Last updated July 2013
An Administrator Evaluation Focus Group was convened from December 2011—June 2012 to explore current research surrounding administrator evaluation and provide input to the Idaho SDE in developing the Administrator Evaluation Framework. An Evaluation Capacity Task Force continues to meet to inform the process.
Through much deliberation, research, writing, and rewriting, the Administrator Evaluation Focus Group recommended the adoption of the following definition of an effective administrator:
Effective administrators in the state of Idaho are responsible for the collective success of their schools, including the learning, growth, and achievement of both students and staff. As the school’s primary instructional leader, effective principals enable critical discourse and data driven reflection about curriculum, assessment, instruction, and student progress and create structures to facilitate improvement. Effective principals are adept at creating systems that maximize the utilization of resources and human capital, foster collaboration, and facilitate constructive change. By creating a common vision and articulating shared values, effective principals lead and manage their schools in a manner that supports the school’s ability to promote equity and to continually improve its positive impact on students and families. (Adapted from Colorado State Council for Educator Effectiveness Report and Recommendations, page 14.)
After examining the research and many examples of frameworks in practice, both in the state of Idaho and other states and districts across the country, the Administrator Evaluation Focus Group defined 14 characteristics of a highly effect administrator. These make up the components of the framework and are organized under three domains, School Climate, Collaborative Leadership, and Instructional Leadership.
Increased attention has been given to educator performance evaluation over the last number of years, culminating in Administrative Board Rule change that is now effective. Idaho Code IDAPA 08.02.02.121 requires all district or local educational agency (LEA) charters to pilot Idaho's Standards for Effective Principals during the 2013-14 school year and full implementation in the 2014-15 school year.
The Idaho Principal Evaluation Pilot allows local education agencies (LEA) to choose from three different pilot options for principal evaluation. Each Idaho district or LEA charter must select one of the three methods to pilot principal evaluation for the 2013-14 school year.
ALIGN IDAHO STANDARD FOR EFFECTIVE PRINCIPALS TO CURRENT PRINCIPAL EVALUATION SYSTEM
ALIGN CURRENT PRINCIPAL EVALUATION SYSTEM TO THE IDAHO STANDARDS FOR EFFECTIVE PRINCIPALS AND ADOPT ONE OR MORE OF THE PILOT PROTOCOLS
FULL IMPLEMENTATION OF ISEP PROTOCOLS AND PARTICIPATION IN TRAINING
This option will be available for up to 8 - 10 districts and/or LEA charter schools. The goal of this pilot is to test the Idaho Standards for Effective Principals (ISEP) and the related suite of tools and processes that support the standards.
An educational leader promotes the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional development. An educational leader articulates and promotes high expectations for teaching and learning while responding to diverse community interest and needs.
An educational leader promotes the success of all students by ensuring management of the organization, operations and resources for a safe, efficient and effective learning environment. In collaboration with others, uses appropriate data to establish rigorous, concrete goals in the context of student achievement and instructional programs. He or she uses research and/or best practices in improving the education program.
An educational leader promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. He or she provides leadership for major initiatives and change efforts and uses research and/or best practices in improving the education program.