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Wisconsin Educator Effectiveness SystemUSER GUIDE FOR:Principals Principal Supervisors Coaches Wisconsin Department of Public Instruction

Wisconsin EducatorEffectiveness SystemUser Guide for Principals,Principal Supervisors, and CoachesDeveloped byKatharine RaineyDirector of Educator Development & Support, Department of Public InstructionSteven KimballWisconsin Center for Education ResearchUniversity of Wisconsin - MadisonKris JoannesWisconsin Center for Education ResearchUniversity of Wisconsin – MadisonJessica ArrigoniWisconsin Center for Education ResearchUniversity of Wisconsin – MadisonHerb G. Heneman, IIIWisconsin Center for Education ResearchUniversity of Wisconsin – MadisonBillie FincoCooperative Educational Services Agency 4Allen BetryCooperative Educational Services Agency 9Wisconsin Department of Public InstructionTony Evers, PhD, State SuperintendentMadison, Wisconsin

This publication is available from:Educator Development and SupportWisconsin Department of Public Instruction125 South Webster StreetMadison, WI 53703(608) 267-3750https://dpi.wi.gov/ee June 2018 Wisconsin Department of Public InstructionThe Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race,color, religion, creed, age, national origin, ancestry, pregnancy, marital statusor parental status, sexual orientation, or disability.Printed on Recycled Paper

Table of ContentsFive Principles of Wisconsin’s Learning-Centered EE Approach. 1Foundation of Trust . 1A Common, Research-Based Framework . 2Data-Driven, Educator-Developed Goals . 2Continuous Improvement Supported By Professional Conversations. 2Integration with District and School Priorities . 3Principal Evaluation Overview . 5Overview of the Wisconsin Framework for Principal Leadership .5Overview of the Educator Effectiveness (EE) Process . 11The Educator Effectiveness Cycle of Continuous Improvement . 15Getting Started: Orientation . 15The Educator Effectiveness Plan (EEP) .16Preparing to Write the School Learning Objective. 17The School Learning Objective (SLO) . 17Writing the School Learning Objective (SLO) . 19Professional Practice Goal (PPG) . 27Planning Session and Ongoing Conversations .28Reflection and Refinement . 29The Educator Effectiveness Cycle of Improvement Evidence .30SLO Evidence . 31Leveraging Observations and Evidence. 33Mid-Year Review and Ongoing Conversations . 33Mid-Year Professional Conversations that Support Professional Practice . 35Summarizing the Evaluation Results . 39Evidence Collection . 39Completing the SLO . 39Reflections and Next Steps . 41AppendicesAppendix A: Research Informing the Principal Evaluation Process and Wisconsin Frameworkfor Principal Leadership. 43Table of Contentsiii

Appendix B: Examples . 47Using DPI Online Leadership Modules . 47Student and School Learning Objective Alignment . 47Appendix C: Wisconsin Framework for Principal Leadership. 49Appendix D: Professional Conversations. 71Formal Feedback Opportunities within the EE Process . 71Developmentally Appropriate Supports . 73Building Autonomy: . 74Appendix E: Observations and Artifacts. 77Tips and Considerations for Conducting Principal Observations . 77Observations . 79Component-Related Evidence and Sources . 80Appendix F: SLO Resources . 87Quality Indicator Checklist . 87Quality Indicator Checklist continued . 88SLO Scoring Rubric. 89Appendix G: Assistant/Associate Principal Evaluation . 90

ForewordThis Wisconsin Educator Effectiveness (EE) Principal User Guide reflectsthe combined efforts of Wisconsin (WI) educators, CooperativeEducational Support Agencies (CESAs), Wisconsin Education AssociationCouncil (WEAC), Association of Wisconsin School Administrators (AWSA),Wisconsin Association of School District Administrators (WASDA),Wisconsin Association of School Boards (WASB), the Department of PublicInstruction (DPI) Educator Development and Support Team, and theWisconsin Center for Education Research (WCER). Principals, principalsupervisors, and principal peers/coaches can draw upon the following foursections of the user guide to plan and conduct learning-centeredevaluations: The first section briefly describes the five principles of Wisconsin’slearning-centered EE approach. The second section provides an overview of the WisconsinFramework for Principal Leadership (WFPL) and key evaluationprocess milestones. Section three illustrates how to leverage the evaluation process as acycle of continuous improvement across the year. The last section summarizes how to use the end-of-cycleconversation to plan for the coming year and move learningforward.The guide’s four main sections provide a foundational understanding ofWisconsin’s Educator Effectiveness (EE) System. Throughout the guide,readers can access additional, deeper learning opportunities in theappendices (referenced throughout) and short online modules, or “quickmods,” identified by visual cues.Districts should augment this guide with additional local, regional, or stateprofessional development and training opportunities in order tocontinuously improve the quality and efficacy of EE processes.Forewordv

