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Thursday, November 17 • 1:40pm - 2:50pm
Evaluating Leadership Performance: 360-Degrees, Case Studies, and School-Based Performance Assessments

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Large-Scale Performance Assessment for Leaders in California: A Pilot Study. Margaret (Terry) Orr, Bank Street College; Liz Hollingworth, University of Iowa; Janice Cook, University of San Diego

The Performance Assessment for Leaders (PAL) is a performance-based assessment to evaluate the readiness of school leadership candidates for initial licensure. This new system allows principal candidates to demonstrate their leadership knowledge and skills based on actual experiences within their schools as part of a preparation pathway. This paper presents the results from the rst year of a pilot study with a principal preparation program in California.

Nothing New Under the Sun: Perceptions of a New Principal Evaluation Tool in Texas. Brenda Chacon, David DeMatthews, David Knight, Rodolfo Rincones (University of Texas at El Paso)

The Texas Education Agency (TEA) developed a new principal evaluation system called Texas Principal Evaluation and Support System (TPESS). TPESS is “designed to support principals in their professional development and help them improve as instructional leaders” (TEA, 2016). This study uses a qualitative multicase study approach to investigate how 5 principals make sense of the evaluation and whether or not the evaluation process contributes to their professional development.

The Relative Affordance of Performance Assessment: Analyzing Epistemologies, Logics, and Purposes. Jessica Charles, University of California, Berkeley

There is increasing consensus in the eld of leadership preparation that robust performance assessments are needed to capture and evaluate the complexity of school administrators’ professional work. This paper seeks to better understand the epistemological perspectives, logics, and purposes that undergird administrator performance assessment and to analyze how these affect the assessment design and assessment experience.

Using CALL to Grow High School Principals in a Rural School System. Leslie Hazle Bussey, Georgia Leadership Institute for School Improvement; Mark Blitz, University of Wisconsin-Madison

This investigation followed the growth of ve high school principals in a rural district toward
a disposition of self-directed learning and re ned school improvement leader practices. The principal development intervention used data from the Comprehensive Assessment of Leadership for Learning (CALL) instrument, which measures distributed leadership tasks. Scaffolded learning support was provided over 3 school years. Findings have implications for use of data to drive principal growth and effective partnership practice for principal development.

Thursday November 17, 2016 1:40pm - 2:50pm
Detroit Marriott at the Renaissance Center: Floor 5 - Nicolet A

Attendees (15)