Wisconsin Framework for Principal Leadership
Domain 1: Effective Educators
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Domain 2: Leadership Actions
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1.1
Human
Resource Leadership
1.1.1 Recruiting and Selecting
1.1.2 Assignment of Teachers and Instructional
Staff
1.1.3
Observation and Evaluation of Teaching
1.1.4
Educator
Development and Learning
1.1.5
Distributed Leadership
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2.1 Personal Behavior
2.1.1 Professionalism
2.1.2 Time Management and Priority Setting
2.1.3 Use of Feedback for Improvement
2.1.4 Initiative and Persistence
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1.2 Instructional Leadership
1.2.3 Mission
and Vision
1.2.2 Student
Achievement Focus
1.2.3 Staff Collaboration
1.2.4 School-wide Use of Data
1.2.5 Student Learning Objectives (SLOs)
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2.2 Intentional & Collaborative School
Culture
2.2.1. School Climate
2.2.2 Communication
2.2.3 Conflict Management and Resolution
2.2.4 Consensus Building
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2.3 School Management
2.3.1 Learning Environment Management
2.3.2 Financial Management
2.3.3 Policy Management
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Many of our
members are familiar with Charlotte Danielson’s Framework for Teaching (FFT),
and thus with its underlying architecture.
The FFT describes teacher work in 4 broad domains of planning, instruction, the classroom environment, and
professional responsibilities. These
domains are then broken down into 22 components
of teaching work, each of which are then articulated even more granularly into
several elements of practice. This same domain
– component – element architecture is the organizational structure of
Wisconsin’s emerging Framework for Principal Leadership as well. Applying this lens to the Wisconsin Framework
for principals, we can perceive that principal leadership is expressed in 2
broad domains, which are then
delineated into 5 components, each of
which is further expressed into 3-5 elements
of principal work. Overall, a total of
21 elements of principal practice comprise the Wisconsin framework. These are the levels at which feedback is
provided in the state’s emerging Educational Effectiveness system.
As is the
case with the Danielson Framework for Teaching, much of the power for growing
professional practice lies in the 4-point rubric tied to the framework. The framework and rubric allow evidence of
the various elements of principal practice to be placed along a developmental
continuum that provides a means for principals to identify both where they
currently are in their development and where next steps for growth lie. The rubric length precludes inclusion into
this article. But you can access this
rubric as Appendix 2 of the following DPI link:
http://ee.dpi.wi.gov/files/ee/FPtraining/EE%20Principal%20Evaluation%20Process%20Manual-version%201.pdf
Educator
Effectiveness is a promising – and daunting – initiative. Promising because teacher and principal work
impacts student learning like nothing else.
Promising because the emerging framework articulates the challenge,
nuance, and sophistication of the principalship better than ever so that
principals are better equipped to significantly increase their impact on
students. Promising because, as the most
recent state achievement data shows, student achievement in Wisconsin needs to
grow tremendously in order to realize the goal of college and career readiness
for all. And yet, that said, Educator
Effectiveness is daunting because this initiative will require the
establishment of a trusting environment as job one, and that is currently a
major challenge in many districts post- Act 10.
Daunting because education leaders will need to quickly build skill and
structures to effectively and efficiently collect various pieces of objective
evidence (a new approach in most places) as a means to deliver on the fair,
valid and reliable system DPI aims to build.
And perhaps most daunting in regard to finding the time and appropriate
scope to ensure that the many efforts required of the initiative will
fruitfully deliver the desired gains in student achievement.
All in all,
those involved in the pilots to date speak to the potential upside and promise of
this initiative if we can get the scope of evaluation focus and practical means
for the work figured out. It's also important that pilot participants continue providing feedback to DPI about implementation efforts at the local
level. It is clear that this input from
the field has already positively impacted the design of Educator Effectiveness
and something we expect to further enhance the roll out of this major
initiative over time. Stay tuned.
