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The Work of the School Executive (Administrator)
Overview
The "work of the School Executive (administrator/principal") must be grounded in a growth mindset. The Evaluation Standards and Criteria are the basis for administrator preparation, administrator evaluation, and professional development. Each of these will include the skills and knowledge needed for 21st-century executive leadership. There are many struggles in the classroom that will challenge teachers' professional skill sets. However, having a growth mindset turns challenges into springboards for growth and developing talents and abilities.
The "Policy EVAL-030: Evaluation Standards and Criteria: School Executives" heralds the expectation for all school executives (administrators) to meet and exceed growth based on established performance expectations.
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SCHOOL GROWTH: ACADEMIC ACHIEVEMENT LEADERSHIP
Summary: School executives will contribute to the academic success of students. "The work" of the school executive will result in acceptable, measurable progress for students based on established performance expectations using appropriate data to demonstrate growth. It is the intent of the State Board of Education to provide educators a state-wide, standardized measure of student growth for the purpose of promoting professional growth for educators, guiding school improvement efforts, and informing educator evaluation processes.
EFFECTIVENESS OF SCHOOL EXECUTIVES:
A highly effective administrator is one who receives a rating of at least “accomplished” on each of the Principal Evaluation Standards 1 – 7 of the Principal Evaluation Instrument.
An effective administrator is one who receives a rating of at least “proficient” on each of the Principal Evaluation Standards 1 – 7 of the School Growth measure.
A needs Improvement administrator is one who fails to receive a rating of at least “proficient” on each of the Principal Evaluation Standards 1 – 7 the School Growth measure.
Background Knowledge:
POLICIES FOR PERSONNEL SERVICES
Local school administrative units shall employ professional personnel who are highly qualified. Toward that end, the State Board approves teacher education programs and awards licensure to prospective employees. The State Board believes that all teacher-education programs should be rigorous and demanding in order to produce thoroughly prepared graduates. The State Board also believes that licensure should be awarded on the basis of an applicant's demonstrated scholarship, instructional performance, and ability to motivate students. The State Board authorizes and directs the staff of the Department of Public Instruction to implement programs of teacher education program approval and licensure, including the development of such guidelines, procedures, and manuals as it determines necessary, to carry out this policy. These guidelines, standards, procedures, and manuals, when approved by the State Board, are incorporated and made a part of this policy as if set forth fully herein.
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