All-Administrators Meeting

All-AdministratorsMeeting


October 22, 2009October 22, 2009

Agenda 1. Improving Teacher Performance: Barbara Barthel 2. Teacher Leaders Pilot: Kent State University 3. CARE Team Updates: Krista Allison

Improving Teacher Performance

Improving Teacher Performance

Please note: Follow your district

guidelines, deadline dates, and evaluation

process. This discussion concerns ways

to dialogue with teachers and address

issues. It is not meant to address "non-renewal"

and other employment issues.

Please note: Follow your district

guidelines, deadline dates, and evaluation

process. This discussion concerns ways

to dialogue with teachers and address

issues. It is not meant to address "non-renewal"

and other employment issues.

Another Disclaimer . . .

Another Disclaimer . . .

Ideas from Experts! Some listed here:Dealing with Difficult Teachers, Second Edition, by Todd Whitaker, 2002.

The Principal’s Companion, Third Edition, by Pam Robbins and Harvey B. Alvy,2009.

The Marginal Teacher, Third Edition, by C. Edward Lawrence, 2005.

And lots more . . . .

Ideas from Experts! Some listed here:Dealing with Difficult Teachers, Second Edition, by Todd Whitaker, 2002.

The Principal’s Companion, Third Edition, by Pam Robbins and Harvey B. Alvy,2009.

The Marginal Teacher, Third Edition, by C. Edward Lawrence, 2005.

And lots more . . . .

QuickTime™ and a decompressor

are needed to see this picture.

The administrator has many duties.He or she is not the monster. He or

she is working for the best interest of students.

A Scary Responsibility/Duty

A Scary Responsibility/Duty



Barbie’s Thoughts . . .








1

Thought #1Thought #1

Administrators MUST EVALUATE and BE INSTRUCTIONAL

LEADERS.

Administrators MUST EVALUATE and BE INSTRUCTIONAL

LEADERS.

Research Says . . .Research Says . . .

" . . . student achievement is related to intentional classroom visits by the principal and a principal's knowledge of and ability to assist teachers with regard to curriculum, instruction, and assessment." -The Principal's Companion, Third Edition, by Pam Robbins and Harvey Alvy

" . . . student achievement is related to intentional classroom visits by the principal and a principal's knowledge of and ability to assist teachers with regard to curriculum, instruction, and assessment." -The Principal's Companion, Third Edition, by Pam Robbins and Harvey Alvy

And Another Thing . . .And Another Thing . . .

". . . successful schools employ instructional leaders who observe classes and provide feedback to teachers while monitoring student progress data in a collaborative culture that supports continuous improvement."Principals and Student Achievement, 2003, by Kathleen Cotton

". . . successful schools employ instructional leaders who observe classes and provide feedback to teachers while monitoring student progress data in a collaborative culture that supports continuous improvement."Principals and Student Achievement, 2003, by Kathleen Cotton

Deming stresses . . .Deming stresses . . .

" that when employees are having problems, management must learn to take responsibility, for the system is likely failing the employees."

" that when employees are having problems, management must learn to take responsibility, for the system is likely failing the employees."

The Old vs New Administrative Paradigm

The Old vs New Administrative Paradigm

OLD:

Intimidation and control

"Snoopervision"

Telling what teachers are doing wrong

Led to bitterness on the part of teachers

OLD:

Intimidation and control

"Snoopervision"

Telling what teachers are doing wrong

Led to bitterness on the part of teachers

NEW:Learning-focused community approach

Attitude of growth built day by day

Highly communicative-- much dialogueLeads to more risk-taking behavior

NEW:Learning-focused community approach

Attitude of growth built day by day

Highly communicative-- much dialogueLeads to more risk-taking behavior

"It is important that principals communicate with teachers that supervision and evaluation processes are intended to build their capacity to promote student learning." -The Principal's Companion, Third Edition, by Pam Robbins and Harvey Alvy

"It is important that principals communicate with teachers that supervision and evaluation processes are intended to build their capacity to promote student learning." -The Principal's Companion, Third Edition, by Pam Robbins and Harvey Alvy





2


Traditional evaluations are not adequate and may NOT promote effective teaching habits which harms students.

Traditional evaluations are not adequate and may NOT promote effective teaching habits which harms students.

Teacher Evaluations Have a Number of

Problems

Teacher Evaluations Have a Number of

Problems1. Credentials are valued over

performance. (HQT does not equal HET (highly effective teacher).

