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Slide1
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.
Slide2Welcome and Overview B.A. Evaluation: Professional Practice Break Supporting/Developing B.A.’s Lunch Student Learning Objectives Implementation Planning Closing
Agenda
Slide3Please introduce yourself by sharing your name, district, school, and role. Welcome & Introductions
Slide4Equity of voiceActive listening Safety to share different perspectivesConfidentialityRespectful/appropriate use of technology
Usage of the Parking Lot
Norms
Slide5The 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
Slide6Rhode Island Evaluation Collaboration EVALUATION & SUPPORT SYSTEMSSchool 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
Slide7One of the key goals of our evaluation work is to help you improve educator practice and student achievement in your districtCollaboration is a key part of bringing an effective system to lifeRIDE has created a model, but it won’t be whole without your efforts to tailor it for your local contextFlex 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?
Slide8Local Ownership EVALUATION & SUPPORT SYSTEMSSchool Year 2013-2014School Year
2014-2015 and beyond…
Teacher
INCREASE
DISTRICT
OWNERSHIP
District
Self- Monitoring
State Monitoring
Building Administrator
What
does
increased district
o
wnership
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
Slide9School 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
Slide10Updated 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
e
ducators 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”
Slide11RI Model Updates included in Addenda for 2013-2014ADDITIONAL 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 Checklist
Appendix 2: Approving SOO Checklist
P.31 & P. 32
TEACHER
PROFESSIONAL PRACTICE RUBRICLanguage Updated to reflect Common Core State Standards
Slide12Data dive: Review the Differentiated Process chart in your participant packet.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
Slide13Expectations for Teacher Evaluator Training Spring ‘13Summer ‘13
Fall ‘13
Winter /Spring
‘
14
Spring
‘14
Teacher Model
Module 2
Evaluator
Workshop
FFTPS Calibration Window 1*
Modules (2)
FFTPS
Calibration 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?
Slide14Welcome and Overview B.A. Evaluation: Professional Practice Break Supporting/Developing B.A.’s Lunch Student Learning Objectives Implementation Planning Closing
Agenda
Slide15Rhode Island Educator Data PointSurvey data suggests that teacher evaluations are receiving greater attention.Teacher EvaluationsBuilding 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
Slide16Supervision 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
Slide17Record 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
Slide18Find someone new across the room.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?After each partner has shared, find someone new and repeat by sharing new item (from list above
).
Repeat until you’ve shared three times.
Implementation Swap Meet
Slide19Reporting OutWhat were some of the challenges you faced in implementing the building administrator model? How did you address them?
Slide20Building Administrator Professional Practice
The Four Domains of Professional Practice
Slide21“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 FinkThe 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
Slide22Think 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
Slide23Observing a Building Administrator in ActionFor this exercise, we will focus on deepening your skills inidentifying and utilizing evidence from the Building AdministratorProfessional Practice Rubric by:
Slide24This 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
Slide25Video ExerciseSTEP 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.
Slide26Which 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
Slide27Discussion
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?
Slide28Welcome and Overview B.A. Evaluation: Professional Practice Break Supporting/Developing B.A.’s Lunch Student Learning Objectives Implementation Planning Closing
Agenda
Slide29Welcome and Overview B.A. Evaluation: Professional Practice Break Supporting/Developing B.A.’s Lunch Student Learning Objectives Implementation Planning Closing
Agenda
Slide30Feedback OverviewFeedback 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.
Slide31Characteristics of Feedback
Clear
and direct
Supportive and constructive
Grounded in the language of the rubric when possible
Actionable
Prioritized
Slide32Moving Performance to the Next Level
Actionable feedback should be
specific
D
oes
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 targetedCan a building administrator accomplish in a short period of time?
Slide33Crafting 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?
Slide34Site Visit EPSS Form
Slide35EPSS Form ChangesAreas to enter evidence now organized by domain (not component).
