Principal Effectiveness Instrument
Domain 1 – Strategic/ Cultural Leadership
1a – Vision, mission and goals are spearheaded at the building administration level. Teachers and I collaborate on best methods to blend them within content and department procedures. Teachers willing to share projects and classroom experiences where they have included literacy - for example.
1b – Many unified arts departments struggle to collect data. Some is collected through common assessments. A future focus for UA is to look at a new NOCTI initiative for end of course assessments. World Language will focus on analyzing data from their National Exams.
1c – I strive to “consistently engage in shared decision-making and distributive leadership”. I am not the benevolent dictator. I work with all teachers in their departments when a project needs completed. The 3D printer presentation is an example. I can usually rely on one or two teachers in each department as a contact to either get information out or to pull information in when needed. I rarely make sweeping directives. Teachers are given opportunity to provide input and I am usually always talking with them to gain a complete picture for the task at hand.
1e – Celebrates accomplishments and acknowledges failures. I admit this is an area for growth. Due to the number of teachers, I rarely get to have the face-to-face congratulatory communication with teachers. I do try to email congrats when I find something good has happened. I also tell my teachers not to worry about a lesson failing. I’d rather they try something new, fail and they learn from it than try nothing at all.
Glows
My overarching glow would be my need for collaborative decision-making. I want to work with the teachers, I want the teachers to work with each other. This isn’t as easy as it may sound.
I may not lead the change process for school improvement, however I help to sustain and improve what is in place for student college and career readiness.
Grows
Data is always a cloudy topic for UA. We do not have the clear-cut data sets or history as core areas. I prefer Authentic assessment techniques, which aren’t as objective as most core area assessments.
Domain 2 – Systems Leadership
2a – Building financial secretaries, and Business office personnel can attest to my budgeting ability. I manage or have managed approx.. $240,000 in department budgets. $25,000 in PE Uniforms for two years. $6,000 PE Equip maintenance. I receive monthly budget reports and monitor and track PO process. I ensure purchases meet instructional goals and curriculum needs.
2b – School Safety – At CMS, I report observations to Dr. Long after monitoring behavior and discussing with teachers. At CASHS, I have addressed department teachers about safety issues in labs and perimeter of building. (photography students propping open doors)
2c – constant communication with PDE concerning approved programs and highly qualified status of UA teachers.
Implementation of FCS program, CDA program, NOCTI college credit program.
2d – Work mainly with teachers on course expectations such as AP classes, coop, verbal assessments. Discuss with teachers during observations to provide ways for students to self monitor their performance.
Have discussed with several CMS teachers procedures concerning student discipline issues.
2e – Again, due to the groups that I work with, I do a great deal of digital communication. (email, skype). I can’t meet with groups as frequently as I would like, so when they do have an issue or a question or they request a visit, I am right there.
2f – I usually tend to defuse conflict. I try to have all the facts and try to plan a solution before the situation erupts. And because I thrive off of teacher collaboration and communication, those that are conflicted know they can come see me or me them before the situation gets too far.
Glows
Budgeting
Timeliness of communication
Grows
Include more students in the expectation setting.
More involvement in safety discussions
Domain 3 – Leadership for Learning
3a – I do not have the opportunity to participate in school improvement plans. I am usually called upon to elaborate on how UA teachers can fit into the plan or how our curriculum can support the initiatives and core content areas.
3b – all UA departments are expected to meet and work on curriculum development and assessments. As stated above they are still working towards creating a means for data analysis with common assessments or new NOCTI tests. I have summer flex days all summer long for each of the UA departments. Last year Department wiki pages were created for teachers to upload new or revised curriculum maps. Future will focus on tweaking and best practices. UA curriculum content is aligned first with state standards if available. If not available it is aligned with national standards and/or industry standards.
3c – Consistently writes observations to provide meaningful feedback to the teacher and to provide a summary of classroom environment to others not able to directly observe said teacher and classroom. Teachers are also comfortable to visit when they want to discuss something new they want to try.
