 2012, 232 - 253.
With each
evaluation,
principals receive a «Professional Growth Plan» - which refers them to any one of 40 - plus
trainings assembled by the district to cover identified weak areas, according to McManus.
Across New York State, all of the school and district leaders who evaluate teachers are being pulled out of their schools for mandated, taxpayer - funded
training in this APPR teacher and
principal evaluation system.
Develop fair, reliable performance
evaluations that hold
principals accountable for student progress and inform their ongoing
training.
Teachers and
principals at some schools receive
training and implement new educator
evaluation system, which for the first time uses student test scores to gauge performance.
City Department of Education officials think they'll be able to
train 1,600
principals and 80,000 teachers to use new a
evaluation system by the end of the year, and they plan to let the state know before a deadline next week.
All districts will be responsible for conducting the
evaluations and
training principals; they can seek reimbursement as a state mandate.
Jonathan Schleifer, executive director of Educators 4 Excellence - NY, which aims to elevate teachers» voices in policy debates, said the new
evaluation system had sparked conversations on technique, but
principals need more
training in executing it.
CEC supports the implementation of reliable and effective teacher and
principal evaluation, including Joint Committee support, Inter-Rater Reliability calibration, and feedback
training.
The
training sessions, held at the H.B. Wilson School, have been intensive school leadership workshops in which the
principals and other administrators are versed on every thing from setting school values to the intricacies of overseeing teacher
evaluations.
It describes the four components of the pipelines: Job standards for
principals, high - quality pre-service
training, rigorous hiring procedures, and tightly aligned on - the - job performance
evaluation and support.
That
principals might not would be adequately
trained to assess teachers and that the
evaluations would be used to punish teachers, not support them.
How do we get all of our
principals trained and calibrated in order to use these new
evaluation instruments in a fair and accurate manner — a manner that facilitates the continuous growth of the teacher?
The two greatest fears teachers expressed were that
principals would not be properly
trained to evaluate their staff and that the
evaluations would be punitive rather than help teachers improve.
The Texas Charter Schools Association is committed to providing support,
training and technical assistance to Texas charter schools on the newly developed teacher and
principal evaluation systems, Texas Teacher Evaluation and Support System (T - TESS) and Texas Principal Evaluation and Support System (T
principal evaluation systems, Texas Teacher Evaluation and Support System (T - TESS) and Texas Principal Evaluation and Support System (
evaluation systems, Texas Teacher
Evaluation and Support System (T - TESS) and Texas Principal Evaluation and Support System (
Evaluation and Support System (T - TESS) and Texas
Principal Evaluation and Support System (T
Principal Evaluation and Support System (
Evaluation and Support System (T - PESS).
The
training materials are intended to provide support to central office supervisory personnel,
principals, and teachers in the implementation of the 2011 Guidelines for Uniform Performance Standards and
Evaluation Criteria for Teachers.
The organization is now working with Indianapolis Public Schools to
train principals in RISE
evaluations.
City and union officials are hoping that a
training session on
principal evaluations that the State Education Department has scheduled for March 14 will clear up some of the open questions surrounding
principal evaluations and lay the groundwork for changes that might facilitate a new system.
But instructional leaders, e.g.,
principals and APs should be
trained in teacher
evaluation and how to translate it into useful professional development.
A reliable
evaluation system must incorporate other measures of effectiveness, like students» feedback about their teachers and classroom observations by highly
trained peer evaluators and
principals.
We will support evidence - based policy reforms aimed at ensuring
principals have the autonomy and data they need to lead schools with strong cultures focused on improving teaching and learning, and that they are
trained to use teacher
evaluations to deliver high - quality observations and feedback.
In an
evaluation of four
principal preparation programs, Matthew Clifford of the American Institutes for Research and Eva Chiang of the George W. Bush Institute determined that using student standardized test scores alone does not give a conclusive picture of how well a
principal training program prepares
principals to be able to improve student learning in their schools.
LEAs — with support from the state — will be expected to provide
training to their educators on the
evaluation tools; ensure timely
evaluations occur and feedback loops are created to support teacher and
principal development; and design differentiated professional development to accommodate each educator's skill level.
We have worked with Orange County Public Schools to strengthen their mentoring program for new
principals and assistant
principals, providing
training in the use of our Leadership Performance Planning Worksheet tool and ongoing
evaluation of the effectiveness of the mentoring program.
Strengthen the recruitment,
evaluation and
training of
principals.
Throughout 2010, districts not only will gain access to the tools and
training necessary to begin work in this area, but the recently passed legislation, the First to The Top Act, mandates the development and use of an annual multiple - measure teacher and
principal effectiveness
evaluation.
D. Out of this appropriation, $ 138,500 the first year and $ 138,500 the second year from the general fund shall be used to provide performance
evaluation training to teachers,
principals, division superintendents, and other affected school division personnel in support of the transition from continuing employment contracts to annual employment contracts for teachers and
principals.
This toolkit consists of a model
principal evaluation system, including an exemplar
evaluation rubric and
training modules to support implementation.
The network also provides schools with access to: a national «knowledge network» of CWC teachers and
principals who can share best practices with one another, meaningful professional development opportunities and
evaluation tools, student assessment tools and help tracking student achievement,
training in school operations, interest - free start - up loans to help new schools get off the ground and long - term financial planning assistance, and help resolving outstanding academic issues when requested by the school.
Finally, Race to the Top, last year's federal competition for $ 3.4 billion in grants to support education reform, emphasized improving the
training and
evaluation of
principals as much as it did the
training and
evaluation of teachers.
What
training do
principals need to become effective evaluators, and how can teachers take ownership of their own
evaluation process?
These efforts included improving
principal preparation, professional standards, licensure and on - the - job
training,
evaluation and working conditions.
It's one thing to say that districts should, say, take a more active role in the
training of aspiring
principals or change hiring practices or introduce new
evaluation systems.
To probe these questions, The Wallace Foundation in 2011 launched a five - year, $ 75 million initiative to help six large districts build stronger
principal pipelines by (1) creating clear job requirements detailing what
principals and assistant
principals must know and do, (2) ensuring high - quality
training for aspiring leaders, (3) developing more selective hiring procedures, and (4) using well - crafted
evaluations to identify the needs of
principals and ongoing support to address them.79 Over the life of the initiative, it is expected that participating districts will have filled at least two - thirds of their
principal slots with graduates of high - quality
training programs - enough to enable independent researchers to gather meaningful evidence on whether and how better leadership can transform the academic fortunes of children.