DPAS II for Administrators: Training for Evaluators of Dist - PowerPoint Presentation

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DPAS II for Administrators: Training for Evaluators of Dist - PPT Presentation

Summer 2015 As a result of active participation superintendents and other supervisors of district administrators will Be prepared to implement the DPAS II for administrators appraisal cycle for district administrators in SY1516 ID: 462178

goals district student administrator district goals administrator student goal evaluation leaders key big improvement administrators evidence effective rights performance

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Slide1

DPAS II for Administrators: Training for Evaluators of District Leaders

Summer 2015Slide2

As a result of active participation,

superintendents and other supervisors of district administrators will:

Be prepared to implement the DPAS II for administrators appraisal cycle for district administrators in SY15-16

Increase their understanding of Delaware’s definition of effective district

administrator leadership and how that is reflected in the appraisal rubricIncrease their skills in key areas of evaluation, including:assessing the quality of student performance targets for district administratorshelping administrators establish leadership practice prioritiesproviding accurate and actionable feedback to individual leadersHave key action steps for implementing the evaluation system for district administrators

Session Outcomes Slide3

Today’s Agenda

Welcome and overview of the day

Review of Purpose of District Administrator Evaluation

Overview of the Guide for Evaluating

District AdministratorsGoal SettingAssessing Leadership PracticeImplementation: Superintendents Sharing PracticesClose the day Slide4

Review of Purpose of District Administrator EvaluationSlide5

Think about your own experience as a district administrator (other than in the superintendent role). Think about how you were evaluated. Write down your reflections on these questions:

What was the process?

How did your supervisor know how you were doing in your job?

What aspects of being an administrator were the focus of your evaluation?

In what ways was your evaluation helpful? In what ways was it unhelpful?

Turn to a neighbor and share your reflections.

Warm-upSlide6

How Districts Organize for SuccessSlide7

Key Ideas in DPAS II for AdministratorsSlide8

What is your for vision for your school district?

What

are the key contributions of district leaders to the accomplishing the vision and pursuing the strategy?

How can you leverage the evaluation system to keep a focus on the vision and strategy

How do you provide support to administrators to facilitate this?

Share reflections with a partner.

ReflectionsSlide9

DPAS-II

Evaluation is required for…

DPAS-II Evaluation is not required for…

Licensed

and certified administrators who oversee instructionAdministrators who supervise non-instructional aspects of school and district operations such as but not limited to, transportation, maintenance, finance, nutrition, discipline and personnel.Who is in the grey area?Who Counts as a “District Administrator?”

Take

minutes to sketch out who you think is in and who is out. Discuss at tables and be prepared to share questions and decisions.Slide10

Take

minutes on your own to list what it takes – skills, knowledge, habits, mindsets – to be an effective

district administrator in

your school district

Share and compare with your table group. Where are there similarities? Differences

Effective Leadership BrainstormSlide11

Toward a Shared Vision of Administrator Effectiveness

Practice based on each district’s definition of effectiveness

Practice

supported

by a common definitionPractice supported by a common definition and shared practiceSlide12

Overview of Guide for Evaluating District AdministratorsSlide13

The Guide

Review each section. What are the “

MUST KNOWS”

in each section.Slide14

Timing and Steps

Recommendation:

tart

and end with district administrator evaluations. Slide15

Five Components of District Administrator Evaluation

1. VISION AND GOALS

2. TEACHING

AND LEARNING

PEOPLE, SYSTEMS, AND OPERATIONS

4. PROFESSIONAL RESPONSIBILITIES

STUDENT IMPROVEMENTSlide16

Leadership Practice Components and Criteria

VISION AND GOALS

2. TEACHING

AND LEARNINGCommunicates the district's vision for high student achievement and college and career readiness

Develops, monitors, and adjusts strategies to meet goals of the district strategic plan

Builds a culture focused on service to schools and student outcomes

Advocates for cultural competence and a commitment to equity

Supports the development of rigorous curricula and assessments aligned to state standards

Supports quality instructional practices

Provides integrated data systems to allow schools and departments to accurately analyze student data and drive instructional practice

Utilizes professional learning to develop the capacity of all educators and school instructional leaders

PEOPLE, SYSTEMS, AND OPERATIONS

4. PROFESSIONAL RESPONSIBILITIES

Increases school leader and/or district staff effectiveness through evaluation and supportEnables schools and district to attract, hire, and retain top-quality candidates at all levels, including teachers, school leaders, and central office staffObtains, allocates and aligns resources in alignment with district planEstablishes, monitors, and analyzes policies & systems from the district to the school level

Builds professional relationships and constructively manages change

Engages in self-reflection and on-going professional development

Demonstrates a persistent focus on proactive problem solvingExhibits professionalism in service to all community stakeholder groupsSlide17

Highly

Effective

Expert level of performance across components + build the capacity of others to lead

EffectiveEffective leadership practices across componentsNeeds ImprovementKnowledge and awareness of effective leadership practices, but not consistent executionIneffectiveUnacceptable levels of performance on one or more componentsAssessing Leadership Practice (Components 1-4)Slide18

Assessing Student Improvement (Component V)

