DPAS II for Administrators: Training for Evaluators of District Leaders Summer 2015.

DPAS II for Administrators: Training for Evaluators of District LeadersSummer 2015

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As a result of active participation, superintendents and other supervisors of district administrators will:

1. Be prepared to implement the DPAS II for administrators appraisal cycle for district administrators in SY15-16

2. Increase their understanding of Delaware’s definition of effective district administrator leadership and how that is reflected in the appraisal rubric

3. Increase their skills in key areas of evaluation, including:• assessing the quality of student performance targets for district administrators

• helping administrators establish leadership practice priorities

• providing accurate and actionable feedback to individual leaders

4. Have key action steps for implementing the evaluation system for district administrators

Session Outcomes


Today’s Agenda

1. Welcome and overview of the day

2. Review of Purpose of District Administrator Evaluation

3. Overview of the Guide for Evaluating District Administrators

4. Goal Setting

5. Assessing Leadership Practice

6. Implementation: Superintendents Sharing Practices

7. Close the day

Review of Purpose of District Administrator Evaluation

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Think about your own experience as a district administrator (other than in the superintendent role). Think about how you were evaluated. Write down your reflections on these questions:

• What was the process?

• How did your supervisor know how you were doing in your job?

• What aspects of being an administrator were the focus of your evaluation?

• In what ways was your evaluation helpful? In what ways was it unhelpful?

Turn to a neighbor and share your reflections.

Warm-up


Help leaders grow and succeed

Service to schools

Align actions to vision

How Districts Organize for Success


Key Ideas in DPAS II for Administrators

Provides space for

professional judgment

Supports professional

growth

Communicates key messages about district leadership

Facilitates quality talent management


• What is your for vision for your school district?

• What are the key contributions of district leaders to the accomplishing the vision and pursuing the strategy?

• How can you leverage the evaluation system to keep a focus on the vision and strategy?

• How do you provide support to administrators to facilitate this?

Share reflections with a partner.

Reflections


DPAS-II Evaluation is required for…

DPAS-II Evaluation is not required for…

Licensed and certified administrators who oversee instruction

Administrators who supervise non-instructional aspects of school and district operations such as but not limited to, transportation, maintenance, finance, nutrition, discipline and personnel.

Who is in the grey area?

Who Counts as a “District Administrator?”

Take 3 minutes to sketch out who you think is in and who is out. Discuss at tables and be prepared to share questions and decisions.


Take 3 minutes on your own to list what it takes – skills, knowledge, habits, mindsets – to be an effective district administrator in your school district

Share and compare with your table group. Where are there similarities? Differences?

Effective Leadership Brainstorm


Toward a Shared Vision of Administrator Effectiveness

Practice based on each district’s definition of

effectiveness

Practice supportedby a common

definition

Practice supported by a common definition and

shared practice

Overview of Guide for Evaluating District Administrators


The Guide

Review each section. What are the “MUST KNOWS” in each section.


Timing and Steps

Recommendation: Start and end with district administrator evaluations.


Five Components of District Administrator Evaluation

1. VISION AND GOALS 2. TEACHING AND LEARNING

3. PEOPLE, SYSTEMS, AND OPERATIONS

4. PROFESSIONAL RESPONSIBILITIES

5. STUDENT IMPROVEMENT


Leadership Practice Components and Criteria


• Communicates the district's vision for high student achievement and college and career readiness

• Develops, monitors, and adjusts strategies to meet goals of the district strategic plan

• Builds a culture focused on service to schools and student outcomes

• Advocates for cultural competence and a commitment to equity

• Supports the development of rigorous curricula and assessments aligned to state standards

• Supports quality instructional practices• Provides integrated data systems to allow

schools and departments to accurately analyze student data and drive instructional practice

• Utilizes professional learning to develop the capacity of all educators and school instructional leaders



• Increases school leader and/or district staff effectiveness through evaluation and support

• Enables schools and district to attract, hire, and retain top-quality candidates at all levels, including teachers, school leaders, and central office staff

• Obtains, allocates and aligns resources in alignment with district plan

• Establishes, monitors, and analyzes policies & systems from the district to the school level

• Builds professional relationships and constructively manages change

• Engages in self-reflection and on-going professional development

• Demonstrates a persistent focus on proactive problem solving

• Exhibits professionalism in service to all community stakeholder groups


Highly EffectiveExpert level of performance across components + build the capacity of others to lead

EffectiveEffective leadership practices across components

Needs ImprovementKnowledge and awareness of effective leadership practices, but not consistent execution