I have done co observations with other administrators to monitor and coach teachers on intensive supervision.
3d – Articulates to teachers during observations that objectives need to be observable, measurable student behaviors. I also discuss what I expect to see in classroom engagement and on lesson plans.
This section seems to discuss direct student interaction. I usually do not get much direct student interaction in this context.
3e – I do not schedule teachers. However once the schedule is complete, I look for the times where teachers have the same prep time and encourage them to meet when they can.
ICT teachers - common prep was requested and granted
Glow
Collaborative development of wide variety of UA courses k-12
I have a personal strong belief of experiential learning.
Grow-
Increased walk-thrus to ensure fidelity of developed curriculum
Domain 4 – Professional and Community Leadership
4a – Maximizes parent and community involvement and outreach.
I have done this in several ways. The obvious being the CMS, Business Ed. And Ag Ed Advisory committees. I also encourage teachers k-12 to bring in community members to address topics in the curriculum. I have also planned experiences where upperclassmen have worked with elem. Students.
4b – I hope in my daily interactions with all folks that I have an opportunity to work with, that it is observed that I take being a professional educator seriously and act as such. When in the classroom, my students and their success was my top priority. I feel the same for the teachers I work with now. I am as good as those I work with. With out them, I cannot impact student learning. I hope that what I do day to day for the teachers and with the teachers provides a positive experience for the students of our community.
4c – Professional Development has been organized for world lang AP teachers. Several teachers have had the opportunity to participate in industry organization workshops. This is an area of need for UA teachers. They need more content focused PD. I email various items that relate to their areas as they come my way and set up some small components over the summer, but much of our time together over the last several years has been curriculum writing focused.
On a personal level, working on my dissertation has been my professional development since January of 2010.
Glows
Strong community connections
Planned experiences across grade levels
Grows
UA content specific PD
Domain 1 – Strategic/ Cultural Leadership
1a – Vision, mission and goals are spearheaded at the building administration level. Teachers and I collaborate on best methods to blend them within content and department procedures. Teachers willing to share projects and classroom experiences where they have included literacy - for example.
1b – Many unified arts departments struggle to collect data. Some is collected through common assessments. A future focus for UA is to look at a new NOCTI initiative for end of course assessments. World Language will focus on analyzing data from their National Exams.
1c – I strive to “consistently engage in shared decision-making and distributive leadership”. I am not the benevolent dictator. I work with all teachers in their departments when a project needs completed. The 3D printer presentation is an example. I can usually rely on one or two teachers in each department as a contact to either get information out or to pull information in when needed. I rarely make sweeping directives. Teachers are given opportunity to provide input and I am usually always talking with them to gain a complete picture for the task at hand.
1e – Celebrates accomplishments and acknowledges failures. I admit this is an area for growth. Due to the number of teachers, I rarely get to have the face-to-face congratulatory communication with teachers. I do try to email congrats when I find something good has happened. I also tell my teachers not to worry about a lesson failing. I’d rather they try something new, fail and they learn from it than try nothing at all.
Glows
My overarching glow would be my need for collaborative decision-making. I want to work with the teachers, I want the teachers to work with each other. This isn’t as easy as it may sound.
I may not lead the change process for school improvement, however I help to sustain and improve what is in place for student college and career readiness.
Grows
Data is always a cloudy topic for UA. We do not have the clear-cut data sets or history as core areas. I prefer Authentic assessment techniques, which aren’t as objective as most core area assessments.
Domain 2 – Systems Leadership
2a – Building financial secretaries, and Business office personnel can attest to my budgeting ability. I manage or have managed approx.. $240,000 in department budgets. $25,000 in PE Uniforms for two years. $6,000 PE Equip maintenance. I receive monthly budget reports and monitor and track PO process. I ensure purchases meet instructional goals and curriculum needs.
