Summer 2013 Workshop For Personnel Evaluating Building Administrators The contents of this training...
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Transcript of 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.
2
► Welcome and Overview
► B.A. Evaluation: Professional Practice
► Break
► Supporting/Developing B.A.’s
► Lunch
► Student Learning Objectives
► Implementation Planning
► Closing
Agenda
3
Please introduce yourself by sharing your name, district, school, and role.
Welcome & Introductions
4
• Equity of voice
• Active listening
• Safety to share different perspectives
• Confidentiality
• Respectful/appropriate use of technology
• Usage of the Parking Lot
Norms
5
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
6
Rhode Island Evaluation Collaboration
EVALUATION & SUPPORT SYSTEMS
School Year 2010-2011
School Year 2011-2012
School Year 2012-2013
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
7
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?
8
Local Ownership
EVALUATION & SUPPORT SYSTEMS
School Year 2013-2014
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
9
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
10
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”
11
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
12
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
13
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?
14
► Welcome and Overview
► B.A. Evaluation: Professional Practice
► Break
► Supporting/Developing B.A.’s
► Lunch
► Student Learning Objectives
► Implementation Planning
► Closing
Agenda
15
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
16
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
17
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
18
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
19
Reporting Out
What were some of the challenges you faced in implementing the building administrator model?
How did you address them?
20
Building Administrator Professional Practice
Teaching & Learning
Organizational Systems
Community
Mission, Vision, and
Goals
• The Four Domains of Professional Practice
21
“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
22
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
23
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
24
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
25
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.
26
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
27
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?
28
► Welcome and Overview
► B.A. Evaluation: Professional Practice
► Break
► Supporting/Developing B.A.’s
► Lunch
► Student Learning Objectives
► Implementation Planning
► Closing
Agenda
29
► Welcome and Overview
► B.A. Evaluation: Professional Practice
► Break
► Supporting/Developing B.A.’s
► Lunch
► Student Learning Objectives
► Implementation Planning
► 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.
GATHER & SORT INTERPRET DEVELOP FEEDBACK DELIVER FEEDBACK
31
Characteristics of Feedback
Clear and direct
Supportive and constructive
Grounded in the language of the rubric when possible
Actionable
Prioritized
32
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?
33
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?
GATHER & SORT INTERPRET DEVELOP FEEDBACK DELIVER FEEDBACK
34
Site Visit EPSS Form
35
EPSS Form Changes
Areas to enter evidence now organized by domain (not component).
36
EPSS Form Priority Feedback
Priority Feedback boxes exist for each rubric (Professional Practice and Professional Foundations).
37
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
38
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
39
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
Rhode Island Educator Data Point
Administrators feel a strong time constraint; what time they do have is not allocated the way they
would like it to be.
40
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
41
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
42
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.
43
Ideas for Building Administrator Supports
How might you use this activity or articles with the principals that you evaluate?
44
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
45
► Welcome and Overview
► B.A. Evaluation: Professional Practice
► Break
► Supporting/Developing B.A.’s
► Lunch
► Student Learning Objectives
► Implementation Planning
► Closing
Agenda
46
► Welcome and Overview
► B.A. Evaluation: Professional Practice
► Break
► Supporting/Developing B.A.’s
► Lunch
► Student Learning Objectives
► Implementation Planning
► Closing
Agenda
47
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)
48
Layout and Functionality of Online Tools
49
Layout and Functionality of Online Tools
Menu shows an outline of the module Each slide is labeled Allows for you to select sections that you would like to review
50
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
51
Layout and Functionality of Online Tools
52
Layout and Functionality of Online Tools
53
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
54
• 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
55
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
56
• 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
57
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
58
SLO Resources for Your LEA
ONLINE TOOLS
1. Understanding SLOs2. Writing Objective Statements3. Using Baseline Data/Info4. Deepening Assessment Literacy 5. Assessment Toolkit
59
► Welcome and Overview
► B.A. Evaluation: Professional Practice
► Break
► Supporting/Developing B.A.’s
► Lunch
► Student Learning Objectives
► Implementation Planning
► Closing
Agenda
60
Rhode Island Educator Data Point
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
61
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?
62
Implementation Self-Analysis Tool
Complete Self-Analysis Discuss Whole Group
Debrief
10 min. 10 min. 10 min.
63
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
64
► Welcome and Overview
► B.A. Evaluation: Professional Practice
► Break
► Supporting/Developing B.A.’s
► Lunch
► Student Learning Objectives
► Implementation Planning
► Closing
Agenda
65
Workshop Takeaways
Lightning Round: What is your #1 priority leaving this training?
66
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.