0.5 Goduto, l., babo, g., & Leake, d. (october 2011). a proposed  (Page 6/6)

Professional development

As part of New Jersey’s commitment to standards and accountability to school leaders, the professional development component is offered as a companion to the performance based leadership evaluation process. Standards based and job embedded experiences requires systematically and intentionally planning for the development of knowledge for, in , and of practice related to school leadership. First and foremost, the professional development experience for school leaders should be driven by feedback from the evaluation process. The professional development framework should include action research, study groups, peer observations, shadowing sessions, journal writing, and group lectures delivered by experts in the field (Sparks&Loucks-Horsley, 1990).

Conclusion

This proposed system of principal evaluation is in direct response to New Jersey Governor Chris Christie’s Executive Order No. 42. It is submitted by the executive board for the New Jersey affiliate of the National Council of Professors of Educational Administration (NJ-NCPEA) for discussion and proposed as a suggested comprehensive strategy to address the need for a uniform and reliable statewide system of principal evaluation and assessment.

Given the current accountability trends nationwide, which are based primarily on high stakes standardized test scores and value added measures, it is critical that any system of evaluation for school leaders avoid the temptation of relying exclusively on any single measure of accountability and instead promote and encourage a formative and summative procedure for evaluation that is both job embedded and standards based (Brown-Sims, 2010). Additionally, a design that incorporates multiple forms of assessment to obtain a holistic view of leadership performance is essential to this plan if it is going to not only be both informative and instructional but also ethical and equitable. (Portin et al., 2006).

References

• Amsterdam, C. E., Johnson, R. L., Monrad, D. M.,&Tonnensen, S. L. (2005). A collaborative approach to the development and validation of a principal evaluation system: A case study. Journal of Personnel Evaluation in Education, 17 (3), 221 – 242.
• Brown-Sims, M. (2010). Evaluating school principals. Tips&tools. Washington, DC: National Comprehensive Center for Teacher Quality.
• Catano, N.,&Stronge, J. H. (2006, September). What are principals expected to do? Congruence between principal evaluation and performance standards. NASSP Bulletin, 90 (3), 221-237.
• Cantano, N.,&Stronge, J. H. (2007). What do we expect of school principals? Congruence between principal and evaluation and performance standards. International Journal of Leadership in Education. 10 (4), 379-399.
• Council of Chief State School Officers (CCSSO). (2008). Educational Leadership Policy Standards: ISLLC 2008. Washington, DC: Author
• Gecas, V. (1985). Self-concept. In A. Kuper,&J. Kuper (Eds.), The Social Science Encyclopedia (pp. 739-741). London: Routledge.
• Green, J. E. (2004a). Evaluating principals: Issues and practices. Bloomington, IN: Phi Delta Kappa Education Foundation.
• Green, J. E. (2004b, October). Principal’s portfolios. School Administrator, 61 (9), 30 – 33.
• Johnston, M.,&Thomas, M. (2005). Riding the wave of administrator accountability: A portfolio approach. Journal of Educational Administration, 43 (3), 368 – 386.
• Kaplan, L. S., Owings, W. A.,&Nunnery, J. (2005, June). Principal quality: A Virginia study connecting Interstate School Leaders Licensure Consortium Standards with student achievement. NASSP Bulletin, 89 (643), 28 - 44
• Leithwood, K., Begley, P. T.,&Cousins, J. B. (1994). Developing expert leadership for future schools. London: Falmer Press.
• Leithwood, K.,&Jantzi, D. (2008, August). Linking leadership to student learning: The contributions of leader efficacy. Educational Administration Quarterly, 44 (496). Retrieved from http://eaq.sagepub.com/content/44/4/496.short
• Leithwood, K., Louis, K. S., Anderson, S.,&Wahlstrom, K. (2004). How leadership influences student learning. New York, NY: The Wallace Foundation
• Marcoux, J., Brown, G., Irby, B. J., Lara-Alecio, R. (2003, April 23-25). A case study on the use of portfolios in principal evaluation. Paper presented at the Annual Meeting of the American Education Research Association, Chicago, IL.
• Marzano, R. J., Waters, T.&McNulty. B. A. (2005). School leadership that works: From research to results. Alexanderia, VA: Association for Supervision and Curriculum Development
• Mestry, R.,&Schmidt, M. (2010, January 13). Portfolio assessment as a tool for promoting professional development of school principals: A South African perspective. Education and Urban Society, 42 (352) . Retrieved from http://eus.sagepub.com/content/21/3/352.short
• Murphy, J. (2002, September/October). How the ISLLC Standards are reshaping the principalship. Principal, 82 (1), 22 – 26.
• Portin, B. S., Feldman, S.,&Knapp, M. S. (2006). Purposes, uses, and practices of leadership assessment in education. Commissioned by The Wallace Foundation. Seattle, WA: The University of Washington Center for the Study of Teaching and Policy.
• Reeves, D. (2009). Assessing educational leaders: Evaluating performance for improved individual and organizational results . Thousand Oaks, CA: Corwin Press.
• Roan, A.,&Rooney, D. (2006). Shadowing experiences and the extension of communities of practice: A case study of women education managers. Management Learning, 37 (4), 433-454
• Robinson, V. M. J., Lloyd, C. A.,&Rowe, K. J. (2008, September 28). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44 (635). Retrieved from http://eaq.sagepub.com/content/44/5/635.short
• Sparks, D.,&Loucks-Horsley, S. (1990). Models of staff development. In W. R. Houston (Ed.). Handbook of Research on Teacher Education (pp.234-250). New York: MacMillan.
• Stine, D. O. (2001, April). Developing an evaluation system to improve principal performance and accountability . Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, Washington.
• Stufflebeam, D. L.,&Nevo, D. (1993). Principal evaluation: New directions for improvement. Peabody Journal of Education , 68 (2), 24-25
• Tusin, L. F. (1999) Deciding to teach. In R. P. Lipka,&T.M. Brinthaupt (Eds.), The role of self in teacher development (pp. 11-35). Albany, NY: State University of New York Press.
• Vyortkina, D. (2003). Portfolio assessment in educational leadership programs at master’s level. A doctoral dissertation at The Florida State University. Pro Quest 3137389.
• Walker, J. E. (1990). Shadowing the skills of exemplary principals. Education Digest , 56 (1), 45-49.

Appendix a

Figure 1

Appendix b

Interstate School Leaders Licensure Consortium 2008 Standards (CCSSO, 2008, p. 14-15)