Slide36EPSS Form Priority FeedbackPriority Feedback boxes exist for each rubric (Professional Practice and Professional Foundations).
Slide37Data Dive: Think about the Professional Practice Ratings Building Administrators received at the end of the year.With your table, discuss the following questions:Were there trends that you noticed in performance?
How individualized were each building administrator’s needs
?
Supporting Professional Practice
Slide38The 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
Slide39Most 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 teachersRhode 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
.
Slide40Take 10 minutes to read your assigned article.Take notes on key ideas of your article.Literature Review
The Big Rocks
by Kim Marshall
How Principals Manage Their Time
by
Peggie
J. Robertson
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
Slide41Meet 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
Slide42Presentations Experts on each article will take turns presenting the key ideas. QuestionsAfter each presentation, group members may ask clarifying questions. Repeat steps above for all three articles.Literature Review Presentations4 min.
2 min.
Slide43Ideas for Building Administrator SupportsHow might you use this activity or articles with the principals that you evaluate?
Slide44Just 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
Slide45Welcome and Overview B.A. Evaluation: Professional Practice Break Supporting/Developing B.A.’s Lunch Student Learning Objectives Implementation Planning Closing
Agenda
Slide46Welcome and Overview B.A. Evaluation: Professional Practice Break Supporting/Developing B.A.’s Lunch Student Learning Objectives Implementation Planning Closing
Agenda
Slide47Understand how SLOs are an integral part of curriculum, instruction, and assessmentArticulate key steps to take in order to implement SLOs successfullyUnderstand layout and functionality of all online toolsUnderstanding SLOs and Available Resources
ONLINE TOOLS
1. Understanding SLOs
(online module)
Slide48Layout and Functionality of Online Tools
Slide49Layout and Functionality of Online ToolsMenu shows an outline of the moduleEach slide is labeled Allows for you to select sections that you would like to review
Slide50What 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
Slide51Layout and Functionality of Online Tools
Slide52Layout and Functionality of Online Tools
Slide53SLOs are focused on the student learning in specific content areas and grade levelsSLOs are integrated with the most important work of districts--curriculum, instruction, and assessment--and are not an add-onGoal-setting is an important part of effective teachers' practice
Understanding SLOs Takeaways
Slide54Your charge as evaluators of Building Administrators:Ensure that Building Administrator SLOs are high quality and reflect the right priorities of school improvementEnsure that Teacher SLOs are high quality – since this is an important part of BA evaluation (ex. PP3b)Building Administrator Evaluation and SLOs
Slide55Data 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
Slide56Both 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 districtTeacher SLO Quality
Slide57Let’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
Slide58SLO Resources for Your LEA
ONLINE TOOLS
Understanding SLOs
Writing Objective Statements
Using Baseline Data/Info
Deepening Assessment Literacy
Assessment Toolkit
Slide59Welcome and Overview B.A. Evaluation: Professional Practice Break Supporting/Developing B.A.’s Lunch Student Learning Objectives Implementation Planning
Closing
Agenda
Slide60Rhode Island Educator Data Point
TEACHER RESPONSES ON COMMUNICATION
Slide61Communication, 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?
Slide62Implementation Self-Analysis Tool 10 min. 10 min.
10 min
.
Slide63Planning 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?
W
hat advice do you have for your colleagues?
Do you have any solutions or suggestions for adjusting their approach?
5 min
15 min
10 min
Slide64Welcome and Overview B.A. Evaluation: Professional Practice Break Supporting/Developing B.A.’s Lunch Student Learning Objectives Implementation Planning Closing
Agenda
Slide65Workshop Takeaways
Lightning Round:
What is your #1 priority leaving this training?
Slide66Please complete our feedback survey at : https://www.surveymonkey.com/s/BA13_14Closure and Questions
Additional Resources
RIDE website:
http://www.ride.ri.gov/
Evaluation email:
EdEval@ride.ri.gov
*RIDE staff members will respond to your context-specific questions.