SIP Monitoring and Evaluation
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Transcript of SIP Monitoring and Evaluation
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SIP MONITORING
AND EVALUATION
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EFFECTIVE PRINCIPALS
1’ for Everybody Writes*: What makes Principals effective?
1’ for Numbered Heads Together**: Participants number off in teams.
Participants put heads together.
Participants share what they wrote with their team:
Team members revise their writing as needed as they listen to their team members.
Facilitator selects a number; participants with that number respond. *TE 2.f; **TE 2. c & e
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WHAT CORRELATES MOST CLOSELY WITH A PRINCIPAL'S LEVEL OF EFFECTIVENESS?
Ability to recruit/retain effective teachers- 42.4%
Time spent on classroom observations/PD for teachers - 36.16%
Principal’s Level of training & PD- 7.89%
Other - 6.73%
Time spent on organization/management activities- 3.8%
Principal’s Years of experience-2.63%
Principal’s Level of education- .39%
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EFFECTIVE PRINCIPALS
30 seconds to Tell Your Partner*: Where do effective principals spend the majority of their time?
*TE 2.c & e
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EFFECTIVE PRINCIPALS
79% of effective principals’ time is spent: Recruiting & retaining effective
teachers In classrooms observing teachers Providing PD for teachers
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RETAINING EFFECTIVE TEACHERS
1’ for Everybody Writes*: What is the role of principals & APs in retaining effective teachers?
1’ for Numbered Heads Together**:
Participants number off in teams.
Participants put heads together.
Participants share what they wrote with their team: Team members revise their writing as needed as
they listen to their team members.
Facilitator selects a number; participants with that number respond. *TE2.f **TE 2.c & e
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WHAT DO TEACHERS WANT??? (PUBLIC AGENDA, 2010)
Administrators who back & support teachers 74% Gen Y Teachers (born between 1975-1995)
77% Older Teachers (born before 1975)
A principal who frequently observes in classrooms and gives teachers detailed feedback on how they’re doing. 70% Gen Y Teachers
61% Older Teachers
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WHAT DO TEACHERS WANT??? (PUBLIC AGENDA, 2010)
Administrators who enable a lot of collaboration among teachers & guidance from other instructional experts in developing lesson plans 68% Gen Y Teachers
67% Older Teachers
Administrators who prepare teachers to adapt or vary their instruction to meet the needs of a diverse classroom 65% Gen Y Teachers
61% Older Teachers
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WHAT DO TEACHERS WANT??? (PUBLIC AGENDA, 2010)
Administrators who remove students with severe discipline problems from classrooms 56% Gen Y Teachers
70% Older Teachers
Administrators who make the latest technology available to aid instruction 52% Gen Y Teachers
55% Older Teachers
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WHAT DO TEACHERS WANT??? (PUBLIC AGENDA, 2010)
Administrators who provide & improve Professional Development opportunities 50% Gen Y Teachers
52% Older Teachers
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HOW MUCH TIME DO YOU SPEND WITH YOUR TEACHERS?
What percent of your time is spent with your teachers? Observing your teachers & giving them
feedback to increase their curricular & instructional expertise
Providing PD for your teachers to increase their curricular & instructional expertise
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W H I C H EP C HAV E YO U O B S ERV ED A PAT T ER N O F G RO W T H & /O R A N EED FO R I M P R OV EM EN T I N YO U R S C H O O L ? P L EA SE EXP L A I N .
2’ for Everybody Writes (2.f)
Knowledge of content & pedagogy (TE 1.a)
Knowledge of students (TE 1. b)
Knowledge of resources & technology (TE 1.d)
Communicating with students (TE 2.a)
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EPC’S CONT.
Strategies to evoke HOT (TE 2.b) Lesson delivery & student
engagement (TE 2.c) Using assessment &/or adjusting
instruction (TE 2.d & 2.e) Integrating content area reading &
writing (TE 2.f)
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EPC’S CONT. 2’ for Numbered Heads Together*:
Participants number off in teams.
Participants put heads together.
Participants share what they wrote with their team: Team members revise their writing as
needed as they listen to their team members.
Facilitator selects a number; participants with that number respond. *TE 2.c
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MONITORING AND EVALUATION
ALL SCHOOLS
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FORMATIVE ASSESSMENTS
Administer Formative assessments to students: August/September November/December February
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FORMATIVE ASSESSMENTS
Use PLCs as a venue to make curricular/instructional decisions based on review and discussion of student data and artifacts
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FORMATIVE ASSESSMENTS
Use Baseline data & common assessment data (unit related and course pre-summative) to determine: Which students are proficient? (AL3+=Tier 1) Which students are basic? (AL2=Tier 2) Which students are below basic? (AL1=Tier 3)
Determine which curricular/instructional changes need to be made. Then teachers plan & adjust accordingly.
This is a continuous cycle
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SIP & TEACHER EVALUATION
Who? The Principal AP
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MONITORING SIP WITH TEACHER EVALUATION
1’ for Everybody Writes*: What, why, & how can Principals & APs monitor their SIP implementation using the TE process?
1’ for Numbered Heads Together**: Participants number off in teams.
Participants put heads together.
Participants share what they wrote with their team:
Team members revise their writing as needed as they listen to their team members.
Facilitator selects a number; participants with that number respond. *TE 2.f; **TE 2. c & e
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SIP & TEACHER EVALUATION
What? Daily Classroom Walk-
throughs Informal Observations Formal Observations
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SIP & TEACHER EVALUATION
Why? Identify patterns of
growth or need for improvement in TE EPCs
Affirm growth &/or provide next steps (TE) for improvement
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SIP & TEACHER EVALUATION
How? Use TE rubrics to observe: Knowledge of content & pedagogy (TE 1.a)
Knowledge of students (TE 1. b)
Knowledge of resources & technology (TE 1.d)
Communicating with students (TE 2.a)
Strategies to evoke HOT (TE 2.b)
Lesson delivery & student engagement (TE 2.c)
Using assessment to adjust instruction (TE 2.d & 2.e)
Integrating content area reading & writing (TE 2.f)
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SIP & TEACHER EVALUATION
How? Coach & monitor teachers’ on their
next steps for TE Provide PD on needed effective
instructional strategies* Coach & monitor teachers’
implementation of the school’s effective instructional strategies *TE: *2 c & e
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DO A FEW THINGS WELL!
The Elegance of the Hedgehog: Hedgehogs do one thing well. They
can roll into a ball to protect themselves in order to survive.
Let’s commit to the essentials for increasing student achievement so, we can survive & ignore the rest.
Be clear on your priorities!