IneffectiveUnacceptable levels of performance on one or more components

Assessing Leadership Practice (Components 1-4)


Assessing Student Improvement (Component V)

Part Description Possible Measures Possible Points

Method for Calculating Points

A Improvement in Student Scores on State Administered Assessments in ELA and Mathematics

None for SY 15-16 0 for SY 15-16

N/A

B, Section 1 Improvement in rate of students meeting goals on ELA and Mathematics assessments

State approved assessments of ELA and Math

0-50 Locally-Determined

B, Section 2 Improvement in rate of students meeting goals on other local priorities

State-approved measures, other state-recommended measures, current success plan measures pertaining to student performance, or other district priority student achievement measures

0-50

Locally-Determined


• Two goals (ELA/Math + Other)• Measure, baseline data, and target

Student Improvement (Required)

• Leadership actions connected to criteria• Indicators of success

Leadership Priority Areas (Recommended)

Key Steps: Goal-Setting


Key Steps: Evidence Collection

Direct Observation

The evaluator is physically

present where the

administrator is present

and leading

Indirect Observation

The evaluator is observing

systems that but operate without the

leader present

Artifacts

Materials that

document administrator

practice

Department Data

Concrete results of a

leader’s work


Principal Supervision

Curriculum, instructional

materials, and assessment

Student support and/or

targeted student

populations



Critical Questions:

• What actions has the administrator taken to accomplish goals?

• What positive accomplishments would the administrator share?

• What evidence exists of progress toward goals?

• What resources/supports does the principal need to help accomplish their goals?

Key Steps: Mid-Year Conference


Key Steps: Summative Evaluation

Leadership Practice (Components 1-4)

Student Improvement (Component 5)

Highly Effective Effective (E) or Highly Effective (HE) on all

four Exceeds

Effective E or HE on at least three +

No Ineffective (I) Satisfactory (or higher)

Needs Improvement E or HE on one or two + Fewer than three I Satisfactory (or higher)

Needs Improvement E or HE on three or more Unsatisfactory

Needs Improvement E or HE on three + one I Satisfactory (or higher)

Ineffective E or HE on zero, one or two Unsatisfactory

Ineffective E or HE on zero Satisfactory (or higher)

Ineffective Three or more I Any rating


Take a few minutes to read back through the guide. Then we will take questions to ensure your understanding.

QUESTIONS?

Processing

Goal-Setting: Assessing the Quality of Student Improvement

Goals


Alignment of Improvement Goals

State of Delaware accountability system and goals

District performance targets and multi-year goals

School performance targets and multi-year goals

Administrator

Student improvement goals

Teacher Student performance measures


Guiding Principles for Goal-Setting

Select the right measures

Set the right targets

Determine how progress to goals will be assessed mid-year and EOY

Identify leadership priority areas connected to goals (Recommended)

DOE Policy statement


Some of your colleagues are here to share their perspectives on setting goals.

• Walk through your process for setting district goals and describe how evaluation connects to that work?

• What prep work do you and your administrators do in advance?

• How do you make the links between student improvement goals and leadership performance areas?

• Walk through your own process for assessing the quality of student improvement goals.

Additional questions?

Sharing Best Practices: Goal Setting


The Student Improvement Goal “Quality” Test

Data Analysis

Alignment

Measures

Strategies

• How does the goal address a critical area of growth for the students influenced by the work of the district administrator?

• Does one goal align to a state-approved measure B assessment, and is the other goal clearly focused on improving a key student outcome?

• Is the target informed and driven by past performance? Describe.

• Explain how the goal demonstrates alignment to district priorities.• Does the goal provide an opportunity for the targeted schools or student

groups to move in a coordinated effort toward increases in student achievement? Provide a rationale.

• Explain how the assessments help you track progress on the goals and what important benchmarks exist throughout the year.

• Explain how the measures allow you to track growth in addition to attainment, particularly if the goal calls for it.

• Describe how the administrator identified strategies (Components I-IV) will support the target that has been set.

• Have the targeted schools set goals that are aligned to the district administrator’s goals, or does the district administrator goal roll up from school-level goals?.


District Student Improvement Goal: An example

By June 2016, 85% of 2nd and 3rd grade students district-wide will reach or exceed their RIT projected growth score in English Language Arts as measured by the NWEA/MAP assessment.

Reading level set up to monitor and measure student growth. This goal also addresses grades not tested in state assessment data.

Setting ambitious goals for students early on is instrumental in moving toward district goal of every child reading at grade level in 3rd grade

Assessment measure has three administrations which allows for monitoring benchmark growth toward goal. Grade level goals are clearly outlined.

