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SOUTH DAKOTA TEACHER EFFECTIVENESS GAP ANALYSIS AND PLANNING GUIDE The Teacher Effectiveness Gap Analysis and Planning Guide may be used to develop a district-level plan to implement teacher effectiveness systems. Throughout this reference, page numbers from the Teacher Effectiveness Handbook (TEH) and Student Learning Ob jectives Guidebook (SLO) are referenced. These resources can be downloaded form the department of education’s Teacher Effectiveness web page at: http://doe.sd.gov/oatq/TEP.aspx.

TEACHER EFFECTIVENESS SYSTEM COMPONENT

DISTRICT PLAN:

Components of the teacher effectiveness system are listed below. Required components include citations and the related state model recommendation. Optional components are also presented.

Is the component in place? If not, identi fy steps to address the component.

1. EVALUATIONS OF PROFESSIONAL PRACTICE A.

The school district has selected professional performance standards aligned to the South Dakota Framework for Teaching (Danielson Model). Requirement: State requirement. Evaluate teachers using standards aligned to the South Dakota Framework for Teaching. Reference: SDCL 13-42-34; ARSD 24:57. Local Flexibility: School districts may crosswalk to state teacher performance standards using forms provided by the South Dakota Department of Education. State Model Recommendation: Use the South Dakota Framework for Teaching, also known as the Danielson Model. (p. 9; TEH)

B.

Rapid City Area Schools adopted the Danielson Framework in 2006 and use it for all our evaluations. In addition, we have 4 scale up schools and 1 pilot school using the South Dakota Teacher Effectiveness. It is the intent of the District to train teachers in the writing of SLOs during the 14/15 school year. In addition the remainder of our administrators will complete their Danielson certification. (staff development plan for teacher focus training.)

The school district has identified the number of performance standards that will serve as the basis of professional practice evaluations. Requirement: State requirement. Use a minimum of 4 performance standards, including at least 1 from each domain of performance. Reference: ARSD 24:57 Local Decision: Will the school district base evaluations upon 22 teacher performance standards, or a sub-set of the standards?

We are following the State Model Recommendation in that we are evaluating upon a minimum of 8 components, including at least one from each domain.

State Model Recommendation: Base evaluations upon a minimum of 8 components, including at least 1 from each domain. (p. 9; TEH) South Dakota Teacher Effectiveness Gap Analysis and Planning Guide (12.10.2013) South Dakota Department of Education | East Dakota Educational Cooperative

P a ge |2 C.

The school district has identified procedures to assess teacher performance relative to non observable performance standards. Requirement: School districts are required to adopt local procedures to evaluate the performance of teachers. Reference: SDCL 13-42-34. Local Decision: What evidence will your district accept to measure performance relative to non-observable performance standards?

The building level administrator can choose the artifacts they deem appropriate for professional responsibilities. RCAS recommends using artifacts from PLC processes (roadmapping, formative assessments and data collection and review) as evidence of planning and preparation as well as suggestions from the teacher evaluation handbook.

State Model Recommendation: Teachers assemble portfolios of artifacts for Domains 1 and 4 of the South Dakota Framework for Teaching. (pp. 12-14; TEH)

TEACHER EFFECTIVENESS SYSTEM COMPONENT

DISTRICT PLAN:

Components of the teacher effectiveness system are listed below. Required components include citations and the related state model recommendation. Optional components are also presented.

Is the component in place? If not, identify steps to address the required and optional components.

1. EVALUATIONS OF PROFESSIONAL PRACTICE (continued) D. The school district has identified procedures to assess teacher performance relative to observable performance standards. Requirement: School districts are required to adopt local procedures to evaluate the performance of teachers. Reference: SDCL 13-42-34. Local Flexibility: How will your district collect evidence through teacher observation? How many observations will teachers receive?

RCAS will use local flexibility to observe both probationary and nonprobationary teachers. Probationary teachers will receive one formal observation and 3 informal observations for their first three years. Nonprobationary teachers will receive on formal observation and 4 informal observations every other year.

State Model Recommendation: Probationary teachers: 2 formal and 4 informal observations. Non-probationary teachers: 1 formal and 4 informal observations. (pp. 11 -12; TEH) E.