2. A single-salary schedule reinforces credentials over quality.

3. Teacher evaluation is a low priority.

4. Evaluations typically consist of check-marks in a single or short observation.

1. Credentials are valued over performance. (HQT does not equal HET (highly effective teacher).

2. A single-salary schedule reinforces credentials over quality.

3. Teacher evaluation is a low priority.

4. Evaluations typically consist of check-marks in a single or short observation.

Standardized test scores are a direct way of assessing performance, BUT

Standardized test scores are a direct way of assessing performance, BUT

• Only about half of the teachers teach subjects tested on standardized tests;

• Standardized tests may assess low-level skills;

• Looking at test scores does not account for student inputs (Note: Value-added scores can help this problem.)

Toch, T., and Rothman, R. (2008). Rush to judgment: Teacher evaluation in public education. Washington, DC: Education Sector. (www.educationsector.org)

• Only about half of the teachers teach subjects tested on standardized tests;

• Standardized tests may assess low-level skills;

• Looking at test scores does not account for student inputs (Note: Value-added scores can help this problem.)

Toch, T., and Rothman, R. (2008). Rush to judgment: Teacher evaluation in public education. Washington, DC: Education Sector. (www.educationsector.org)

http://www.educationsector/

http://www.educationsector/





3

Thought #3 . .Thought #3 . .

• Administrators need to learn how to evaluate, coach, mentor, help . . . .

• Without training, there is no depth or consistency within a district or school.

• Administrators need to learn how to evaluate, coach, mentor, help . . . .

• Without training, there is no depth or consistency within a district or school.

TRAIN FOR EVALUATION!TRAIN FOR EVALUATION!

•Train the evaluators!•Train the teachers!•Evaluate the evaluation!

•Train the evaluators!•Train the teachers!•Evaluate the evaluation!



Let’s Experiment!Let’s Experiment!

•List on a piece of paper all of the things you would like to see in the ideal classroom.

•You have 3 minutes to complete this task.

•List on a piece of paper all of the things you would like to see in the ideal classroom.

•You have 3 minutes to complete this task.



Now, Compare!Now, Compare!

• Did the person beside you have the same list?

• Did the person behind you have the same list?

• What was the same?• What was different?

•What does this tell you?

• Did the person beside you have the same list?

• Did the person behind you have the same list?

• What was the same?• What was different?

•What does this tell you?

As a district . . .As a district . . .

•Make your list and get consensus.•Discuss what it looks like--what it sounds like!•What is evidence?

•Make your list and get consensus.•Discuss what it looks like--what it sounds like!•What is evidence?

Show me the evidence!Show me the evidence!

•Watch the clip and look for two areas of concern and two areas of strength. Write them down.•No sharing . . . YET.

•Watch the clip and look for two areas of concern and two areas of strength. Write them down.•No sharing . . . YET.

What did you see or hear?

What did you see or hear?

How would you address it?How would you address it?







4


We know what is wrong, but we know it’s messy business

approaching it.

We know what is wrong, but we know it’s messy business

approaching it.



Resource!Resource!

•Crucial Conversations: Tools for Talking When Stakes Are High

By Kerry Patterson, Joseph Grenny, Ron McMillan, Al Switzler, 2002.

•Crucial Conversations: Tools for Talking When Stakes Are High

By Kerry Patterson, Joseph Grenny, Ron McMillan, Al Switzler, 2002.

What is a crucial conversation?

What is a crucial conversation?

• A discussion between two or more people where

1.stakes are high,2.opinions vary,3.emotions run strong.

• A discussion between two or more people where

1.stakes are high,2.opinions vary,3.emotions run strong.

Examples . . .Examples . . .

• Ending a relationship.• Talking to a coworker who behaves offensively or makes inappropriate comments.

• Giving the boss feedback about behavior.

• Critiquing a colleague’s work.• Asking in-laws to quit interfering.

• Ending a relationship.• Talking to a coworker who behaves offensively or makes inappropriate comments.

• Giving the boss feedback about behavior.

• Critiquing a colleague’s work.• Asking in-laws to quit interfering.

Typically, how do we handle crucial conversations.

Typically, how do we handle crucial conversations.

•We avoid them.

•We face them and handle them poorly.

•We face them and handle them well.

•We avoid them.

