9780833076175

Improving School Leadership Through Support, Evaluation, and Incentives The Pittsburgh Principal Incentive Program

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  • ISBN13:

    9780833076175

  • ISBN10:

    0833076175

  • Format: Paperback
  • Copyright: 2012-08-01
  • Publisher: RAND Corporation
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Summary

In 2007, the Pittsburgh Public Schools (PPS) received funding from the U.S. Department of Education's Teacher Incentive Fund (TIF) program to implement the Pittsburgh Urban Leadership System for Excellence (PULSE), a set of reforms designed to improve the quality of school leadership throughout the district. A major component of PULSE is the Pittsburgh Principal Incentive Program (PPIP), a system of support, performance-based evaluation, and compensation with two major components: (1) an annual opportunity for a permanent salary increase of up to $2,000 based primarily on principals' performance on a rubric that is administered by assistant superintendents and that measures practices in several areas and (2) an annual bonus of up to $10,000 based primarily on student achievement growth. The district also offered bonuses to principals who took positions in high-need schools. PPIP provided principals with several forms of support. This report examines implementation and outcomes from school years 2007-2008 through 2010-2011, with a focus on understanding how principals and other school staff have responded to the reforms, and on documenting the student achievement outcomes that accompanied program implementation. Book jacket.

Table of Contents

Prefacep. iii
Figuresp. ix
Tablesp. xi
Summaryp. xiii
Acknowledgmentsp. xxv
Abbreviationsp. xxvii
Introductionp. 1
What We Know About Relationships Between School Leadership and Student Achievementp. 3
The Need for New Systems for Evaluating Principalsp. 6
Evaluation Questionsp. 8
Organization of This Reportp. 9
Data Sources and Analytic Approachp. 11
Data Sourcesp. 12
Principal Surveysp. 12
Coach Surveysp. 14
Teacher Surveyp. 15
Interviews with Building-Level Staffp. 16
Interviews and Email Communications with District-Level Staff and External Consultantsp. 18
Reviews of Documentationp. 18
Principals' Scores on the Administrators' Performance Standard Rubricp. 19
Student Datap. 19
Analytic Approachp. 19
Principal, Coach, and Teacher Survey Datap. 19
Factor Analysisp. 20
Interviews with Building-Level Staffp. 20
District Interviews and Document Reviewp. 21
Rubric, Achievement, and Bonus Datap. 21
Method for Linking and Jointly Analyzing Rubric and Achievement Datap. 21
Limitationsp. 22
District Context and Pittsburgh Principal Incentive Program Theory of Actionp. 23
District Context and Related Reformsp. 23
Theory of Action Overviewp. 27
Interventions for Building Capacityp. 29
Professional Development to Improve Leadershipp. 29
Evaluation and Feedbackp. 31
Mechanisms for Evaluationp. 31
Mechanisms for Feedback: Assistant Superintendent Coachingp. 33
Mechanisms for Feedback: Teaching and Learning Teamsp. 33
Incentivesp. 34
Salary Incrementp. 34
Achievement Bonusp. 34
Determination of Bonus Award Amountsp. 39
Impact on Principalsp. 41
Impact on Schoolsp. 42
Impact on Classrooms and Studentsp. 42
Capacity-Building Interventionsp. 43
Professional Developmentp. 43
Evaluation and Feedbackp. 47
Incentivesp. 50
Summary of Key Findingsp. 55
Principals' Leadership Practices, Principals' Skills, and School- and Classroom-Level Responses to the Pittsburgh Principal Incentive Programp. 57
Changes in Principals' Leadership Practices and Skillsp. 57
Principals' Practicesp. 57
Principals' Perceptions of Their Skills and Need for Supportp. 60
Other Staff Perceptions of Principals' Leadershipp. 60
Perceived Role of the Pittsburgh Principal Incentive Programp. 63
School- and Classroom-Level Changesp. 64
In-School Professional Developmentp. 64
Incorporating Data into Instructional Leadershipp. 65
Teaching and Learning Teamsp. 66
Changes in Classroomsp. 67
Summaryp. 69
Principals' Performance on Rubric and Achievement Measuresp. 71
Principals' Performance on the Evaluation Rubricp. 71
Principals' Performance on the Achievement Bonus Measuresp. 79
Bonus Payments and Principals' Mobilityp. 85
Summaryp. 87
Student Achievement Trendsp. 89
Achievement Trendsp. 89
Addressing Racial/Ethnic and Socioeconomic Achievement Gapsp. 95
Summaryp. 104
Key Findings and Recommendationsp. 105
Key Findingsp. 105
What Is the District's Theory of Action Regarding How the Pittsburgh Principal Incentive Program Is Expected to Promote Improved Student Outcomes?p. 105
How Were the Pittsburgh Principal Incentive Program Capacity-Building Interventions Implemented, and How Have Principals Responded to Them?p. 106
In What Ways Did Principals' Skills and Practices Change over the Course of the Pittsburgh Principal Incentive Program?p. 108
What Conditions Changed at the School and Classroom Levels over the Course of the Pittsburgh Principal Incentive Program?p. 108
How Did Principals Perform on the Rubric and Bonus Measures, and How Was Performance Related to Principal Mobility?p. 109
How Did Student Achievement Change During the Course of the Pittsburgh Principal Incentive Program, and How Did Racial and Socioeconomic Gaps Change?p. 111
Recommendationsp. 112
Recommendations for Evaluation System and Measure Developmentp. 112
Recommendations for Implementationp. 115
Conclusionp. 117
Referencesp. 119
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