Determine a method to assign a professional practice rating. Requirement: Assign a professional practice rating based on evaluations of professional practice. Reference: ARSD 24:57 Local Decision: How will your district determine overall performance relative to the South Dakota Framework for Teaching?

Rapid City Area Schools will follow the state model recommendation to calculate and assign a professional practice rating.

State Model Recommendation: Calculate average component level score, which is used to assign one of four professional practice ratings. (pp. 14-16; TEH) F.

Additional District-Level Decisions: Not state or federally required. a.

Provide teachers training on the performance standards and how the performance standards are used for evaluation. 1. In-depth training provided through Teachscape Focus for Teachers. Districts apply for state-paid software licenses. (p. 7, p.10, TEH)

We have licensed all of our certified staff to use Teachscape Focus for Danielson to improve their understanding of the performance standards. We will offer a class for credit to encourage further participation in Teachscape Focus for teachers. We anticipate 50% of our administrators having certified by start of 14/15

South Dakota Teacher Effectiveness Gap Analysis and Planning Guide (12.10.2013) South Dakota Department of Education | East Dakota Educational Cooperative

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c.

Evaluators are certified to conduct fair, accurate observations and performance assessments. 1. In-depth training provided through Teachscape Focus for Observers. Districts apply for state-paid licenses. (p. 7, p. 10; TEH) Establish peer observation programs. 1. Peer observation promotes understanding of the Framework outside of the formal evaluation process. (p.7; TEH)

school year and will require 100% certification by 15/16.

TEACHER EFFECTIVENESS SYSTEM COMPONENT

DISTRICT PLAN:

Components of the teacher effectiveness system are listed below. Required components include citations and the related state model recommendation. Optional components are also presented.

Is the component in place? If not, identify steps to address the required and optional components.

2. EVALUATIONS OF STUDENT GROWTH (STUDENT LEARNING OBJECTIVES) A.

The school district has adopted a measure of performance that quantifies the teacher’s impact on student growth (student learning measured between two or more points in time). Requirement: State and federal requirement. Incorporating quantitative measures of student growth is a federal requirement, and state administrative rule identifies Student Learning Objectives as the measure of teacher impact ton student growth. Reference: ARSD 24:57.

We will implement the State Model Recommendation but will use the 14/15 school year for training all staff in SLOs. We will align our SLO cycles Local Flexibility: School districts may apply for to use an alternative measure of student growth. to our PLC cycles. A flexibility form is available from the South Dakota Department of Education. State Model Recommendation. Use Student Learning Objectives as a measure of a teacher’s impact on student growth. (pp. 17-21 TEH, pp. 5-6; SLO) B.

The school district has identified procedures and established support systems to guide teachers Rapid City Area Schools had identified procedures and established support in analyzing student needs and identifying priority content. systems to guide teachers in analyzing student needs and identifying Requirement: State requirement. Student growth is defined as the change in achievement priority content. Attached are the artifacts supporting our PLC data cycle between two or more points in time. Reference: ARSD 24:57. process. To support this work we have committed to a calendar that allows for early dismissal on Wednesdays to pursue this work. SLO Guidance: Educators may choose to identify core content through a data -driven needs South Dakota Teacher Effectiveness Gap Analysis and Planning Guide (12.10.2013) South Dakota Department of Education | East Dakota Educational Cooperative

P a ge |4 analysis, by demonstrating expert knowledge of the standards, or a combination of both. (pp. 18-19; SLO) C.

The school district has identified procedures and established support systems to guide teachers in the selection or development of assessments to measure student growth. Requirement: State and federal requirement. Evaluations of teacher performance must be based, in part, on student learning measured between two or more points in time. Stu dent Learning Objectives must include district, school, or teacher developed assessments and, where applicable, state assessments. Reference: ARSD 24:57.

Rapid City Area Schools had identified procedures and established support systems to guide teachers in analyzing student needs and identifying priority content. Attached are the artifacts supporting our PLC data cycle process. To support this work we have committed to a calendar that allows for early dismissal on Wednesdays to pursue this work.