Five Principles ofWisconsin’s LearningCentered EE Approach1Evaluation systems, implemented in isolation as an accountability orcompliance exercise, will not improve educator practice or studentoutcomes. Leader and teacher evaluations have the greatest potential toimprove practice when the following five conditions are in place:1. A foundation of trust that encourages educators to take risks andlearn from mistakes;2. A common, research-based framework on effective practice;3. Regular application of educator-developed goals based on data;4. Cycles of continuous improvement guided by timely and specificfeedback through ongoing collaboration; and5. Integration of evaluation processes within school and districtimprovement strategies.1Creating and maintaining these conditions helps move an evaluationsystem from a bureaucratic exercise to a learning-centered, continuousimprovement process.Foundation of TrustConditions of trust are critical in a learning-centered evaluation approach.Effective leaders develop and maintain trust among educators,administrators, students and parents. In the evaluation context, creatingconditions of trust first occurs during an orientation session, whereprincipals and their evaluators discuss these items with transparency: the evaluation criteria, or what rubric the evaluator will use toevaluate the principal; the evaluation process, or how and when the evaluator will gatherevidence and talk with principals about their practice; the use of evaluation results; and any remaining questions or concerns.1Research references for the 5 Principles and other aspects of the Wisconsin EEprocess are included in Appendix A.Five Principles of Wisconsin’s Learning-Centered EE Approach1

The evaluator/peer plays a key role in building a foundation of trust.Supervisors/peers should encourage principals to stretch themselves inways that foster professional growth. No one should settle for anexpedient route using easily-achieved goals. Setting rigorous goals fortheir own practice and schoolwide student growth will result in greaterlearning for principals, the teachers in their buildings, and their students.The evaluator encourages this process by reinforcing that learninghappens through struggles and mistakes, as well as successes, and thatthese instances will not be punitive, but rather opportunities for learning.Evaluators can cultivate a growth mindset through open conversationsthat help principals build on strengths and learn from mistakes.A Common, Research-Based FrameworkWisconsin modeled the Wisconsin Framework for Principal Leadership(WFPL) on the widely-used Framework for Teaching (FfT) by CharlotteDanielson. The WFPL includes a set of leadership standards and indicatorsderived from the literature on school leadership. Together, the domains,subdomains, and components outline the role of school principals andinclude a four-level rubric, which helps principals identify their typicalcurrent practice and map a path for continued reflection and growth.Data-Driven, Educator-Developed GoalsAs active participants in their own evaluations, principals set performancegoals based on analyses of school data, as well as assessments of their ownpractice using the WFPL. These goals address school achievementpriorities (referred to as the School Learning Objectives) and selfidentified needs for individual improvement (referred to as theProfessional Practice Goals). The goals may have the most impact whenthey are connected and mutually reinforcing (e.g., “I will so thatstudents can ”). Evaluators, principal peers, school staff, and evenparents can provide information relevant to the goals and feedback tostrengthen them.Continuous Improvement Supported By ProfessionalConversationsA learning-centered evaluation approach facilitates ongoing improvementthrough regularly repeated continuous improvement cycles. Improvementcycles represent intentional practice that involves goal-setting, collectionof evidence related to goals, reflection, and revision. Some refer to thistype of work as a Plan-Do-Study-Act, or Plan-Do-Check-Act process.2WI Educator Effectiveness System: User Guide for Principals, Supervisors, and CoachesJune 2018

Each step in a continuous improvement cycle should seamlessly connect tothe next step and be repeated as needed.Professional conversations (i.e., coaching and timely feedback fromtrained evaluators/ coaches/peers) strengthen continuous improvementcycles. With effective training, evaluators/coaches/peers and principalscan establish a shared understanding and common language regardingbest practice, as well as ensure consistent and accurate use of the WFPLwhen selecting evidence, identifying levels of practice, and facilitatingprofessional conversations to move practice forward.Integration with District and School PrioritiesSelf-identified goals based on rigorous data analyses help personalize theimprovement process and create ownership of the results. Theimprovement process becomes strategic when it also aligns with identifiedschool and district priorities. Many districts have intentionallyrestructured professional learning opportunities to build on the commonconception of teaching and leading reflected in the WFPL and FfT. Forexample, Franklin Public School District built the Educator EffectivenessSystem into the district’s strategic plan (see Examples, Appendix B).Drawing on the clear connections between the principal and teacherevaluation processes and integrating the learning opportunities helps tostrategically leverage the EE System.Wisconsin designed the principal and teacher EE System to supportprincipal, teacher, and school effectiveness by creating similar measures,structures, and improvement cycles. The WFPL includes leadershipcomponents and critical attributes2 relating to how principals supporteffective teaching through school staffing strategies, professionaldevelopment, teacher evaluation activities, and support of collaborativelearning opportunities.The Student/School Learning Objective (SLO) processes for teachers andleaders also mirror each other. Should they choose, teachers and leaderscan align goals to district and school priorities and reinforce efforts toadvance district and school achievement (see Student and School LearningObjective Alignment in Appendix B, Examples). The connections betweenthe principal and teacher evaluation process are presented in Table 1, onthe next page.2Frontline Education platform tools refer to critical attributes as “descriptors.” This userguide uses the term critical attributes throughout to be consistent with the teacher userguide.Principal Evaluation Overview3

