November 27, 2012
Principal's Institute Cohort VII



School Leadership: Aligning Behaviors for Continuous Improvement

Purpose: To analyze relevant data points to assess leadership behaviors and develop SMART goals for professional development

Intended Outcomes:
  • Examine TWCS data, 360 Feedback data, Change Style Inventory data, self-assessment data, EVAAS data to identify trends
  • Specify trends in the data points assessed
  • Record strengths and limitations from the synthesis of data points
  • Formulate SMART goals that are actionable and measurable
  • Use the principal goal form in the online tool to record goals



North Carolina School Executive Standards and the Evaluation Process

Downloadable Powerpoint

During this session today, you will assess data to identify trends and develop SMART goals aligned with the behaviors that will guide you in continuous improvement for distinguished leadership.

The Principal/Assistant Principal Evaluation Process Infographic shows the steps in the evaluation cycle for school leaders and the required documents that must be entered into the online tool.

21st Century Education-You Tube Video

8 Forces for Leaders of Change
by Michel Fullen
  • Review your change style indicator
  • Discuss with a partner your tendencies on the indicators
  • Number 1-8
  • Read the change aligned with your # in the article 8 Forces for Leaders of Change
  • Discuss with others with the same # as you
  • Share out with the group

Analyzing and Synthesizing the Data

Analyze the data points you have available for your self-reflection and assessment data to look for trends. Use the data to identify strengths and limitations that are aligned with leadership behaviors in each of the School Executive Standards. Record your findings in the work document and decide on your top 3 priorities overall.

North Carolina Teacher Working Conditions

Use the link to the teacher working conditions survey data to locate the data for your school. Use the data to identify leadership strengths and limitations. Record the strenghts and limitations in the work document.
Online Tools
Use the link to the McRel online tools to access your self-assessment. Use the data in the self-assessment to identify leadership strengths and limitations. Record your strengths and limitations in the work document.
Use the link to access Educator Value Added Assessment Sysem data to identify trends in the diagnostic data. Record strenghts and limitations in the work document.


  • Review the slides to deepen your understanding of SMART goal setting
  • Use SMART goal formatting to set goals aligned with your professional development goals based on the strengths and limitations identified when evaluating the data points
  • Use the links/worksheet that follow to support your work
  • SMART Goals

Data Wise

Read the guide to frame your use of data to drive school improvements.
Are you looking for ways to integrate data into the school improvement process? Would you liketo explore ways to use data to guide decision making about instruction, curriculum, andprogramming? This is the guide for you!

Complete the template to create a data picture of your school. Use the data to align your leadership behaviors with the priorities you see in the data picture you created.

Few school leaders are experiencing a shortage of data. Most are actually drowning in data, with a wealth of test scores, student demographicinformation, and an increasing load of "formative" assessment data that may or may not be worthy of the name (Popham, 2008). The challenge is facing both an overabundance of data and a scarcity of information that educators can readily use to make better decisions. Look more deeply at the data tools available to assist you in setting the tone for continuous school improvement.

This article includes tips and planning templates 90/90/90 schools have used successfully for school improvement. These strategies are evidenced in reserach based best practices.

On Your Own
As time allows, select from the links to access information from the Wallace Foundation. Consider the implications for you in your roles and responsibilities as a school leader.
Wallace Foundation
Based in New York City, The Wallace Foundation is a national philanthropy that seeks to improve education and enrichment for disadvantaged children. The foundation has an unusual approach: funding projects to test innovative ideas for solving important social problems, conducting research to find out what works and what doesn’t and to fill key knowledge gaps – and then communicating the results to help others.
How Leadership Influences Student Learning

The chance of any reform improving student learning is remote unless district and school leaders agree with its purposes and appreciate what is required to make it work.
Wallace Foundation
  • Skim the article and make annotations to denote the aspects of leadership that are most needed in your school to guide better teaching and learning
  • Highlight the annotations that you noted as most pressing for your school environment
  • Plan for school improvement based on your annotations
The Making of the Principal: Five Lessons in Leadership TrainingWhat then are the core functions of this more instruction-focused, collaborative conception of school leadership?A recently published review by The Wallace Foundation identified these five:.
Shaping a vision of academic success for all students;Creating a climate hospitable to education;Cultivating leadership in others;Improving instruction; andManaging people, data and processes to foster school improvement
  • Read and reflect on the article entitled, The Making of the Principal: Five Lessons in Leadership Training
  • Answer the questions that follow
  • How are your leadership practices/behaviors aligned with the core functions identified by The Wallace Foundation?
  • Among the 5 core functions identified, where are your strengths and limitations? What evidence do you have to support your determinations?
  • How can you capitalize on your strengths and strengthen your limitations?
  • Where do you go to seek feedback and support on you professional development?

Setting DirectionsA critical aspect of leadership is helping a group to develop shared understandings about the organization
and its activities and goals that can undergird a sense of purpose or vision (Hallinger and Heck, 2002).
The most fundamental theoretical explanations for the importance of leaders’ direction-setting practices are
goal-based theories of human motivation (e.g., Bandura, 1986; Ford, 1992; Locke, Latham and Eraz, 1988).
According to such theory, people are motivated by goals which they find personally compelling, as well as
challenging by achievable. Having such goals helps people make sense of their work and enables them to find
a sense of identity for themselves within their work context. Often cited as helping set directions are such specific
practices as identifying and articulating a vision, fostering the acceptance of group goals and creating high
performance expectations. Visioning and establishing purpose are also enhanced by monitoring organizational
performance and promoting effective communication and collaboration.

Review of Research

How Leadership Influences Student Learning

Kenneth Leithwood, Karen Seashore Louis, Stephen Anderson and Kyla Wahlstrom
  • Discuss the excerpt with a partner
  • Share ways you develop shared vision with staff
  • What leadership behaviors support the vision?
  • How do you monitor organizational performance related to the vision?


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Use this link to access the updated manual to guide you in the completion of the process for evaluating principals and assistant principals.
North Carolina School Executive Standards
Use this link to access standards 1-7 on the rubric for evaluating princpals and assistant principals.
Use this link to access login for EVAAS data for your school or district using your UID and password.
North Carolina Teacher Working Conditions Survey
Use this link to access NC TWCS data for your school.
NCDPI Wiki Central
Use this link to access NC DPI resources in a single click.