Time bound to June, but set up to track progress on NWEA/MAP benchmark administrations throughout year.


Work Session: Write Student Improvement Goals

Set goals and targets for an administrator you supervise.

Step 1: Consider your District’s goals for district-wide improvement.

Step 2: Write one or two student improvement goals for the administrator within the context of a District goal.

Step 3: Reflect on how well the goals you set meet the requirements of the quality test.


Give Feedback | Get Feedback Take your Goal Setting Forms and…

1. Find a partner from a different table who you do not know or have not worked with today

2. Each partner will get 5 minutes to explain their completed forms (rationale, connection to District goals, etc).

3. After the measures/targets are shared the partner will ask clarifying questions, apply the “quality test”, and identify strengths

4. Return to your seat to refine your measure after the “quality test”


What strikes you as critical when carrying out this process in your own district? What needs to be in place to get a robust goal-setting process ready to go for 2015-2016?

What questions, concerns, ideas do you have about goal setting?

Checking for Understanding


LUNCH

Assessing Leadership Practice


Standards and Rubric Connection

DPAS II Component Delaware Administrator Standards(Six ISLLC)

1. Vision and Goals A vision of Learning

2. Teaching and Learning School Culture and Instructional Program

3. People, Systems and Operations The Management of Learning

4. Professional Responsibilities Family and Community Collaboration EthicsSocietal Context


Rubric Design

• Directly linked to ISLLC standards. • Each component has four criteria and are the basis upon which the

performance of an administrator is evaluated. • Each criterion has four performance levels described in the rubric.


Content and Language of the Rubric

• Provides lens for evaluating administrators

• Articulates new performance descriptors for highly effective and effective leadership

• Provides common language to describe leadership practice

• Puts focus on evidence to describe level of performance

• Orients feedback toward professional growth with descriptors


Understanding the Effective Column of the Rubric


Read carefully down the effective column and take notes on two things.

1. What are the big ideas in Component 1?

2. What are the big cross-cutting themes?

Glance at the Highly Effective column. What changes to get an administrator to this rating?

Chart the “Big Ideas” at your table.

Find the Big Ideas in Component 1


What would be some key pieces of evidence that you may observe, gather, or discuss for Component 1?

Reference page 38

On the “Big idea” chart, write these examples.

Share with another group.

Examples of Evidence



1. What are the big ideas in Components 2 & 3?



Chart the “Big Ideas”

Find the Big Ideas in Component 2 & 3


What would be some key pieces of evidence that you may observe, gather, or discuss for Components 2 and 3?

Reference page 38






1. What are the big ideas in Component 4?



Chart the “Big Ideas”.

Find the Big Ideas in Component 4


What would be some key pieces of evidence that you may observe, gather, or discuss for Component 4?





What strikes you as important about the rubric and the ideas embedded in it?

What strikes you as challenging?

What other questions, concerns, ideas do you have about the rubric?

Checking for Understanding


DPAS-II Evaluation is required for…

DPAS-II Evaluation is not required for…

Licensed and certified administrators who oversee instruction

who supervise non-instructional aspects of school and district operations such as but not limited to, transportation, maintenance, finance, nutrition, discipline and personnel.

Who is in the grey area?

REVISITING Who Counts as a “District Administrator?”

Get out your list of who is in and who is out. Determine based on your rubric study if you would move anyone in or out. Note the criteria you would use in Component 2 and Component 3 for

each.

Implementation:Strategies of Superintendents


Some of your colleagues are here to share their perspectives on implementing district administrator evaluation.

• Walk through your process for collecting evidence throughout the year.

• With frequent interaction that comes with the close work of district administrators, how do you capture evidence?

• How and when do you hold conversations to check on progress? At mid-year or more frequently?

• What are the most complex cases you have when it comes to evaluating your district

Additional questions?

Sharing Best Practices


Take 15 minutes to sketch out key action steps for yourself?• What do I need to communicate now to administrators I supervise?

• What actions do I need to take before the school year starts?

• What questions do I still have?

Find a new partner and share your action steps.• Facilitators will float to give feedback and address questions.

Getting Ready for Implementation

Close the Day


Wrap up

Complete evaluation form, please

eThank you so much for your contributions today!

Shannon Holston [email protected]

Dr. Tammy Croce [email protected]

Dr. John Kreitzer [email protected]

mailto:[email protected]



DPAS II for Administrators: Training for Evaluators of District Leaders Summer 2015.

Documents

Transcript of DPAS II for Administrators: Training for Evaluators of District Leaders Summer 2015.