Summer 2013 Workshop For Personnel Evaluating Building Administrators The contents of this training...

Summer 2013 WorkshopFor Personnel Evaluating Building Administrators

The contents of this training were developed under a Race to the Top grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

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► Welcome and Overview

► B.A. Evaluation: Professional Practice

► Break

► Supporting/Developing B.A.’s

► Lunch

► Student Learning Objectives

► Implementation Planning

► Closing

Agenda

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Please introduce yourself by sharing your name, district, school, and role.

Welcome & Introductions

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• Equity of voice

• Active listening

• Safety to share different perspectives

• Confidentiality

• Respectful/appropriate use of technology

• Usage of the Parking Lot

Norms

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The objectives for today are:

Reflect on implementation and evaluation data and plan ahead for improving implementation at the local level.

Deepen skills in aligning feedback with specific next steps for administrator growth and development.

Objectives

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Rhode Island Evaluation Collaboration

EVALUATION & SUPPORT SYSTEMS

School Year 2010-2011



Teacher

MODEL DEVELOPMENT

FIELD TEST

GRADUAL IMPLEMENT

FULL IMPLEMENT

Building Administrator

All models have been improved based on user feedback

Rhode Island is a national model for educator evaluation

Common language around effective instruction is growing

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One of the key goals of our evaluation work is to help you improve educator practice and student achievement in your district

Collaboration is a key part of bringing an effective system to life

RIDE has created a model, but it won’t be whole without your efforts to tailor it for your local context

Flex factors have been built in to highlight areas where it’s critical to make local decisions

Maximizing Flexibility Factors at the District Level

What are some of the ways that you have maximized Flexibility Factors in your district? What other local decisions have been made within your district?

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Local Ownership

EVALUATION & SUPPORT SYSTEMS


School Year 2014-2015 and

beyond…

Teacher

INCREASEDISTRICT

OWNERSHIP

District Self- Monitoring

State MonitoringBuilding Administrator

What does increased district ownership look like?

Implementing the Differentiated

Process

Maximizing Flexibility Factors

Analyzing evaluation system data

Calibrating evaluation criteria locally

(e.g., Practice, Foundations/

Responsibilities, and Student Learning)

Consistent District Evaluation

Committee Meetings

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School Year 2013-2014 Updates

Differentiated Process for Teachers*

Participant Packet p.2

Inclusion of the RIGM

Online module available

Support Professional Gradual Implementation

Online module for personnel

evaluating support professionals

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Updated Measures of Student Learning

Student Outcome Objectives (SOOs) Very similar to SLOs

Designed for educators for who instruction is not their primary responsibility

Some special educators and many support professionals may set SOOs

For additional information: Teacher Model Addendum or MSL Guidebook for 2013-2014

Online module: “Special Educators and SLOs/SOOs”

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RI Model Updates included in Addenda for 2013-2014

ADDITIONAL SCORING GUIDANCE

Further clarification of definitions (that can be adopted if LEA chooses)

P. 25

SCORING LOOKUP TABLE FOR 2 SLOs

Score of Full Attainment Exceeded and Nearly Met Met and Nearly Met

P. 27

APPROVING CHECKLISTS FOR SLOS

Appendix 1: Approving SLO ChecklistAppendix 2: Approving SOO Checklist

P.31 & P. 32

TEACHER PROFESSIONAL PRACTICE RUBRIC

Language Updated to reflect Common Core State Standards

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Data dive:

1. Review the Differentiated Process chart in your participant packet.

2. Consider how this will effect teacher evaluator caseloads in your school/district.

Since BA’s are evaluated on how well they evaluate teachers, what expectations will you set for the number of required observations (RIDE sets minimum)?

How are you re-distributing leadership so that building admins can focus on instructional leadership? Have you adjusted any working conditions for building administrators?

Differentiated Process for Teacher Model

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Expectations for Teacher Evaluator Training

Spring ‘13 Summer ‘13 Fall ‘13

Winter /Spring

‘14Spring ‘14

Teacher Model Module 2 Evaluator

Workshop

FFTPS Calibration Window 1*

Modules (2)

FFTPSCalibration Window 2*

Training has been developed based on feedback collected during this past year via the statewide survey and feedback from online modules.

Winter/Spring Modules will be based on feedback from the field.

*Rhode Island Model users will have access to two calibration windows on FFTPS

How will you choose to use FFTPS locally?