•We face them and handle them poorly.

•We face them and handle them well.

How Do You Deal?How Do You Deal?

Check out your style in stressful situations . . .

See attachments on website.

How many of us AVOID? Stay silent.

Check out your style in stressful situations . . .

See attachments on website.

How many of us AVOID? Stay silent.







5


Set up strong relationships with

the staff, but it is our duty and our responsibility to DEAL with issues.

Set up strong relationships with

the staff, but it is our duty and our responsibility to DEAL with issues.

Resource:Resource:

Dealing with Difficult Teachers, Second Edition

By Todd Whitaker, 2002

Dealing with Difficult Teachers, Second Edition

By Todd Whitaker, 2002

Test to Identify “Difficult Teacher”Test to Identify

“Difficult Teacher”

Would you want your own son or daughter in this teacher’s classroom?

Would you want your own son or daughter in this teacher’s classroom?

• Whitaker, Whitaker, and Lumpa (2000) state that an important point to realize is that teachers who are ineffective over a long period of time have been allowed to be. Often their inappropriate methodology is even reinforced. There is little chance they are going to change unless the principal intervenes. It is also critical that principals see that it is their responsibility to cause positive change to occur. P. 25

• Whitaker, Whitaker, and Lumpa (2000) state that an important point to realize is that teachers who are ineffective over a long period of time have been allowed to be. Often their inappropriate methodology is even reinforced. There is little chance they are going to change unless the principal intervenes. It is also critical that principals see that it is their responsibility to cause positive change to occur. P. 25

The Approach Is Everything

The Approach Is Everything

“A simple guideline for working with difficult students in classroom discipline is to always treat them as if their parents were in the room. . . .

“A simple guideline for working with difficult students in classroom discipline is to always treat them as if their parents were in the room. . . .

The same idea applies to working with difficult teachers. Always treat them as if the entire staff were in the room.”

p. 27

The same idea applies to working with difficult teachers. Always treat them as if the entire staff were in the room.”

p. 27





6

Thought #6 Thought #6

As with students, look for some good in

everyone.

As with students, look for some good in

everyone.

Looking for the Good Part --

Sometimes You Have to Squint

Todd Whittaker

Looking for the Good Part --

Sometimes You Have to Squint

Todd Whittaker

As a principal you should consistently try to motivate your most difficult staff members. You should

give them every opportunity to improve their

behavior.p. 31

As a principal you should consistently try to motivate your most difficult staff members. You should

give them every opportunity to improve their

behavior.p. 31

Ways to MotivateWays to Motivate

Catch someone doing

something right!

Catch someone doing

something right!





7


Just as we expect teachers to let communicate their expectations for learning and behavior to their students, WE MUST COMMUNICATE WHAT WE EXPECT IN TERMS OF TEACHING AND PROFESSIONAL BEHAVIOR.

Just as we expect teachers to let communicate their expectations for learning and behavior to their students, WE MUST COMMUNICATE WHAT WE EXPECT IN TERMS OF TEACHING AND PROFESSIONAL BEHAVIOR.


“Friday Focus -- Developing a Staff Memo that Works”

“Friday Focus -- Developing a Staff Memo that Works”

TheoryTheory

Teachers need to know what is expected--no different than students needing to know what is expected.

Whitaker and Lumpa (1995) believe that the principal should write [a weekly memo] weekly and that it should have several purposes.

Teachers need to know what is expected--no different than students needing to know what is expected.

Whitaker and Lumpa (1995) believe that the principal should write [a weekly memo] weekly and that it should have several purposes.

Purpose #1Purpose #1

•It should give information about

upcoming activities and

provide a calendar of events.

•It should give information about

upcoming activities and

provide a calendar of events.


•The memo should be used as a staff development tool by keeping the beliefs, the expectations, the mission, the vision in front of the staff.

•The memo should be used as a staff development tool by keeping the beliefs, the expectations, the mission, the vision in front of the staff.


•The memo should be used as a motivational tool.

•The memo should be used as a motivational tool.


•The Friday Focus can assist with planning.

•The Friday Focus can assist with planning.


•Give the difficult teacher some responsibility.

•Give the difficult teacher some responsibility.





8


Discomfort is often a good motivator.

Discomfort is often a good motivator.


Remember: Uncomfortable is good.

Todd Whitaker

Remember: Uncomfortable is good.

