Establishing and Monitoring Overall Student Achievement Goals as School Leader – Part Two

Domain One – Element Three of the School Leader Evaluation Model

In our last entry, Establishing and Monitoring Overall Student Achievement Goals As School Leader – Part 1, we looked at how a high school principal might establish overall student achievement goals with members of the faculty. We discussed four steps for establishing these goals:

Step One: Consider the goals that have been identified by your local district.
Step Two: Consider what you already use to analyze your student performance.
Step Three: Identify the teaching steps that must be taken in order to achieve a learning outcome.
Step Four: Consider what the evidence of implementation might be for this goal.

Our next consideration is how we might monitor this implementation and the system for our staff to review data sources to track progress on our goal.

Step Five: Consider what the evidence of effectiveness will be for this goal area.
This becomes part of our source of evidence for Element Three in Domain One of our School Leadership Evaluation Model. In order to reach the applying level in this element, our instructional leader must establish a system for tracking progress on our overall student achievement goal. He or she must also monitor the extent to which student data are used to track progress on the overall student achievement goal.

Step Six: Consider who will review the evidence of effectiveness, the opportunities to review these data sources, and the documentation that demonstrates they have done this.
In our example, we discussed identifying what data sources would be available to us and to our staff to show if students are developing this writing skill. We can reference our prior list of data sources that we will use to track our student progress. Our sample evidence from Element Three should demonstrate what we tracked in terms of our data for the goal, but also how our staff was part of that tracking progress and was aware of our progress in this goal area.

For the high school principal in our example, here are some possible sources of evidence:

  • Reflection sheets from team meetings in which data was considered.
  • Acknowledgements that the faculty have been made aware of the data and have had opportunities to process it
  • Consideration of what this data means for the faculty work in this goal area
  • Additional documents from team meetings or faculty meetings.
  • Evidence that the data was presented in parent meetings.
  • Evidence that this information was considered during professional development time.

One important connection to note is that there is a direct link to Elements 1 and 2, and we can also link the sources of evidence to show the administrator is monitoring for the desired effect. As we begin to talk about gathering evidence for an evaluation system, our school leaders may experience some angst about how this process may require several new, isolated projects and make an already packed schedule even more congested. we find throughout the model that this is a systems framework that connects each of the domains and that there are relationships between the work I do and the evidence I collect in one domain and element to the work I do and evidence I collect in another.

 

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