SLO Guidance: Choose the most common assessment available. For teacher -developed assessments, encourage teachers to collaborate on assessment development. (pp. 18 -21; SLO)

TEACHER EFFECTIVENESS SYSTEM COMPONENT

DISTRICT PLAN:

Components of the teacher effectiveness system are listed below. Required components include citations and the related state model recommendation. Optional components are also presented.

Is the component in place? If not, identify steps to address the required and optional components.

2. EVALUATIONS OF STUDENT GROWTH (STUDENT LEARNING OBJECTIVES) (continued) D. The school district has identified procedures by which teachers develop and document rigorous, realistic expectations for student growth. Requirement: State requirement. Student Learning Objectives must reflect a rigorous, yet realistic expectation of student growth that can be achieved during the instructional period. Reference: ARSD 24:57.

SLO’s should be written at a level that aligns with the proficiency levels within the PLD’s. PLD’s would be used by the teacher to develop student growth goals. Proficiency is what we all should be aiming for.

SLO Guidance: Use the SLO Process Template and SLO Quality Checklist to guide the establishment and approval of Student Learning Objectives. (pp. 18 -23; SLO) E.

The school district has determined a method to assign a student growth rating. Requirement: State requirement. School districts must assign a student growth rating based on attainment of student learning objectives. Reference: ARSD 24:57. State Model Recommendation: Establish three student growth performance categories based on the percentage of SLO goal attainment. (pp. 21, TEH)

We will use the 14/15 school year to continue training on SLOs and anticipate assigning a student growth rating in 15/16 based on the State Model Recommendation Using the percentages provided by the state to determine student growth rating. Training should continue on SLO’s. An SLO should be tied to an Instructional Roadmap or data cycle, not to be completed in less than

South Dakota Teacher Effectiveness Gap Analysis and Planning Guide (12.10.2013) South Dakota Department of Education | East Dakota Educational Cooperative

P a ge |5 3 weeks. Student growth ratings will align with the percentages the state provided. F.

Additional District-Level Decisions: Not state or federally required. a. Provide administrators and teachers with training on developing Student Learning Objectives and how they are used to evaluate teacher performance. 1. The South Dakota Department of Education will offer regional SLO trainings for administrators, state-paid summer training for teachers, and one in-district SLO coaching day.

The district will offer SLO training to all administrators and teachers before the start of the 14/15 school year.

3. SUMMATIVE TEACHER EFFECTIVENESS RATINGS A.

The school district has determined a method to combine the professional practice rating and student growth rating into one summative teacher effectiveness rating. RCAS will follow the state recommendation in the 15/16 school year. Requirement: State and federal requirement. School districts must differentiate teacher Training will occur throughout the district during 14/15. performance using at least three performance levels. The summative effectiveness rating is the combination of a teacher’s professional practice rating and student growth rating in to one of The state recommendation: Use the summative rating scoring matrix three categories: Below Expectations, Meets Expectations or Exceeds Expectations. to combine the professional practice rating and student growth rating Reference: ARSD 24:57. into one of the three categories: Below Expectations, Meets State Model Recommendation: Use the summative rating scoring matrix to combine the Expectations or Exceeds Expectations. Reference: ARSD 24:57. professional practice rating and student growth rating into one summative effectiveness rating of either Below Expectations, Meets Expectations or Exceeds Expectations. (p. 22 -24; TEH)

TEACHER EFFECTIVENESS SYSTEM COMPONENT

DISTRICT PLAN:

Components of the teacher effectiveness system are listed below. Required components include citations and the related state model recommendation. Optional components are also presented.

Is the component in place? If not, identify steps to address the required and optional components.

4. RESULTS AND OUTCOMES A.

The school district has identified procedures to provide teachers with clear, timely and useful performance feedback. Requirement: State and federal requirement. Each school district must adopt procedures for evaluating teacher performance. Reference: SDCL 13-42-34, ARSD 24:57. Local Decision: Does your local evaluation process need to change to accommodate new evaluation requirements? If so, how will it be changed?

Rapid City Area Schools meets the requirements (teacher evaluation book as evidence). We will move toward meeting the State Model Recommendation throughout our planning year 14/15. We will adopt the SD Teacher Effectiveness Handbook 14/15.

