Individual Continuous Improvement Plan for Principals
A leadership evaluation
process that focuses leaders on creating the self assessment
criteria based on student achievement and district
priorities and is aligned the with the nationally recognized
Interstate School Leaders Consortium Standards.
Links
to Content:
Demonstration
Site: Bristol
Warren Regional School District
Target Population:
All district principals
Need and Intent:
To create a leader evaluation process that is also a continuous
improvement plan. The previous evaluation document in the district
was more of a checklist that did not allow for the setting of
goals. By using the new evaluation process, administrators are
creating the criteria upon which they will be evaluated. It
uses a set format that incorporates Interstate
School Leaders Licensure Consortium (ISLLC) Standards with
an emphasis on student achievement and the administrator’s
growth and development as an instructional leader.
Implementation Process:
1. The superintendent, as team leader, didn’t feel the
previous evaluation document gave administrators positive feedback
relative to professional growth nor allowed them to develop
their own plan for improvement.
2. He met with administrators and told them that he wanted a
process they could all value and needed their help to develop
a new instrument. They agreed that ISLLC
Standards would provide the framework.
3. A team of five administrators from all levels and an outside
consultant worked over three days, looking at the standards
and adding their own framework to allow it to be customized.
4.
The
finished evaluation document was presented to the rest of
the administrators at a district meeting for approval and “buy-in”.
5. It was then presented to the school committee for approval.
6. EVALUATION PROCESS:
- Fall - Administrators meet with the superintendent
with their proposed Plan for Continuous Improvement. It is
discussed and the superintendent makes suggestions, helping
them to stretch themselves. He uses knowledge and data on
student achievement to inform the conversation.
- Mid-year (beginning of February) – They meet
again to check progress, most often focusing on whether they
are on target, what they need to continue to work on, whether
or not their goals need to be revised and how the superintendent
can help.
- End-of-year – This meeting results in a final
evaluation where administrators present their Plan along with
their portfolio to show evidence of work done and data on
student achievement. They also debrief about the year’s
progress and begin to put together goals for the next year
so that momentum continues for the upcoming fall meeting.
7. Once the evaluation process became institutionalized, administrators
understood that if they chose to go above and beyond the standard
evaluation process to participate in a performance assessment
piece
(see
last page of document) that affords the opportunity to receive
an additional stipend. The performance assessment piece involves
assisting the superintendent with realizing a district goal
that is above and beyond the principal’s immediate job
responsibility to improve student achievement in their own building.
For example, two principals developed a parent volunteer handbook
and respective training for volunteers as their performance
assessment piece. Often, principals in need of significant improvement
are encouraged not to participate in a performance assessment
piece until they have made sufficient progress on their own
Plan.
NOTE: Because it is individualized and goal-driven, the template
document itself hasn’t needed updating since it was first
implemented.
Tips for Implementation:
- The Plan has to be part of the contract.
- This Plan is intended only for principals.
- Principals have to be “at the table” in creating
the Plan so that they feel ownership.
- Make sure everyone knows that there are changes in the
evaluation process being developed, the intent, and how it
will be used. If the new process will include a performance
assessment piece – make sure the principals know it.
- If the Plan will be tied to raises, make sure that this
is very clear.
- If it is tied to raises, keep a percentage base raise for
everybody based on their Individual Continuous Improvement
Plan and then provide an additional stipend for participation
in a performance assessment piece
- There should be no raise if the administrator is on a professional
growth plan based on performance reflected in the evaluation
process.
- As the superintendent reviews the Plan and evaluates progress
with the principal, it is best that he/she determines and
gives the raises.
Case Study:
The superintendent met with a principal
who was well liked but had areas in need of support. By going
over the evaluation document together, the superintendent and
principal strategically evaluated the principal’s performance
and helped establish a plan for continuous improvement. As a
team, they wrote out goals for the year. Over time, student
scores improved greatly. The evaluation process wasn’t
just a conversation; the principal knew he would be revisiting
his Plan with the superintendent, and that his annual raise
would be connected to the professional growth this revealed.
“The Plan has made my job more grounded
and real. The expectations are there. It’s made my job
easier because there is a base from which to have a discussion,
and because it forces you to have a discussion about the principal
on a more individualized level because it’s not a checklist.”
– Dr. Mara, Superintendent
Program Components and Materials:
Contact for More Information:
Name: Dr. Edward Mara
Job Title: Superintendent
Role in Project: Initiator
Phone: (401) 253-4000
E-mail: marae@bw.k12.ri.us
Address: 151 State St., Bristol, RI 02809