Table 1: Similarities between WI EE Teacher and Principal Evaluation Processes4Teacher EE ProcessPrincipal EE ProcessSelf-review based on teaching standards (FfT)Self-review based on leader standards (WFPL)Student Learning ObjectiveSchool Learning ObjectiveProfessional Practice GoalProfessional Practice GoalEvidence collectionEvidence collectionObservationsObservationsProfessional ConversationsProfessional ConversationsGoal review and assessmentGoal review and assessmentWI Educator Effectiveness System: User Guide for Principals, Supervisors, and CoachesJune 2018

2Principal EvaluationOverviewOverview of the Wisconsin Frameworkfor Principal LeadershipWisconsin developed the Wisconsin Framework for Principal Leadership(WFPL) to support and assess school leader practice within the learningcentered Educator Effectiveness (EE) System for principals and assistant/associate principals. To develop the WFPL, Wisconsin researched leadership effectiveness (see Appendix A) and then structured the layout to havea similar look and feel as the Danielson Framework for Teachers (FfT). TheWFPL rubric organizes school leadership into two domains, fivesubdomains, and 19 components, each with multiple critical attributes. Thetwo domains are Developing Effective Educators and Leadership Actions.The domains contain five subdomains with 19 components representingleadership competencies (See Table 2). Each of the 19 components includesa four-level rubric with critical attributes describing each of the levels ofprincipal performance, characterized as unsatisfactory, developing/basic,proficient, and distinguished.Table 2: Wisconsin Framework for Principal LeadershipDomain 1: Developing Effective EducatorsDomain 2: Leadership Actions1.1 Human Resource Leadership1.1.1 Recruiting and Selecting1.1.2 Assignment of Teachers andInstructional Staff1.1.3 Performance Evaluation and Feedback1.1.4 Leading Professional Learning1.1.5 Distributed Leadership2.1 Personal Behavior2.1.1 Professionalism2.1.2 Time Management and Priority Setting2.1.3 Personal Professional Learning1.2 Instructional Leadership1.2.1 Vision and Mission1.2.2 Student Achievement Focus1.2.3 Staff Collaboration1.2.4 Schoolwide Use of Data1.2.5 Student Learning Objectives (TeacherSLOs)2.2 Intentional and Collaborative School Culture2.2.1 School Climate2.2.2 Communication2.2.3 Change Management andShared Commitment2.3 School Management2.3.1 Learning Environment Management2.3.2 Financial Management2.3.3 Policy ManagementPrincipal Evaluation Overview5

Domain 1: Developing Effective EducatorsThe Developing Effective Educators domain emphasizes a school leader’sability to build, sustain and empower effective teaching through theintersection of human resource leadership and instructional leadership. Ashuman resource leaders, principals use strategies to hire, evaluate andsupport effective teachers. As instructional leaders, they establish andmaintain a schoolwide vision of high quality and rigorous instruction for allstudents.1.1 Human Resource Leadership. As effective human resource leaders,principals recruit, select, develop and evaluate teaching staff with thecompetencies needed to carry out the school’s instructional improvementstrategies. They also develop and leverage teacher leadership talent andfoster distributed leadership.1.1.11.1.21.1.31.1.41.1.5Recruiting and SelectingAssignment of Teachers and Instructional StaffPerformance Evaluation and FeedbackLeading Professional LearningDistributed Leadership1.2 Instructional Leadership. As effective instructional leader

Overview of the Wisconsin Framework for Principal Leadership Wisconsin developed the Wisconsin Framework for Principal Leadership (WFPL) to support and assess school leader practice within the learning-centered Educator Effectiveness (EE) System for principals and assistant/ associate principals. To develop the WFPL, Wisconsin researched leader-

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