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► Break


► Lunch



► Closing

Agenda

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Rhode Island Educator Data Point

Survey data suggests that teacher evaluations are

receiving greater attention.

Teacher Evaluations Building Administrator Evaluations

89% of teachers who responded had set their SLOs

78% of building administrators who responded had set their SLOs

78% of teachers had at least one observation at the time of the survey

67% of building administrators had at least one site visit at the time of the survey

2013 Mid-Year Survey: 4,450 teacher respondents and 400 building administrator respondents

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Supervision of Building Administrators is one of the most important levers of change in your district.

“Principal and teacher quality account for nearly 60% of a school’s total impact on student achievement, and principals alone for a full 25%.”

(Marzano, et al., 2005)

Building Administrator Evaluation

B.A. Supervisio

n & Evaluation

B.A.’s Capacity

to Improve Instructio

n

Increased Student

Achievement

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Record your thoughts in response to the following questions:

How effective was your implementation of the Building Administrator Model last year?

What were 2 successes?

What was 1 major challenge?

Individual Reflections on Building Administrator Evaluation

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1. Find someone new across the room.

2. Exchange one answer to your reflection questions:

• How effective was your implementation of the BA Model last year?

• What were 2 successes?• What was 1 major challenge?

3. After each partner has shared, find someone new and repeat by sharing new item (from list above).

4. Repeat until you’ve shared three times.

Implementation Swap Meet

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Reporting Out

What were some of the challenges you faced in implementing the building administrator model?

How did you address them?

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Building Administrator Professional Practice

Teaching & Learning

Organizational Systems

Community

Mission, Vision, and

Goals

• The Four Domains of Professional Practice

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“If I expect principals to do the very hard job of leading an instructional community, then I have to have the same expectation for myself. I see myself as the leader of the principals, in just the

same way as they are the leaders of their teachers.” - Elaine Fink

The best way to observe building administrators’ Professional Practice is to observe them in action – in their schools.

Just as your Building Administrators schedule classroom observation time, it’s important to get site visits on your calendar and consider that time sacred.

Visits

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Think about all of the evidence you collected about Building Administrator effectiveness over the past year.

Review examples in the Professional Practice Rubric. Using the graphic organizer in your packet, jot some notes about the specific types of evidence you collected and discuss with your small group.

Types of Evidence

Direct Observation Indirect Observation

Artifacts School Data

GATHER & SORT INTERPRET DEVELOP FEEDBACK DELIVER FEEDBACK

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Observing a Building Administrator in Action

For this exercise, we will focus on deepening your skills in

identifying and utilizing evidence from the Building Administrator

Professional Practice Rubric by:

OBSERVE

AND

RECORD

Filtering what

you see using

the rubric

DEVELOP

CLEAR

FEEDBACK

Using the

language from

the performance

descriptors

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This video shows a high school principal celebrating his staff’s successes and leading them in a discussion of the school vision.

It’s a “turn around” high school working hard to focus on new instructional norms.

The school is located in the Central Valley of California. 46% of the students quality for Free or Reduced-Price Lunch; 13% of the students are designated English Language Learners.

The video includes snippets from a faculty meeting. Off-camera, teachers discuss the mission, collaboration and later work collaboratively to develop activities to foster higher-order thinking.

This video comes from the Doing What Works website which is published by the U.S. Department of Education.

About the Video

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Video Exercise

STEP 1: Watch a six minute video clip and take notes about what you see and hear.

STEP 2: After the video, you will have time to compare your notes to the rubrics and identify what competencies you observed.

STEP 3: At your table, discuss the evidence you collected and what competencies were observed.

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Which components did you observe?

How did you record your notes?

Is there anything you will do differently to record more effective notes?

Video Exercise – Debrief

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Discussion

How does direct observation of Building Administrators practice strengthen

the B.A. evaluation process?

Have your Building Administrators received quality feedback that will help move

their practice forward in the coming year?

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► Break


► Lunch



► Closing

Agenda

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► Break


► Lunch



► Closing

Agenda

30

Feedback Overview

Feedback is a key lever for effective building administrator evaluation.

Clear feedback models the feedback that is expected from building administrators in teacher evaluation.

Making feedback a priority sends a message that the work of the building administrator is important and that your intention is to support success and professional growth.

Feedback must be delivered in a timely manner so that the person for whom it is designed can take action.


