MANAGING TEACHER EVALUATIONS EFFICIENTLY TO MAKE INFORMED

DECISIONS

http://commerce.learningforward.org/annual14/Handouts.cfm

DDD - YOUR PRESENTERS• Dr. John Demby is the principal of a technical high school. He has been the

Delaware Assistant Principal of the Year and has worked with a development coach for over three years.

• Mrs Deb Denson taught at elementary levels and served as the principal of a charter school for grades 6 thru 12.She was part of the Middle State Association of Schools and Colleges Reaccreditation and Response to Instructional Intervention Teams, Strategic Planning and Future Growth committees.

• Dr Sue Dutton has over 32 years of public education experience including 17 years as a school and district level administrator. She was Delaware Assistant Principal of the Year and was selected as the Administrator of the Year for the Delaware Administrators of Special Programs in 2009.

• Sue and Deb are currently development coaches with the Delaware Association for School Leadership coaching school principals in the area of teacher evaluation.

OUTCOMES

• Create an efficient schedule for teacher evaluations to ensure completion by a specific date.

• Develop a procedure for the efficient completion of teacher evaluations.

• Learn how to track teacher evaluations to monitor completion, quality, and gather data to inform professional development decisions.

• Explore prepared data from real teacher evaluations to determine professional development needs for teachers.

• Explore prepared data from real teacher evaluations to determine the degree of calibration between administrators within a school setting.

AGENDA

• Introductions

• Balancing the evaluation load between administrators

• Maximizing the efficiency of the evaluation process

• Scheduling the evaluations

• Tracking evaluations

• Analyzing the data from the evaluations to make informed decisions about the professional development needs of staff

• Analyzing the data from evaluations to determine calibration between administrators.

• Wrap-up

BACKGROUND

• Race to the Top

• Development Coach Project • 2 years• Every district• Statewide• Current status

• Results and Benefits• Coach perspective• Principal perspective

DELAWARE PERFORMANCE APPRAISAL SYSTEM

Types of Conferences

• Roster identification / Measures selection

• Goals conferences

• Pre-conference (announced)

• Post-observation (all)

• Roster verification (spring)

• Summative Evaluation

• Improvement Plan as needed

• Novice teachers – 2 unannounced & 1 announced formative, 1 summative annually

• Novice specialist – 1 unannounced & 1 announced formative, 1 summative annually

• Experienced educators – 1 unannounced formative annually, summative ever 2 years

• All educators – annual growth goal measures related to student performance growth. (fall and spring conferences)

• Short observations (in some cases)

BALANCING THE LOAD

• People are not equal in terms of paperwork requirements for observation

• Same number of observees does not insure same work load

• Novice teachers – 2 unannounced & 1 announced formative, 1 summative annually

• Novice specialist – 1 unannounced & 1 announced formative, 1 summative annually

• Experienced educators – 1 unannounced formative annually, summative ever 2 years

• All educators – annual growth goal measures related to student performance growth. (fall and spring conferences)

• Short observations (in some cases)

MAXIMIZING EFFICIENCY

• Schedule for the year

• Remember all who need an evaluation.

• Consider all of the pieces of the process.

• Look at the big picture.

• Get all parts on the calendar

EFFICIENCY TIPS

• Ask for the information before the pre-conference. Encourage the teacher to type the responses, and send them to you electronically.

• Discuss and clarify during preconference.

• Cut and paste into document

• During preconference or during the observation, take pictures of class rules, essential question, procedures, safety issues, daily agenda, etc.

• Insert the pictures into form, rather than writing about what you saw.

• If there is “down time” in the classroom (students working independently, etc), check your writing to be sure it is clear.

• Take 10 extra minutes in the classroom and clean up your writing.

• Q - Write questions you have right in the form.

• MO – document missed opportunities while you are gathering evidence. (These become recommendations later.)

• During post conference, discuss what the teacher thinks s/he could do to improve. This also becomes a source for recommendations.

• Use the rubrics as the basis for your discussions.

SCHEDULING

• Figure the number of formatives an administrator needs to complete for the year.

• Count the number of weeks from when observations will start to when district requires them to be done. If district doesn’t give due date, aim for end of April.• Be realistic – don’t count the week before Christmas, etc.

• Divide the number of formatives by the number of weeks. This results in how many formative need to be COMPLETED each week to meet the deadline.

• Schedule novices and ineffective teachers early – aim for the first to be done by the end of September.

• Schedule summatives the same way. (If you have a large number of summatives, move your formative deadline earlier)

MONTHLY SCHEDULE FOR COMPLETIONMonth Week Admin 1 Admin 2 Admin 3

September 5      

  12   Ingraham  

  19 Abel Jones

Adams Calloway

DukesJeffries

  26 Jackson Dunning Galloway

Appel

October 3 Brett Buford BrownConrad

  10 Davis Edwards Engel

  17 TingleWarwick

Franks FreidmanGrimes

  24   Houston Harding

These dates reflect the due date for the COMPLETED formative. This means they have been observed, conferenced, written, signed, entered into the state system, and filed.

LAY IT OUT

PRACTICAL TIPS AND TIMELINES• Schedule the pre-conference at least 2 weeks before the formative due date.

• If the final due date is September 26, schedule the pre-conference on or before September 12.

• Write as you go. • Have staff send pre-observation form, lesson plans, professional responsibilities

form, etc. by email.• Cut and paste this information into form prior to pre-conference.• Type onto form during observation• Clean up notes from observation within one day of observation (and before post)• Go into post-observation with questions to ask based upon notes from observation

(TIP: use embedded comments in Word to put questions right onto form.) • Type on form during post-observation. It’s OK to share screen with teacher.• Complete form within one day of post.• Don’t observe another teacher until you have written the previous one.

MONITOR WHAT’S DONE

Track• Completion of Formatives• Expectations• Completion of Expectations• Improvement Plans• Ratings• Evaluations of non-credentialed staff• Summatives• Additional required forms

Your secretary would be a great person to do this for you. S/he can also schedule the pre-observations and observations, and send out notices to staff for you.

THE DATA

USING THE DATA

• Track as you go.

• Use your secretary to do the data entry.

• If ratings are not used, develop rating based upon evidence.

• Share results with leadership teams and staff.

• Focus professional development on identified needs.

• Check on calibration. Use the data to identify where the administrators need professional development.

WRAP-UP

• Questions• Comments• Thank you