State Model Recommendation: Adopt and annual process that allows teachers and principals to engage in thoughtful, deliberate discussions designed to improve instructional practice. The South Dakota Teacher Effectiveness Gap Analysis and Planning Guide (12.10.2013) South Dakota Department of Education | East Dakota Educational Cooperative

P a ge |6 recommended process includes four phases and eight individual steps. (pp. 25-27; TEH) B.

The school district has identified procedures to utilize performance evaluation results as a basis We will meet the Requirement with all evaluations guiding growth opportunities. RCAS has licensed Teachscape Learn to assist in this to guide professional growth for all teachers. work. Our PLC (Professional Learning Communities) are embedded Requirement: State and federal requirement. Evaluations must be used to guide professional professional development that occurs throughout the district. growth and development. Reference: SDCL 13-42-34, ARSD 24:57. SD State DOE PD opportunities/resources/classes. Local Decision: How will your district use evaluation results to guide professional growth? Ex: SLO training in July through SD Dept of Ed. State Model Recommendation: Teachers reflect upon feedback provided through evaluations TeachScape for teachers through RCAS summer 2014; Winter 2014 and develop an individual professional growth plan, which is reviewed and approved by the online class. evaluator. (pp. 25-27; TEH)

C.

The school district has identified procedures to provide a plan of assistance to non probationary teachers that do not meet the school district’s minimum performance standards. Requirement: State requirement. Evaluations must be used to guide professional growth and development. Reference: SDCL 13-42-34, ARSD 24:57. Local Decision: What criteria will determine how teachers are placed on a plan of assistance?

We currently meet the State Model Recommendation. Our current Evaluation Handbook addresses “plan of assistance” that meets the State Model.

State Model Recommendation: If a plan of assistance is necessary, the principal works with the teacher to prioritize areas of improvement. (pp. 25-27; TEH)

TEACHER EFFECTIVENESS SYSTEM COMPONENT

DISTRICT PLAN:

Components of the teacher effectiveness system are listed below. Required components include citations and the related state model recommendation. Optional components are also presented.

Is the component in place? If not, identify steps to address the required and optional components.

5. EVALUATION CYCLE A.

The school district has established an evaluation cycle in which probationary teachers receive a We currently meet the State requirements for both probationary and summative evaluation every year and non-probationary teachers receive a summative non-probationary teachers. Non-probationary teachers will receive a evaluation at least once every two years. summative evaluation once every other year while probationary teachers will be evaluated yearly. Requirement: State requirement. Probationary teachers must be evaluated every year, nonprobationary teacher must be evaluated at least every other year. Reference: SDCL 13 -42-34. South Dakota Teacher Effectiveness Gap Analysis and Planning Guide (12.10.2013) South Dakota Department of Education | East Dakota Educational Cooperative

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Local Decision: Will non-probationary teachers receive a summative effectiveness rating every year, or once every other year?

South Dakota Teacher Effectiveness Gap Analysis and Planning Guide (12.10.2013) South Dakota Department of Education | East Dakota Educational Cooperative

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SOUTH DAKOTA PRINCIPAL EFFECTIVENESS DISTRICT SELF-ASSESSMENT TOOL The Principal Effectiveness self-assessment tool identifies recommended steps a district should take to transition to and implement

District leaders understand new effectiveness system requirements and engage in a collaborative process to implement high-quality principal effectiveness systems.

STEPS FOR TRANSITION PHASE 1.

The school district has completed the South Dakota Principal Effectiveness System Checklist and determined which principal effectiveness system components must be addressed.

2.

The school district has completed the South Dakota Principal Effectiveness Gap Analysis and Planning Guide to determine necessary implementation steps.

3.

District staff has access to South Dakota’s recommended Principal Effectiveness Model.

4.

The school district has examined current school board policy and identified changes to district policy that must be made prior to implementation.

5.

Principals and superintendents have completed training on the South Dakota Framework for Effective Principals.

6.

Principals and evaluators understand how the district plans to evaluate a principal’s impact on student growth.

RESOURCES AVAILABLE FOR TRANSITION PHASE a.