2b – School Safety – At CMS, I report observations to Dr. Long after monitoring behavior and discussing with teachers. At CASHS, I have addressed department teachers about safety issues in labs and perimeter of building. (photography students propping open doors)
2c – constant communication with PDE concerning approved programs and highly qualified status of UA teachers.
Implementation of FCS program, CDA program, NOCTI college credit program.
2d – Work mainly with teachers on course expectations such as AP classes, coop, verbal assessments. Discuss with teachers during observations to provide ways for students to self monitor their performance.
Have discussed with several CMS teachers procedures concerning student discipline issues.
2e – Again, due to the groups that I work with, I do a great deal of digital communication. (email, skype). I can’t meet with groups as frequently as I would like, so when they do have an issue or a question or they request a visit, I am right there.
2f – I usually tend to defuse conflict. I try to have all the facts and try to plan a solution before the situation erupts. And because I thrive off of teacher collaboration and communication, those that are conflicted know they can come see me or me them before the situation gets too far.
Glows
Budgeting
Timeliness of communication
Grows
Include more students in the expectation setting.
More involvement in safety discussions
Domain 3 – Leadership for Learning
3a – I do not have the opportunity to participate in school improvement plans. I am usually called upon to elaborate on how UA teachers can fit into the plan or how our curriculum can support the initiatives and core content areas.
3b – all UA departments are expected to meet and work on curriculum development and assessments. As stated above they are still working towards creating a means for data analysis with common assessments or new NOCTI tests. I have summer flex days all summer long for each of the UA departments. Last year Department wiki pages were created for teachers to upload new or revised curriculum maps. Future will focus on tweaking and best practices. UA curriculum content is aligned first with state standards if available. If not available it is aligned with national standards and/or industry standards.
3c – Consistently writes observations to provide meaningful feedback to the teacher and to provide a summary of classroom environment to others not able to directly observe said teacher and classroom. Teachers are also comfortable to visit when they want to discuss something new they want to try.
I have done co observations with other administrators to monitor and coach teachers on intensive supervision.
3d – Articulates to teachers during observations that objectives need to be observable, measurable student behaviors. I also discuss what I expect to see in classroom engagement and on lesson plans.
This section seems to discuss direct student interaction. I usually do not get much direct student interaction in this context.
3e – I do not schedule teachers. However once the schedule is complete, I look for the times where teachers have the same prep time and encourage them to meet when they can.
ICT teachers - common prep was requested and granted
Glow
Collaborative development of wide variety of UA courses k-12
I have a personal strong belief of experiential learning.
Grow-
Increased walk-thrus to ensure fidelity of developed curriculum
Domain 4 – Professional and Community Leadership
4a – Maximizes parent and community involvement and outreach.
I have done this in several ways. The obvious being the CMS, Business Ed. And Ag Ed Advisory committees. I also encourage teachers k-12 to bring in community members to address topics in the curriculum. I have also planned experiences where upperclassmen have worked with elem. Students.
4b – I hope in my daily interactions with all folks that I have an opportunity to work with, that it is observed that I take being a professional educator seriously and act as such. When in the classroom, my students and their success was my top priority. I feel the same for the teachers I work with now. I am as good as those I work with. With out them, I cannot impact student learning. I hope that what I do day to day for the teachers and with the teachers provides a positive experience for the students of our community.
4c – Professional Development has been organized for world lang AP teachers. Several teachers have had the opportunity to participate in industry organization workshops. This is an area of need for UA teachers. They need more content focused PD. I email various items that relate to their areas as they come my way and set up some small components over the summer, but much of our time together over the last several years has been curriculum writing focused.
On a personal level, working on my dissertation has been my professional development since January of 2010.
Glows
Strong community connections
Planned experiences across grade levels
Grows
UA content specific PD
Leading With Soul - Guiding Principles
The Gift of Authorship
The Gift of Love
The Gift of Power
The Gift of Significance
The Gift of Love
The Gift of Power
The Gift of Significance