Evaluation and Support of Principals
and Other Educational Leaders
(Including Rubric Scoring)
with Kim Marshall
Designed for Superintendents and others who
supervise/evaluate educational leaders.
Sponsored by the Maine Principals’ Association
MPA Conference and Meeting Center
50 Industrial Drive ~ Augusta
REPEAT SESSION FROM 2015
Friday, March 23, 2018
8:00 a.m. - 2:30 p.m.
Kim Marshall was a teacher, central office administrator, and principal in the Boston Public Schools for 32 years. He now advises and coaches new principals (mostly with New Leaders for New Schools), teaches courses and conducts workshops on instructional leadership and time management, and publishes a weekly newsletter, the Marshall Memo
, which summarizes ideas and research from 44 publications (www.marshallmemo.com). Kim has written several books and numerous articles on teaching and school leadership. His most recent book is Rethinking Teacher Supervision and Evaluation
(Jossey-Bass, 2013). He is married and has two children, both teachers.
PROGRAM DESCRIPTION . . .
- Overview of the context of the principal, educational leader, and superintendent relationship
- Five key factors in effective supervision and evaluation of educational administrators: a manageable span of control; deciding of “big rocks” with each administrator; frequent school visits; documentation of formative feedback; and surveys of teachers, parents, and students
- An introduction to and discussion of the Marshall administrator evaluation rubrics
- Small-group work deconstructing each of the six rubric pages and reporting out
- Eleven key leverage points for superintendents:
• Getting administrators into classrooms
• Developing administrators’ instructional “eye”
• Developing administrators’ judgment on what’s most important in each classroom visit
• Supporting effective note-taking strategies
• Developing administrators’ skills at face-to-face feedback to teachers
• Enhancing administrators’ courage
• Monitoring teacher teams doing unit planning, PLC analysis of interim assessments
• Monitoring good written feedback of classroom observations
• Exploring student surveys of teachers
• Ensuring effective use of teacher-evaluation rubrics
• Judicious use of student-achievement data for teacher evaluation
• Effective time management