South Dakota Educator Effectiveness Implementation Timeline

b.

Principal Effectiveness Self-Assessment Tool

c.

Principal Effectiveness System Checklist

d.

Principal Effectiveness Gap Analysis and Planning Guide

e.

South Dakota Principal Effectiveness Handbook: http://doe.sd.gov/oatq/pep.aspx

f.

South Dakota Student Learning Objectives Guidebook: http://doe.sd.gov/oatq/pep.aspx

g.

South Dakota Principal Effectiveness Awareness Webinar Series: http://doe.sd.gov/oatq/pep.aspx

h.

Training on the South Dakota Framework for Effective Principals available through the University of South Dakota.

i.

Student Learning Objectives training for administrators (Spring & Summer, 2014)

South Dakota Principal Effectiveness District Self-Assessment (12.10.2013) South Dakota Department of Education | East Dakota Educational Cooperative

Completed



In Progress

TRANSITION PHASE GOALS:

Have Not Started

high quality educator effectiveness systems that align to state and federal requirements.



The school district has aligned the local principal effectiveness system to state minimum principal evaluation requirements. The district is providing ongoing training and monitoring of the district’s revised principal effectiveness system.

STEPS FOR IMPLEMENTATION PHASE 1.

Using the Principal Effectiveness Gap Analysis and Planning document, the school district has examined and aligned the current evaluation system with new principal evaluation requirements.

2.

The school district’s effectiveness system addresses all state minimum evaluation requirements.

3.

The school board has adopted policy and approved procedures that conform to the minimum state evaluation requirements.

4.

Administrators and principals are provided ongoing training on the newly designed educator effectiveness model.

5.

The school district has adopted policy or procedures to specify how new educator effectiveness systems will be used to inform personnel decisions.

6.

The school district has procedures in place to aggregate principal performance data and is prepared to report effectiveness ratings.

South Dakota Principal Effectiveness District Self-Assessment (12.10.2013) South Dakota Department of Education | East Dakota Educational Cooperative

Completed



In Progress

IMPLEMENTATION PHASE GOALS:

Have Not Started

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SOUTH DAKOTA PRINCIPAL EFFECTIVENESS SYSTEM CHECKLIST The Principal Effectiveness System Checklist identifies components of evaluation systems that conform to state and federal requirements. Use the checklist to determine which requirements must still be addressed in your local school district.

Does your current evaluation system address the following principal effectiveness system components? 1.

EVALUATIONS OF PROFESSIONAL PRACTICE (SOUTH DAKOTA FRAMEWORK FOR TEACHING)

A.

The school district has selected professional performance standards aligned to the South Dakota Framework for Effective Principals.

B.

The school district identified the number of performance standards that will serve as the basis of professional practice evaluations.

C.

The school district has identified procedures to assess principal performance and gather evidence relative to principal performance standards.

D. The school district has determined a method to assign a professional practice rating. 2.

EVALUATIONS OF STUDENT GROWTH

A.

The school district has adopted measures of performance that quantify the principal’s impact on student growth (student learning measured between two or more points in time).

B.

At least one of the district’s principal student growth measures utilizes school -level state accountability data.

C.

The school district has determined a method to assign a student growth rating for principals.

3.

SUMMATIVE PRINCIPAL EFFECTIVENESS RATINGS

A.

The school district has determined a method to combine a professional practice rating and student growth rating into one summative principal effectiveness rating.

4.

RESULTS AND OUTCOMES

A.

The school district has identified procedures to provide principals with clear, timely and useful performance feedback.

B.

The school district has identified procedures to utilize performance evaluation results as a basis to guide professional growth for principals.

C.

The school district has identified procedures to provide a plan of assistance for principals that do not meet the school district’s minimum performance standards.

5.

EVALUATION CYCLE

A.

The school district has established an evaluation cycle in which principal performance is evaluated regularly.

