P R O M I S I N G

P R A C T I C E S
FROM M INNESOTA P RINCIPALS AND E VALUATORS

Using the Principal Evaluation Model to Stimulate
Improvement of Student Mathematics Achievement
Overview of the practice
The self-reflection and self-assessment on the Minnesota principal performance measures and indicators was a goal-
setting exercise for the districts two schools. The school principal worked collaboratively with the faculty to align
his/her professional growth goals with improving student achievement on the Minnesota Comprehensive
Assessment (MCA) in mathematics, reading and science. The evaluation model provided two important pillars of
good principal leadership reflection and growth. Time for reflection, along with the evaluators assessment of the
measures and indicators, helped direct the principals attention to working with school staff to improve MCA
scoresespecially in this school, where student scores in mathematics had stagnated. Key to this improvement was
working with teachers to select a new mathematics curriculum that met students needs and supported teachers
learning.

Goal or purpose of the practice

The purpose of this practice was to align the principals professional growth goals, an important element in their
annual evaluation, to a student achievement goal backed by data. In this case, the selected goal was to improve
student scores on the MCA assessments by four percent. If successful, 95 percent of students would show positive
growth in the three learning areas: mathematics, reading, and science.

Process used to implement the practice

First, the principal aligned his professional growth goals with district goals, especially those related to increasing
student achievement in math. Focusing on the first performance measure building a strong mission and vision for
the school helped create a strong and positive sense of school community among teachers, students and staff.
This climate of trust facilitated some of the difficult conversations on how to increase student achievement in
mathematics. Since scores had leveled off, the conversation progressed from Where are we now? to Whats our
new path? and then to What are the steps to get there?

Based on these conversations, the schools instructional staff decided to adopt a new mathematics curriculum during
a data retreat. They analyzed five years worth of trend data from the MCA for the entire school and subgroups. A
new professional learning community (PLC) was created to look at the alignment of academic standards (vertically
and across grade levels) to ensure that each standard would be taught at the appropriate level (exposure,
exploratory, or mastery). Measures of Academic Progress (MAP) scores (for interim progress), as well as classroom
assessments and MCA scores (for summative progress), were used to measure student outcomes. That evaluation
led to a school-wide decision to integrate mathematics actively into other subject areas, including language arts, art,
and music to reinforce mathematics learning.

Supports or conditions needed

Once school leaders chose the new curriculum, the mathematics curriculum publisher provided professional
development to teach that curriculum and its strategies to school instructional staff. The school calendar was revised
to allow the PLCs to meet briefly every week for updates, and then once a month for four hours of additional
professional development, looking at data and interim assessment results, and identifying and removing potential
barriers to success. School leaders allocated funds for the new curriculum and created an implementation plan. No
blame was assigned for any test scores that remained stagnant. The principal and teachers moved ahead with the
new curriculum, agreeing to add supplemental materials should interim test scores continue to show gaps in
teaching and learning.

Evidence of effectiveness
Preliminary MCA scores show that test scores are rising, although there were some declines as the new curriculum
was implemented. The principals reports that teachers are satisfied with the results and feel the effort has been
worth the investment. More in-depth evaluation of the MCA results is underway to provide additional information
about the practices success to date.

Challenges other districts or schools might face in implementing this practice

School or district staff interested in leveraging their principal evaluation model to improve student achievement
need the time and the money to purchase and implement a new curriculum. Staff development on any new
curriculum is essential; instructional leaders need clarity about the expectations and how to meet them, as well as
the professional development to help make the needed changes.

Because new curricula are expensive, costs need to be planned and evaluated in the budgeting process before
moving in this direction. Thus, it is imperative that leaders from each school or district select the best product for
their community. Its important to do the research on the different curricula, collect and analyze student data, and
determine which curriculum is the best fit for their school staff and students. Before moving forward with a new
curriculum, the principal must spend time with staff members to assess their comfort level. Buy-in is critical and
requires frequent collaboration and communication with parents, students, and teachers to assure them that the
school is making the right decision and using the best product to help their students meet achievement goals.

CONTACT
Shane Tappe
K-12 Principal
The Ashby School
Ashby Public Schools
300 Birch Avenue
Ashby, MN 56309
stappe@ashby.k12.mn.us
218.747.2257



Commissioned by the Minnesota Department of Education
Promising Practices from Minnesota Principals and Superintendents
Sponsored by the Bush Foundation
Conducted by FHI 360 |2015