Module 2: Principal Incentive Alignment

Shift #7: Realign principal, instructional coach, and teacher recognition, performance goals, and financial rewards to embrace the full range of reading skills rather than associating book reading level as the priority success measure.

Strategy: Revise district and campus goals (e.g., board goals, campus improvement plans) and all educator performance incentives to prioritize grade-level proficiency across all reading skills based on a universal screener.

Synchronous Session: Aligning the System: Principal Goals

Motivation & Incentives | TXRL Workshop (Slides)

Mini-Lesson | Principal Goals with Structured Literacy Implementation

To what extent do our principal goals align with our structured literacy objectives?

Questions to consider:

What if what you were evaluated on felt deeply aligned with what you are working on every day?
What if your T-PESS goals drove real, measurable gains in early reading?
What would change if your evaluation goals were a tool for coherence and clarity rather than compliance?

T-PESS Goals - Connection to Structured Literacy Implementation

Campus principals respond to T-PESS Goals Connection Questions

Do any of your current T-PESS goals reflect the following:

Implementing your district’s structured literacy curriculum (HQIM) with fidelity in all K–2 classrooms?
Phasing out unapproved or outdated instructional materials in K–2 reading instruction?
Improving K–2 student reading proficiency outcomes?

What’s one change to your current incentive or accountability structure that would make the biggest difference in your focus on K–3 literacy?

SAMPLE GOALS

Thought Experiment: Write or Refine Your T-PESS Goal(s)

Step 1: Choose Your Focus Area (5 min)

Pull up your current T-PESS goals and the 2020 T-PESS Rubric. Choose one domain to focus on for this activity:

Domain 4 – High-Quality Curriculum ( for example → e.g., 4.1 implementation fidelity to HQIM)
Domain 5 – Effective Instruction ( for example → e.g., 5.3 classroom routines, 5.4 data-driven instruction)

Step 2: Write or Refine a T-PESS Goal (15 min)

Work individually to revise a current goal or write a new one to align your T-PESS goals with structured literacy implementation/significantly increase gains in K-2 reading proficiency.

Step 3: GROUP | Debrief (10 min)

Take this opportunity to share a goal you wrote or an idea you have.

Activity Materials

Activity File: Goal Drafting Worksheet

Activity File - Goal Drafting Worksheet

⭐LINK TO MAKE A COPY Goal Drafting Worksheet

Synchronous Session: Aligning the System - Principal Supervisor Meetings

Motivation & Incentives | TXRL Workshop (Slides)

Mini-Lesson | Attributes of Effective Meetings

Meetings, done well, can be a powerful lever for progress.
1:1 meetings are high-leverage events at the heart of effective organizations, including our campuses and our districts.
How might we refine and relaunch principal–supervisor meetings to help every principal lead toward early reading outcomes with clarity, support, and action?

Reflect on What Makes Meetings Ineffective

What’s one thing that makes a meeting ineffective? | Link to live responses
Debrief together, where are the recurring themes?

Level Up Your 1:1s | Analyze & Refine Your Principal: Supervisor Meetings

Step 1: Becoming an Analyst of Your Own Meetings

Effective principal–supervisor meetings don’t just happen, they’re intentionally shaped. This is your chance to step into the role of analyst of your own meeting experience and identify what needs to shift.

Step 2: Synthesize Your Findings

Review the aligned practices under Plan, Presence, and Action. Consider where you think things could be improved and use the slide to take notes on what’s working, not working, your role and what you need from your supervisor/ principal.

Activity Materials

Activity File: Level Up Your 1:1s

Activity File - Level Up Your 1:1s

⭐LINK TO MAKE A COPY Level Up Your 1:1s Activity

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