South Dakota Teacher Effectiveness System Checklist (12.10.2013) South Dakota Department of Education | East Dakota Educational Cooperative

Yes

No

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SOUTH DAKOTA PRINCIPAL EFFECTIVENESS GAP ANALYSIS AND PLANNING GUIDE The Principal Effectiveness Gap Analysis and Planning Guide may be used to develop a district-level plan to implement principal effectiveness systems. Throughout this reference, page numbers from the Principal Effectiveness Handbook (PEH). The handbook may be downloaded from the South Dakota Department of Education’s Principal Effectiveness web page at: http://doe.sd.gov/oatq/pep.aspx .

PRINCIPAL EFFECTIVENESS SYSTEM COMPONENT

DISTRICT PLAN:

Components of the principal effectiveness system are listed below. Required components include citations and the related state model recommendation. Optional components are also presented.

Is the component in place? If not, identify steps to address the component.

1. EVALUATIONS OF PROFESSIONAL PRACTICE A.

The school district has selected professional performance standards aligned to the South Dakota Framework for Effective Principals. Requirement: Federal requirement. State consideration of professional performance standards is expected to occur during the 2013-14 school year. Local Flexibility: Schools choosing not to use the state framework should demonstrate that within their system of evaluation, they are examining all of domains. (p. 9, PEH) State Model Recommendation: Use the South Dakota Framework for Effective Principals. (p. 9; PEH)

B.

The school district has identified the number of performance standards that will serve as the basis of professional practice evaluations. Requirement: State consideration of minimum principal evaluation requirements is expected to occur during the 2013-14 school year. Local Decision: Will the school district base evaluations upon 22 principal performance standards, or a sub-set of the standards? State Model Recommendation: Base evaluations upon a minimum of 8 components, including at least 1 from each domain. (p. 14; PEH)

C.

The school district has identified procedures to assess principal performance and gather evidence relative to principal performance standards. Requirement: State consideration of minimum principal evaluation requirements is expected to occur during the 2013-14 school year. Local Decision: What evidence will your district accept to measure performance relative to performance standards? State Model Recommendation: Evidence is gathered through observations of practice and by South Dakota Principal Effectiveness Gap Analysis and Planning Guide (12.10.2013) South Dakota Department of Education | East Dakota Educational Cooperative

P a g e | 12 the collection of artifacts by the principal and submitted to the evaluator. (pp. 18 -21; PEH)

PRINCIPAL EFFECTIVENESS SYSTEM COMPONENT

DISTRICT PLAN:

Components of the principal effectiveness system are listed below. Required components include citations and the related state model recommendation. Optional components are also presented for district consideration.

Is the component in pl ace? If not, identify steps to address the required and optional components.

1. EVALUATIONS OF PROFESSIONAL PRACTICE (continued) D. Determine a method to assign a professional practice rating. Requirement: State consideration of minimum principal evaluation requirements is expected to occur during the 2013-14 school year. Local Decision: How will your district determine overall performance relative to the South Dakota Framework for Effective Principals? State Model Recommendation: Use standards-based rubrics to evaluate performance. Assign point values to component-level performance to determine domain-level performance. Apply weights to domain-level performance and assign one of four overall professional practice ratings. (pp. 22-26; PEH) E.

Additional District-Level Decisions: Not state or federally required. a.

Provide principals and superintendents with training on the South Dakota Framework for Effective Principals. 1. In-depth training offered through the University of South Dakota. The eight-week course will be available for one graduate credit.

2. EVALUATIONS OF STUDENT GROWTH A.

The school district has adopted measures of performance that quantify the principal’s impact on student growth (student learning measured between two or more points in time). Requirement: Federal requirement. State consideration of minimum evaluation requirements is expected to occur during the 2013-14 school year. Local Flexibility: School districts have the option to implement an evaluation system that differs from the recommended state model, provided the district adheres to minimum state and federal requirements. (p. 7) State Model Recommendation. Use Student Learning Objectives as the primary measure of a principal’s impact on student growth. Adopt a secondary measure of student growth based upon the School Performance Index or Annual Measurable Objectives. (pp. 27-35, PEH)

South Dakota Principal Effectiveness Gap Analysis and Planning Guide (12.10.2013) South Dakota Department of Education | East Dakota Educational Cooperative

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PRINCIPAL EFFECTIVENESS SYSTEM COMPONENT

DISTRICT PLAN:

Components of the principal effectiveness system are listed below. Required components include citations and the related state model recommendation. Optional components are also presented.

