Education Week - May 21, 2014 - 20

States Forging Ahead on Principal Evaluations
CONTINUED FROM PAGE 1
trices that seek to tie principals' effectiveness,
in part, to student academic
growth. The policies typically require
that a percentage of a principal's evaluation
include student performance or
growth. The amount ranges, for example,
from 20 percent in Delaware to 50
percent of the overall score in states
such as Georgia and Ohio.
But according to new, yet-to-be-published
research, the growth of principal-evaluation
policies has not been
matched with corresponding study of
their implementation, reliability, and
effectiveness. Most of the attention
and studies are geared toward similar
systems for teachers. (See related story,
Page 10.)
Ellen Goldring, a department chairwoman
at Peabody College of Education
and Human Development at
Vanderbilt University in Nashville,
Tenn., did her own review of principalevaluation
legislation passed between
2009 and 2013. She said there was
limited information about how the
policies are used; a lack of clarity on
the consequences for principals and
STATE
Parent Trigger Bills
2013
Arizona NEW
California Amends existing policy
Colorado NEW
Florida NEW
Georgia NEW
Iowa NEW
Illinois
Indiana Amends existing policy
Kentucky
Louisiana Amends existing policy
Massachusetts NEW
Maryland NEW
Missouri NEW
Nevada NEW
New Jersey Carryover from 2012
New York NEW
Oklahoma NEW
Oregon NEW
Pennsylvania NEW
South Carolina NEW
Tennessee NEW
Texas Amends existing policy
MOMENTUM SLOWS
The number of states considering parent-trigger legislation has dipped
significantly from 2013 to 2014, and of the bills being considered this year
many are holdovers from last year's legislative sessions. California remains
the only state where parents have actually used the parent-trigger process.
SOURCE: National Conference of State Legislatures
20 | EDUCATION WEEK | May 21, 2014 | www.edweek.org
Carryover from 2013
Carryover from 2013
NEW
NEW
Carryover from 2013
Carryover from 2013
how feedback is to be presented; and
a lack of alignment with principals'
evolving roles, in talent management,
data analytics, and building-level autonomy.
"Principal
evaluation is ... the stepchild
of teacher evaluation," Ms. Goldring
said, drawing a contrast to the
huge body of research on teacher quality,
including the influential Measures
of Effective Teaching, or met, project
funded by the Bill & Melinda Gates
Foundation.
"There has been a ton of work
around teacher evaluations and measures
of teacher quality," she said, but
"much less work on principal evaluations."
Wave
of Policies
The push to greater accountability
for principals and teachers is due to
a number of factors, according to the
ncsl review of laws and policies adopted
between 2010 and 2014.
The federal Race to the Top grant
competition, launched in 2009, included
such evaluation systems as a
requirement for participants. More
Parent Trigger Bills
2014
Amends existing policy
recently, in order for states to qualify
for waivers from provisions of the No
Child Left Behind Act, student growth
had to be considered as a "significant"
factor in evaluating principals, although
federal guidelines left the details
up to the states.
But the ncsl also found a dearth of
valid and reliable evaluation methods,
and little emphasis on training for the
evaluators.
While details vary many states have
settled on variations of three main
models, according to Ms. Goldring.
Under one approach, which Ms.
Goldring calls a 50-50 percentage
model, half the principal's score is
derived from student performance or
growth, using such measures as standardized
tests. The other half is culled
from a rubric that is generally aligned
with the Interstate School Leaders Licensure
Consortium standards, developed
in conjunction with the Council
of Chief State School Officers. Under
those standards, principals are typically
rated by their supervisors on a
four-point scale, from ineffective to
highly effective.
A second model is a matrix rather
than a percentage formula. In Connecticut,
student learning accounts for
45 percent and teacher effectiveness
for 5 percent of a principal's studentoutcome
rating score. The other half
of a principal's evaluation is composed
of leadership practice (40 percent) and
stakeholder feedback (10 percent).
In a third approach, student data
counts for a smaller percentage of
Carryover from 2013
Carryover from 2013
NEW
NEW
Amends existing policy
Carryover from 2013
Lawmakers Throttle Back
On Parent-Trigger Bills
CONTINUED FROM PAGE 1
failed to gain traction the year before
and had yet to receive a committee
hearing this year, as of last week.
Two of the recent bills-in California
and Louisiana-would simply amend
existing parent-trigger laws.
While lawmakers in Alaska, Florida,
and Kansas this year have created
or expanded a variety of other
school choice programs, parents in
California remain the only ones to
actually have used the parent trigger
to restructure a struggling school.
"Even for the states that have adopted
the policy, it's not really having
the effect the proponents hoped
that it would," said Josh Cunningham,
a policy specialist at the ncsl
who tracks school choice legislation.
From the perspective of many state
lawmakers, expanding simpler, less
controversial school choice programs
might be the more appealing course,
he added.
Parent-trigger advocates, however,
remain optimistic about its broader
popularity. States that have parenttrigger
policies on the books account
for about one-quarter of all public
school enrollment in the country,
noted Gabe Rose, the deputy director
of Parent Revolution, a Los Angeles-based
group that supports the
policies and helps parents and other
groups seeking to use them.
"I think that's a pretty remarkable
growth trajectory," Mr. Rose said.
"But this is going to take some time."
Third Time Not the Charm
Parent-trigger laws vary in important
ways from state to state. But
generally, they allow a majority of
parents, if a school is seen as low-performing
in some way, to officially petition
