• Leadership Excellence and Development

  • Annoucements:

    Appendix for 2020-21 COVID-19 Hybrid/Virtual Learning

    In March, the LEAD short-cycle was paused due to the suspension of school leader evaluation requirements outlined in SB10-191. This short-cycle was in place to support shifting the LEAD evaluation cycle to more closely align with the academic year.  

    Here are some important updates for the 2020-21 school year:

    • Ratings. Due to the pause in March, leaders evaluated on LEAD will not receive formal EOY (end-of-year) ratings until fall of 2021. This LEAD cycle will encompass a body of evidence (BOE) from fall 2020 and spring 2021 semesters. 
    •  Student Learning/Outcomes. As of July 30, CDE will not be monitoring measures of student learning/outcomes (i.e. SPF/SGI) requirement for educator evaluations in the 2020-21 evaluation cycle. One-hundred percent of an educator's final effectiveness rating will be based on professional practices for this school year only
    •  LEAD Appendix. The LEAD Appendix sets guidelines for LEAD-aligned feedback and expectations for leaders evaluated on LEAD during 2020-21 COVID-19 hybrid/virtual learning. 

    Evaluation Cycle Timeline has Shifted

    LEAD has shifted from a calendar-year evaluation cycle to a November-October annual cycle to more closely align to the academic year. The 2020-21 academic year is the first full year of implementation of the new cycle (Nov. 1, 2020-Oct. 31, 2021).  

    Goals: Process & Guidance for School Leaders

    Goal setting is an important part of our growth and performance system and is an opportunity for each school leader to connect their work directly to school goals within the School Strategic Plan, Unified Improvement Plan (UIP) and Black Excellence Plan (BEP).

    LEAD goals directly connect the professional practice competencies within the LEAD School Leadership Framework by focusing leader actions on setting ambitious equity-centered goals, communicating and progress monitoring toward goals, demonstrating ownership of goals, and driving ongoing support.

     Next steps:

    • Each school leader evaluated on LEAD should set at least two to four LEAD goals aligned to the School’s Strategic Plan/UIP and the LEAD Professional Practice competencies. 
      • Note: Principals who received a less than Distinguished ELA implementation rating on their 2019 LEAD evaluation must have at least one ELA-specific goal.
    •  LEAD goals should be entered into Whetstone and confirmed with the school leader's manager by Oct. 31.
      • Note: Growth & Performance and ELA will be monitoring goal submission via Whetstone. 
    • Read this LEAD Goals slide deck, and work with your RIS/RAIS within your region for LEAD goal process, context, considerations, examples and questions.

     

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