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