for that school to be converted
into a charter or undergo some other
"turnaround" process.
The parent-trigger proposals that
have made the most progress so far
this year were in Tennessee, but companion
bills in the House and Senate
ultimately failed by the time the
state legislature adjourned April 17.
New proposals have been introduced
this year in Illinois, Kentucky,
and New Jersey, while there are
holdover bills from last year in states
such as Georgia, New York, and
South Carolina.
In Florida, meanwhile, after two
straight years of unsuccessful and
controversial campaigns to pass parent-trigger
legislation in 2012 and
2013, no state legislator introduced
a trigger bill for the 2014 session,
which ended May 2. In the past two
years, the Florida bills drew intense
opposition from teachers' unions and
other advocacy groups.
"The legislature was pretty clear
to us that they'd spoken twice on the
issue, and there wasn't an interest in
sponsoring it," said Jaryn Emhof, a
spokeswoman for the Foundation for
Florida's Future, a Tallahassee-based
group led by former Florida Gov. Jeb
Bush that is supportive of trigger
laws. "Issues rise and fall."
Those who fought the parent trigger
in the state, meanwhile, believe
that what's forced Florida powerbrokers
to back away from the idea is
supposedly the driving force behind
the idea: parent power.
"It's clear evidence that there
is memory with the public, that
they don't like to be schemed and
scammed, and they're watching," said
Kathleen Oropeza, a founder of Fund
Education Now, an Orlando-based
group opposed to parent-trigger laws,
who cited the opposition to the idea
by the Florida pta and other prominent
groups as evidence that parents
actually don't like the idea.
Asking More of Parents
Mr. Cunningham of the ncsl
noted that how parents choose to
use the parent trigger can also affect
how much controversy it raises. At
the overall evaluation, as low as 20
percent in some states; however, a
principal cannot receive an "effective"
score if student growth/achievement
or performance is low.
Critiquing the Models
Ms. Goldring offered several critiques
of the policies.
She said the rubrics were being
rolled out with little psychometric research
on reliability or validity. They
were based on professional judgment,
she said, rarely relying on a "360-degree"
approach, which could incorporate
teachers' feedback on principals'
quality and effectiveness.
Some systems, she said, were burdensome
and complex; others were
vague on the consequences. Some
called for termination of low-scoring
principals; others were silent on the
matter.
With the changing roles of principals,
states may want to consider
alternative measures, Ms. Goldring
said, including whether principals
were retaining their most-effective
teachers and whether professional
development was meeting the needs
of instructors.
New research in March in the Journal
of Educational Evaluation and
Policy Analysis seems to buttress Ms.
Goldring's call for caution and additional
studies.
In looking at the use of value-added
measures to evaluate principals'
performance in the 340,000-student
Miami-Dade County school district,
Jason Grissom, a professor at Vanderbilt
University, found that different
statistical models can yield different
results, even when the principals,
teachers, and students are the same.
Mr. Grissom recommends a system
that, in addition to considering student
performance and growth, would
include a qualitative aspect with very
specific descriptions of what constitutes
"good" performance and require
evidence collection, school visits, discussions
with people who work with
the principals, and surveys that could
include parents, teachers, students,
and those in the community.
A high reliance on test scores gives
only a "narrow view" of principal and
teacher performance, said Dick Flanary,
a deputy executive director of
the National Association of Secondary
School Principals. Factors such
as graduation rates, drop-out rates,
literacy rates, and teacher turnover
may be more appropriate measures to
use, in his view.
His group and the National Association
of Elementary School Principals,
identify a number of other factors
they say should taken into account in
evaluations. They include professional
growth and learning; student growth
and achievement; school planning and
progress; school culture; professional
qualities and instructional leadership;
and stakeholder support and engagement.
Many
states are revisiting their
evaluation policies for administrators.
Just last week, the Michigan
legislature voted on new statewide
assessment standards for teachers
and principals; however, the imple
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Education Week - May 21, 2014

Table of Contents for the Digital Edition of Education Week - May 21, 2014

Table of Contents
Education Week - May 21, 2014 - 1
Education Week - May 21, 2014 - 2
Education Week - May 21, 2014 - Table of Contents
Education Week - May 21, 2014 - 4
Education Week - May 21, 2014 - 5
Education Week - May 21, 2014 - 6
Education Week - May 21, 2014 - 7
Education Week - May 21, 2014 - 8
Education Week - May 21, 2014 - 9
Education Week - May 21, 2014 - 10
Education Week - May 21, 2014 - 11
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Education Week - May 21, 2014 - 13
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Education Week - May 21, 2014 - 15
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Education Week - May 21, 2014 - 18
Education Week - May 21, 2014 - 19
Education Week - May 21, 2014 - 20
Education Week - May 21, 2014 - 21
Education Week - May 21, 2014 - 22
Education Week - May 21, 2014 - 23
Education Week - May 21, 2014 - 24
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Education Week - May 21, 2014 - 26
Education Week - May 21, 2014 - 27
Education Week - May 21, 2014 - 28
Education Week - May 21, 2014 - Cover1
Education Week - May 21, 2014 - Cover2
Education Week - May 21, 2014 - Cover3
Education Week - May 21, 2014 - Cover4
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