National Board Certification for Principals Jana Frieler Director of Human Resources Cherry Creek School District Deirdre Cook Principal Fossil Creek High School Poudre SchoolDistrict July 2012
Presentation Outline Foundation of the Certification Program Core Propositions for Educational Leaders* Accomplished Principal Standards Eligibility Accomplished Principal Working Portfolio Entries* Assessment Portal Field Test and Pilot Test Status
Why National Board? Encouragement of National Principal Associations (NAESP, NASSP) Recognized National Board s 20+ years of experience in certifying accomplishedteachers Desire to elevate the profession of school principal National Teacher Summit Identified high quality school leadership as the primary reason why they would stay in a school
National Board Certification System Accomplished Principal Standards Certification Assessment Core Propositions for Educational Leaders Scoring Rubric Score and Feedback
Small Group Activity 5 Minutes Identify what an accomplished educational leadership should KNOW and BE ABLE TO DO Examples from your own practice
Small group reporting Small Group Activity h k l d d bili i h i Map the knowledge and abilities to the Nine Core Propositions for Educational Leaders
Core Propositions for Educational Leaders
Core Propositions for Educational Leaders
Core Propositions for Educational Leaders
National Board Certification System Accomplished Principal Standards Certification Assessment Core Propositions for Educational Leaders Scoring Rubric Score and Feedback
Accomplished Principal Standards Standard I: Leadership for Results Standard II: Vision and Mission Standard III: Teaching and Learning Standard IV: Knowledge of Students and Adults Standard V: Culture Standard VI: Strategic Management Standard VII: Advocacy Standard VIII: Ethics Standard IX: Reflection and Growth *Communication, Collaboration, Relationships, Equity and Diversity, Data Analysis, and Technology
National Board Certification System Accomplished Principal Standards Certification Assessment Core Propositions for Educational Leaders Scoring Rubric Score and Feedback
Assessment Development Accomplished Level Certification Evaluation Licensure
Eligibility Requirements 1. Hold a bachelor s degree; 2. Have completed three full years as a principal leader; and 3. Possess a valid, required state license for that period of time, or, if a principal i where a license is not required, have been a principal in schools recognized and approved to operate by the state and federal government.
Assessment Development Committee Rosemarie Young Shelia Evans, NBCT Kimberly McNeal Jana Frieler Mark Thomas Beverly Hutton John Bell Debbie Davis Kathy O Neill Elementary School Principal Louisville, KY Elementary School Principal Edenton, NC Elementary School Principal Chicago, IL High School Principal Greeley, CO High School Principal Grand Rapids, MI High School Assistant Principal Burlington, NJ State Leadership and Evaluation Coordinator Montgomery, AL Director, Leadership Academy Fayetteville, AR Director, Learning Centered Leadership Program, SREB Atlanta, GA Jim Pughsley hl Former Superintendent, Charlotte Mecklenburg, NC Pamela Salazar Associate Professor of Practice and Educational Leadership Las Vegas, NV
Overarching Committee Guidelines to NBPTS Active, relevant site based evidence Process and systems based evidence Content measured through application Evidence of positive outcomes/results
Accomplished Principal Working Portfolio Student Efficacy and Growth Contextual Profile and Strategic Plan Teacher Efficacy and Practice Parent and Community Engagement Principal Leadership, Personal Reflection and Growth Continuous Improvement and Accountability
Accomplished Principal Working Portfolio Contextual Information and Strategic Plan Student Efficacy and Growth Entry One Title: Developing a Strategic Plan that Inspires and Nurtures a Culture of High Expectations where Actions and Results are Aligned with the Vision and Mission Entry Two Title: Promoting Student Growth and Achievement through Student Connectivity and Engagement, Academic Rigor, and Student Support Systems Teacher Efficacy and Practice Entry Three Title: Creating a Culture of Teacher Support and Efficacy that Advances Student Growth and Achievement Parent and Community Engagement Entry Four Title: Engaging Parents and Community and Building Partnerships to Support Student Growth and Achievement Principal Leadership, Personal Reflection and Growth Entry Five Title: Reflection for Professional Growth and Effective Leadership Continuous Improvement and Accountability Entry Six Title: Demonstrating Accountability for High Performance and Continuous Improvement
Reflection Activity Entry Area My Practice Contextual Information and Strategic Plan Student Efficacy and Growth Teacher Efficacy and Practice Parent and Community Engagement Principal Leadership, Personal Reflection and Growth Continuous Improvement and Accountability
Standards Measured by Entry Standard I. Leadership For Results II. Vision and Mission III. Teaching and Learning IV. Knowledge of Students and Adults V. Culture VI. Strategic Management VII. Advocacy VIII. Ethics IX. Reflection and Growth ENTRY 1 ENTRY 2 ENTRY 3 ENTRY 4 ENTRY 5 ENTRY 6 Principal s Contextual Continuous Student Teacher Parent and Leadership, Information Improvement Efficacy and Efficacy and Community Personal and Strategic and Growth Practice Engagement Reflection and Plan Accountability Growth
Assessment Delivery/Submission Process
Assessment Delivery/Submission Portal
Where We Are Now Design Develop Field ildtest Adapt Pilot Test Launch (Targeting 2013)
Purpose of Field Test and Pilot Test Validate certification process Assessment e Development e e Ensure process is meaningful and fair Ensure process elicits evidence of Accomplished Principal Standards Validate scoring procedures Establish cut score
Field Test and Pilot Test Participant Selection Criteria Principal Characteristics Gender Race and Ethnicity it School Characteristics School Level School Context School Size by Enrollment School Poverty by Percent of Students Qualifying for Free orreduced Lunch
Participating States Alabama Arkansas California Colorado Delaware Florida Georgia Illinois Iowa Louisiana Maryland Massachusetts Nevada New Mexico New York North Carolina Ohio Texas Washington
Principal Role Test the assessment Provide feedback Instructions ti Time requirements Process Establish scoring materials and passing standard
Benefits to Principal Serve as foundation for a national program that will serve all principals Participate at no cost Potential to earn National Board Certification Potential of earning tiered licensure credential Potential inclusion in advanced degree programs Potential reciprocity
Focus GroupFeedback Core Propositions for Educational Leaders demonstrate the complexity of the principal s role Accomplished Principal Standards provide a framework for Pi Principal i lpractice Principals are reflecting to evaluate their own leadership in relation to school, teacher and student performance Rather than drive fire truck to put out fires, principals have a purposeful structure to the day Principals are starting to focus on the journey rather than just the destination
Personal Experiences from Deirdre Has the National Board process changed your practice as a principal? HOW? What is the most meaningful takeaway you have from participating? What advice would you give to other principals who want to pursue this certification?
Questions?
Additional Questions? Please contact: jfrieler@cherrycreekschools.org deirdrec@psdschools.org