Todd Whitaker

34 Years of Experience OR

34 Years of Experience OR

• One year of experience 34 times??????

• Don’t allow ineffective teachers to come to work day after day and feel comfortable about their job performance.

• One year of experience 34 times??????

• Don’t allow ineffective teachers to come to work day after day and feel comfortable about their job performance.

How to Raise Discomfort Levels

How to Raise Discomfort Levels

1. Empower the good guys.2. Use effective approaches at

faculty meetings.3. Reduce negativity in the

teachers’ lounge.4. Make teachers accept more

responsibility for their situations.

1. Empower the good guys.2. Use effective approaches at

faculty meetings.3. Reduce negativity in the

teachers’ lounge.4. Make teachers accept more

responsibility for their situations.

Approaching the difficult teacher . . .

Approaching the difficult teacher . . .

The GOOD News and the BAD News

The GOOD News and the BAD News

•The good news if that if we miss an opportunity to address a difficult teacher about his or her inappropriate actions TODAY, there will probably be another one tomorrow.

•The good news if that if we miss an opportunity to address a difficult teacher about his or her inappropriate actions TODAY, there will probably be another one tomorrow.

The BAD NewsThe BAD News

•The bad news if that if we miss an opportunity to address a difficult teacher about his or her inappropriate actions TODAY, there will probably be another one tomorrow.

•The bad news if that if we miss an opportunity to address a difficult teacher about his or her inappropriate actions TODAY, there will probably be another one tomorrow.

SuggestionSuggestion

• Although we want to prevent inappropriate actions from happening again as soon as possible, it is essential that YOU feel comfortable before you choose to approach teachers regarding their behavior.

• Whitaker, p. 93

• Although we want to prevent inappropriate actions from happening again as soon as possible, it is essential that YOU feel comfortable before you choose to approach teachers regarding their behavior.

• Whitaker, p. 93

Like a scout, Like a scout,

• BE PREPARED!• With a strategy prior to interacting with the teacher.

• Wait until your emotions are in tact.

• Make them wait--make them uncomfortable.

• Determine the best place to meet.

• BE PREPARED!• With a strategy prior to interacting with the teacher.

• Wait until your emotions are in tact.

• Make them wait--make them uncomfortable.

• Determine the best place to meet.

One to One, Not One to All

One to One, Not One to All

•Never address the inappropriate actions of one to an entire group.•The non-offenders are offended.

•The offenders may not hear it.

•Never address the inappropriate actions of one to an entire group.•The non-offenders are offended.

•The offenders may not hear it.

At the Beginning of the Year

At the Beginning of the Year

•Set your standards. Communicate to EVERYONE!

•Be specific!•Address expectations.•Hurt feelings may result, as may tears, but your job is to protect the students’ best interests.

•Set your standards. Communicate to EVERYONE!

•Be specific!•Address expectations.•Hurt feelings may result, as may tears, but your job is to protect the students’ best interests.





9


Don’t let it get

personal!

Don’t let it get

personal!

Focus on Eliminating Negative Behaviors

Focus on Eliminating Negative Behaviors

• Focus on the teachers’ behaviors/actions/words.

• If a teacher has done or said something inappropriately, don’t excuse it by saying “But he is a good teacher.”

• Everyone has personal problems, but it is not an excuse for poor teaching or inappropriate teaching behaviors.

• Analyze: Is it due to ignorance or insubordination?

• Focus on the teachers’ behaviors/actions/words.

• If a teacher has done or said something inappropriately, don’t excuse it by saying “But he is a good teacher.”

• Everyone has personal problems, but it is not an excuse for poor teaching or inappropriate teaching behaviors.

• Analyze: Is it due to ignorance or insubordination?

Focus on Our Own Behaviors

Focus on Our Own Behaviors

•The same standard that we are using with our staff members -- centering on behaviors -- must apply to ourselves.

Whitaker, p 110

•The same standard that we are using with our staff members -- centering on behaviors -- must apply to ourselves.

Whitaker, p 110





10


Help the teacher verbalize the

problem himself or herself.

Help the teacher verbalize the


Questioning StrategiesQuestioning Strategies

• “Tell me a little bit about . . . .”

• “I noticed that . . . . Why did you decide to …?

• I noticed --- in your plans? How does that fit within the standard … that you are teaching?

• Reflective --- yet directive.

• “Tell me a little bit about . . . .”