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Characteristics of Feedback

Clear and direct

Supportive and constructive

Grounded in the language of the rubric when possible

Actionable

Prioritized

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Moving Performance to the Next Level

• Actionable feedback should be specific

Does it refer to something a building administrator will be able to do right away?

• Actionable feedback should be measurable

Will you be able to easily evaluate whether the building administrator has made the change?

• Actionable feedback should be targeted

Can a building administrator accomplish in a short period of time?

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Crafting Strong Feedback

With your small group, discuss the following questions:

What was a strength that you noted about the building administrator we observed in the video?

What did you see as a development area?

What are the most important areas to address (e.g., priority feedback)?

How will you ensure that your feedback moves this building administrator toward the next level?


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Site Visit EPSS Form

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EPSS Form Changes

Areas to enter evidence now organized by domain (not component).

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EPSS Form Priority Feedback

Priority Feedback boxes exist for each rubric (Professional Practice and Professional Foundations).

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Data Dive:

Think about the Professional Practice Ratings Building Administrators received at the end of the year.

With your table, discuss the following questions:

1. Were there trends that you noticed in performance?

2. How individualized were each building administrator’s needs?

Supporting Professional Practice

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The demands on building administrators have changed – instructional leadership is now front and center.

Supervisors of building administrators need to balance how to support teams and individuals.

Some building administrators need more time than others, but remember to reinforce the positive and validate your high performers.

How do you approach supporting and developing staff if there are foundational skills missing?

Supporting and Balancing Diverse Needs

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Most administrators disagreed or strongly disagreed that they had time to accurately evaluate and give timely feedback:

53% disagreed or strongly disagreed (22% somewhat agreed) that they had enough time to accurately evaluate their teachers


Administrators feel a strong time constraint; what time they do have is not allocated the way they

would like it to be.

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Take 10 minutes to read your assigned article.

Take notes on key ideas of your article.

Literature Review

1. The Big Rocks by Kim Marshall

2. How Principals Manage Their Time by Peggie J. Robertson

3. The Effective Principal by Pamela Mendels

“The key is not to prioritize what’s on your schedule, but to schedule your priorities.”

–Stephen R. Covey

http://www.marshallmemo.com/articles/Time%20Management%20PL%20Mar%2008.pdf

http://www.naesp.org/resources/2/Principal/2006/N-Dp12.pdf

http://www.wallacefoundation.org/knowledge-center/school-leadership/effective-principal-leadership/Documents/The-Effective-Principal.pdf

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Meet with a small group of people who read the same article.

Discuss and reach consensus on key ideas of the article.

Be prepared to summarize the key ideas to people who did not read the same article.

Literature Review Expert Groups

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Presentations

Experts on each article will take turns presenting the key ideas.

Questions

After each presentation, group members may ask clarifying

questions.

Repeat steps above for all three articles.

Literature Review Presentations

4 min.

2 min.

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Ideas for Building Administrator Supports

How might you use this activity or articles with the principals that you evaluate?

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Just as your Building Administrators schedule classroom observation time, it’s important to get site visits on your calendar and consider that time sacred.

Timely, clear feedback is a key lever for effectively moving the practice of building administrators.

Making feedback a priority sends a message that the work of the building administrator is important and that your intention is to support success and professional growth.

Actionable feedback should be specific, measureable and targeted.

Time management and prioritization are key underlying skills necessary to building administrators.

Key Takeaways

http://www.google.com/url?sa=i&rct=j&q=&source=images&cd=&cad=rja&docid=xoaPiw3r_Ym4bM&tbnid=TO01ex3qI05GMM:&ved=0CAUQjRw&url=http://www.hardin.k12.ky.us/chhs/dept/MediaCent/central_hardin_virtual_library.htm&ei=yXKwUZeDBKjl4AP11oDIDQ&bvm=bv.47534661,d.dmg&psig=AFQjCNGOr6U5qctdFCDOMltXSOXpFpMBcw&ust=1370604583710359

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► Break


► Lunch



► Closing

Agenda

46



► Break


► Lunch



► Closing

Agenda

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Understand how SLOs are an integral part of curriculum, instruction, and assessment

Articulate key steps to take in order to implement SLOs successfully

Understand layout and functionality of all online tools

Understanding SLOs and Available Resources

ONLINE TOOLS

1. Understanding SLOs (online module)

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Layout and Functionality of Online Tools

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Menu shows an outline of the module Each slide is labeled Allows for you to select sections that you would like to review

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What did SLO alignment look like in your district this past year?