Is the component in place? If not, identify steps to address the required and optional components.

2. EVALUATIONS OF STUDENT GROWTH (continued) B.

At least one of the district’s principal student growth measures utilizes school -level state accountability data. Requirement: State consideration of minimum evaluation requirements is expected to occur during the 2013-14 school year. State Model Recommendation: The principal, in cooperation with superintendents, set schoollevel growth goals based on the School Performance Index or Annual Measurable Objectives. (pp. 27-28, PEH)

C.

The school district has determined a method to assign a student growth rating for principals. Requirement: State consideration of minimum evaluation requirements is expected to occur during the 2013-14 school year. State Model Recommendation: Score and weight the SLO measure as 75 percent of the student growth rating. The AMO/SPI measure is scored and weighted as 25 percent of the student growth rating. (p. 30, p. 34 PEH)

3. SUMMATIVE PRINCIPAL EFFECTIVENESS RATINGS A.

The school district has determined a method to combine the professional practice rating and student growth rating into one summative principal effectiveness rating. Requirement: Federal requirement. State consideration of minimum evaluation requirements is expected to occur during the 2013-14 school year. State Model Recommendation: Use the summative rating scoring matrix to combine the professional practice rating and student growth rating into one summative effectiveness rating of either Below Expectations, Meets Expectations or Exceeds Expectations. (p. 36-37; PEH)

South Dakota Principal Effectiveness Gap Analysis and Planning Guide (12.10.2013) South Dakota Department of Education | East Dakota Educational Cooperative

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PRINCIPAL EFFECTIVENESS SYSTEM COMPONENT

DISTRICT PLAN:

Components of the principal effectiveness system are listed below. Required components include citations and the related state model recommendation. Optional components are also presented.

Is the component in place? If not, identify steps to address the required and optional components.

4. RESULTS AND OUTCOMES A.

The school district has identified procedures to provide principals with clear, timely and useful performance feedback. Requirement: Federal requirement. State consideration of minimum evaluation requirements is expected to occur during the 2013-14 school year. Local Decision: Does your local evaluation process need to change to accommodate new evaluation requirements? If so, how will it be changed? State Model Recommendation: Adopt and annual process that allows principals and evaluators to engage in thoughtful, deliberate discussions designed to improve leadership. The recommended process includes four phases and eight individual steps. (pp. 38-42; PEH)

B.

The school district has identified procedures to utilize performance evaluation results as a basis to guide professional growth for all principals. Requirement: Federal requirement. State consideration of minimum evaluation requirements is expected to occur during the 2013-14 school year. Local Decision: How will your district use evaluation results to guide professional growth? State Model Recommendation: Principals reflect upon feedback provided through evaluations and develop an individual professional growth plan, which is reviewed and approved by the evaluator. (p. 42; PEH)

C.

The school district has identified procedures to provide a plan of assistance to principals that do not meet the school district’s minimum performance standards. Requirement: State consideration of minimum evaluation requirements is expected to occur during the 2013-14 school year. Local Decision: What criteria will determine how principals are placed on a plan of assistance? State Model Recommendati on: If a plan of assistance is necessary, the principal works with the superintendent to prioritize areas of improvement. (p. 42; PEH) South Dakota Principal Effectiveness Gap Analysis and Planning Guide (12.10.2013) South Dakota Department of Education | East Dakota Educational Cooperative

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PRINCIPAL EFFECTIVENESS SYSTEM COMPONENT

DISTRICT PLAN:

Components of the principal effectiveness system are listed below. Required components include citations and the related state model recommendation. Optional components are also presented.

Is the component in place? If not, identify steps to address the required and optional components.

5. EVALUATION CYCLE A.

The school district has established an evaluation cycle in which principals regularly receive a summative evaluation. Requirement: Federal requirement. State consideration of minimum evaluation requirements is expected to occur during the 2013-14 school year. Local Decision: How often will principals receive a summative evaluation?

South Dakota Principal Effectiveness Gap Analysis and Planning Guide (12.10.2013) South Dakota Department of Education | East Dakota Educational Cooperative