• “I noticed that . . . . Why did you decide to …?

• I noticed --- in your plans? How does that fit within the standard … that you are teaching?

• Reflective --- yet directive.

General Tips and Guidelines

General Tips and Guidelines

• If they know you are aware of it, they know you accept it.

• Never argue or raise your voice with a difficult teacher.

• Hope they run out and tell their peers.

• Invoking directives should be used selectively.

Whitaker, pp.179-182

• If they know you are aware of it, they know you accept it.

• Never argue or raise your voice with a difficult teacher.

• Hope they run out and tell their peers.

• Invoking directives should be used selectively.

Whitaker, pp.179-182

SummarySummary



SUMMARY OF

Barthel’s Thoughts

1. Administrators MUST evaluate and BE instructional leaders.

2. Traditional evaluations are not adequate and may NOT promote effective teaching habits which harms students.

3. Administrators need to learn how to evaluate, mentor, help . . . .

4. We know what is wrong, but we know it is messy business approaching it.

5. Set up strong relationships with our staff, but it is our duty and responsibility to deal with issues.

6. As with our students, look for some good in everyone.

1. Administrators MUST evaluate and BE instructional leaders.

2. Traditional evaluations are not adequate and may NOT promote effective teaching habits which harms students.

3. Administrators need to learn how to evaluate, mentor, help . . . .

4. We know what is wrong, but we know it is messy business approaching it.

5. Set up strong relationships with our staff, but it is our duty and responsibility to deal with issues.

6. As with our students, look for some good in everyone.

7. Just as we expect teachers to let communicate their expectations for learning and behavior to their students, WE MUST COMMUNICATE WHAT WE EXPECT IN TERMS OF TEACHING AND PROFESSIONAL BEHAVIOR.

8. Don’t let it get personal.9. Discomfort is a good motivator.10.Help the teacher verbalize the


7. Just as we expect teachers to let communicate their expectations for learning and behavior to their students, WE MUST COMMUNICATE WHAT WE EXPECT IN TERMS OF TEACHING AND PROFESSIONAL BEHAVIOR.

8. Don’t let it get personal.9. Discomfort is a good motivator.10.Help the teacher verbalize the


HOMEWORKHOMEWORK• Discuss the evaluation process and forms as a district to help promote effective teaching.

• Discuss the evaluation process and forms as a district to help promote effective teaching.



HomeworkHomework

• As a district, practice evaluations, just as we ask teachers to practice as a team of teachers--as a professional learning community.

• As an administrator, think about whether you avoid or confront--in a good way--those habits which are not exemplary of good teaching.

• As a district, practice evaluations, just as we ask teachers to practice as a team of teachers--as a professional learning community.

• As an administrator, think about whether you avoid or confront--in a good way--those habits which are not exemplary of good teaching.

HomeworkHomework

• As an administrator, think about what you EXPECT and reflect on when you have communicated it --- and how often.

• As an administrator, think about some questions you need to ask of some of your teachers to help them reflect on what they are doing and need to do.

• As an administrator, think about what you EXPECT and reflect on when you have communicated it --- and how often.

• As an administrator, think about some questions you need to ask of some of your teachers to help them reflect on what they are doing and need to do.



HomeworkHomework• And, celebrate the effective teachers that you do have. Praise them; use them as leaders; help them to grow.

• And, celebrate the effective teachers that you do have. Praise them; use them as leaders; help them to grow.

Take a BreakTake a Break

Be back by ______________

Be back by ______________






Agenda

2. Teacher Leaders Pilot: Kent State University 3. CARE Team Updates: Krista Allison




Agenda

3. CARE Team Updates: Krista Allison

Thank you . . .Thank you . . .• Powerpoint will be on the ESC website for your use.

• A survey will be coming to you electronically. Please take time to complete it.

• Building Administrators: You are dismissed! Have a great day!

• Curriculum Directors and Gifted Coordinators are to meet in Rooms A,B,C.

• Special Education Directors are to meet in Rooms E,F.

• Powerpoint will be on the ESC website for your use.

• A survey will be coming to you electronically. Please take time to complete it.

• Building Administrators: You are dismissed! Have a great day!

• Curriculum Directors and Gifted Coordinators are to meet in Rooms A,B,C.

• Special Education Directors are to meet in Rooms E,F.

All-Administrators Meeting

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Transcript of All-Administrators Meeting