Leader Evaluation

To watch Power Point presentations from the Leader Evaluation strand follow these links:

Formative and summative assessments for administrators are used by school districts to evaluate and assess potential areas for improvement for individual school leaders in order to target professional development needs, develop professional development plans, and inform decisions about competence. Ideally, a quality evaluation system is aligned with ISLLC standards for school leadership, builds a culture of continuous improvement, and incorporates student performance and experience as a measure of effectiveness. A great deal of groundwork must be laid to create school leader performance review systems that are valid and reliable enough to be credible and legally defensible.

In this strand participants will:

  • Engage in discussion about the role of the ISLLC Standards for School Leadership in the design of leadership evaluation systems.
  • Learn about current research on leadership behaviors that impact student performance and key design principles for valid and reliable leadership evaluation systems.
  • Examine leadership evaluation models that are currently being implemented and discuss the lessons learned by states and districts that are early adopters of these models.
  • Discuss the actions states are taking to build effective leadership evaluation systems grounded in the leadership behaviors that make a difference for student achievement.
  • Share experiences with increasing collaboration with preparation programs, professional development providers, and other stakeholders in the development and implementation of leadership evaluations.
  • Engage in dialogue about the use of data systems to establish feedback loops for use across systems.

Presentations and dialogue at this SCEE Summit Breakout Session will address questions such as:

  • How can states change the rules, encourage innovation, and apply new principles, practices, and policies toward improved leadership evaluation systems and outcomes?
  • How can leadership evaluation processes be used to improve the professional growth of school leaders?
  • Who are the key stakeholders in leadership evaluation and how receptive have they been to reforms? What strategies have states used to engage the support and buy-in of stakeholders, particularly local district partners?

Before arriving, participants in this strand may wish to read Assessing the Effectiveness of School Leaders: New Directions and New Processes.


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