What are you planning to do differently this coming year?

Alignment Turn and Talk

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SLOs are focused on the student learning in specific

content areas and grade levels

SLOs are integrated with the most important work of

districts--curriculum, instruction, and assessment--

and are not an add-on

Goal-setting is an important part of effective teachers'

practice

Understanding SLOs Takeaways

http://www.google.com/url?sa=i&rct=j&q=&source=images&cd=&cad=rja&docid=xoaPiw3r_Ym4bM&tbnid=TO01ex3qI05GMM:&ved=0CAUQjRw&url=http://www.hardin.k12.ky.us/chhs/dept/MediaCent/central_hardin_virtual_library.htm&ei=yXKwUZeDBKjl4AP11oDIDQ&bvm=bv.47534661,d.dmg&psig=AFQjCNGOr6U5qctdFCDOMltXSOXpFpMBcw&ust=1370604583710359

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• Your charge as evaluators of Building Administrators:

Ensure that Building Administrator SLOs are high quality and reflect the right priorities of school improvement

Ensure that Teacher SLOs are high quality – since this is an important part of BA evaluation (ex. PP3b)

Building Administrator Evaluation and SLOs

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Data Dive:

• Think about the quality of SLOs you approved/revised last year with your building administrators.

What trends did you notice?

How do you plan to approach this year to improve quality?

Building Administrator SLO Quality

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• Both tracks are important – learner and leader:

Evaluator “hat” (learner):• Critical to assess quality of Teacher SLOs for purposes of

Building Administrator evaluation (ex. PP3b)

Leader “hat”: • Ensuring evaluation implementation is high quality across

all levels of the district

Teacher SLO Quality

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Let’s look closely at PP3b together – how can you assess this component? Which other Practice components are related to SLOs?

What did you and your BAs learn about how you want to approach the setting SLO process this year?

Assessing Teacher SLO Quality for BA Evaluation

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SLO Resources for Your LEA

ONLINE TOOLS

1. Understanding SLOs2. Writing Objective Statements3. Using Baseline Data/Info4. Deepening Assessment Literacy 5. Assessment Toolkit

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► Break


► Lunch



► Closing

Agenda

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I am confident that I can ask my principal for information about the evaluation model and get clear, accurate an-

swers.

I know how to get in-formation on the eval-

uation model from sources other than my

principal.

I believe that my school and district leadership effectively communi-

cate about the evalua-tion process.

0%10%20%30%40%50%60%70%80%90%

100%

18%45% 37%

23%

31%29%

11%

10%15%

18%14% 19%

Strongly Agree or Agree Somewhat Agree Somewhat Disagree Disagree or Strongly Disagree

TEACHER RESPONSES ON COMMUNICATION

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Communication, Leadership, and Collaboration

The system will only work if you champion it as an integral part of your leadership

The RI Model is designed to work with your strategic plan and goals, but you must educate your teachers, administrators, other staff, school board, parents, and citizens on the model and implement it with fidelity

We need you to proactively communicate with us and to raise questions when process is not clear

In your experience with rolling out new initiatives, what has been effective (and not) in communicating to ensure that teachers understand and know the work?

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Implementation Self-Analysis Tool

Complete Self-Analysis Discuss Whole Group

Debrief

10 min. 10 min. 10 min.

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Reflect on Your Learning

Plan for Your LEAs

Planning for Your LEA

• What “A-ha’s” did you have during our work today? • What were some of your personal takeaways?

• What key messages did you prioritize for your building administrators? Teachers?

• What resources do you plan to share?• How do you plan to collaborate with other central

office staff?

• What advice do you have for your colleagues? • Do you have any solutions or suggestions for

adjusting their approach?

5 min

15 min

10 min

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► Break


► Lunch



► Closing

Agenda

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Workshop Takeaways

Lightning Round: What is your #1 priority leaving this training?

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Please complete our feedback survey at :

https://www.surveymonkey.com/s/BA13_14

Closure and Questions

Additional Resources• RIDE website: http://www.ride.ri.gov/ • Evaluation email: [email protected]

*RIDE staff members will respond to your context-specific questions.



mailto:[email protected]

Summer 2013 Workshop For Personnel Evaluating Building Administrators The contents of this training...

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