Part

Description

Possible Measures

Possible PointsMethod for Calculating Points

Improvement in Student Scores on State Administered Assessments in ELA and Mathematics

None for SY 15-16

0 for SY 15-16

N/A

B, Section 1

Improvement in rate of students meeting goals on ELA and Mathematics assessments

State approved assessments of ELA and Math

0-50

Locally-Determined

B, Section 2Improvement in rate of students meeting goals on other local prioritiesState-approved measures, other state-recommended measures, current success plan measures pertaining to student performance, or other district priority student achievement measures0-50 Locally-DeterminedSlide19

Key Steps: Goal-SettingSlide20

Five Components of District Administrator Evaluation

1. VISION AND GOALS

2. TEACHING

AND LEARNING

PEOPLE, SYSTEMS, AND OPERATIONS

4. PROFESSIONAL RESPONSIBILITIES

STUDENT IMPROVEMENTSlide21

Key Steps: Evidence CollectionSlide22

Key Steps: Evidence Collection Slide23

Key Steps: Evidence CollectionSlide24

Critical Questions:•

What actions has the administrator taken to accomplish goals?• What positive accomplishments would the

administrator share?• What evidence exists of progress toward goals?• What resources/supports does the principal need to help accomplish their goals?

Key Steps: Mid-Year ConferenceSlide25

Key Steps: Summative EvaluationSlide26

Take

a few

minutes to read back through the guide

. Then we will take questions to ensure your understanding.

QUESTIONS?

ProcessingSlide27

Goal-Setting: Assessing the Quality of Student Improvement GoalsSlide28

Alignment of Improvement Goals

State of Delaware

accountability system and goals

District

performance targets and multi-year goals

School

performance targets and multi-year goals

Administrator

Student improvement goals

Teacher

Student performance measures Slide29

Guiding Principles for Goal-Setting

DOE Policy statementSlide30

Some of your

colleagues are

here to share their perspectives

on setting goals.

Walk through your process for setting district goals and describe how evaluation connects to that work?

What prep work do you and your administrators do in advance?

How do you make the links between student improvement goals and leadership performance areas?

Walk through your own process for assessing the quality of student improvement goals.

Additional questions?

Sharing Best Practices: Goal SettingSlide31

The Student Improvement Goal “Quality” Test

Data Analysis

Alignment

Measures

Strategies

How does the goal address a critical area of growth for the students influenced by the work of the district administrator?

Does one goal align to a state-approved measure B assessment, and is the other goal clearly focused on improving a key student outcome?

Is the target informed and driven by past performance? Describe.

Explain how

the

goal demonstrates alignment to

district

priorities

Does the

goal provide an opportunity for the targeted schools or student groups to move in a coordinated effort toward increases in student achievement? Provide a rationale.Explain how the assessments help you track progress on the goals and what important benchmarks exist throughout the year.

Explain how the measures allow you to track growth in addition to attainment, particularly if the goal calls for it.

Describe how the administrator identified strategies (Components I-IV) will support the target that has been set.

Have the targeted schools set goals that are aligned to the district administrator’s goals, or does the district administrator goal roll up from school-level goals?. Slide32

District Student Improvement Goal: An example

June

2016,

85% of 2nd and 3rd grade students district-wide will reach or exceed their RIT projected growth score in English Language Arts as measured by the NWEA/MAP assessment.Reading level set up to monitor and measure student growth. This goal also addresses grades not tested in state assessment data.

Setting ambitious goals for students early on is instrumental in moving toward district goal of every child reading at grade level in 3

grade

Assessment measure has three administrations which allows for monitoring benchmark growth toward goal. Grade level goals are clearly outlined.

Time bound to June, but set up to track progress on NWEA/MAP benchmark administrations throughout year. Slide33

Work Session: Write Student Improvement Goals

Set goals and targets for an administrator you supervise.

Step

: Consider your District’s goals for district-wide improvement. Step 2: Write one or two student improvement goals for the administrator within the context of a District goal.Step 3:

Reflect on how well the goals you set meet the requirements of the quality test.Slide34

Give Feedback | Get Feedback

Take your

Goal Setting Forms and…

Find a partner from a different table who you do not know or have not worked with today

Each partner will get 5 minutes to explain their completed forms (rationale, connection to District goals, etc).After the measures/targets are shared the partner will ask clarifying questions, apply the “quality test”, and identify strengthsReturn to your seat to refine your measure after the “quality test”Slide35

What strikes you as critical when carrying out this process in your own district? What needs to be in place to get a robust goal-setting process ready to go for

2015-2016?

What

questions, concerns, ideas do you have about

goal setting?

Checking for UnderstandingSlide36

LUNCHSlide37

Assessing Leadership PracticeSlide38

Standards and Rubric Connection

DPAS

II Component

Delaware Administrator Standards(Six ISLLC)1. Vision and Goals A vision of Learning

2. Teaching and Learning

School Culture

and Instructional Program

3. People

, Systems and Operations

The Management of Learning

4. Professional Responsibilities

Family and

Community Collaboration Ethics

Societal Context Slide39

Rubric Design

Directly linked to ISLLC standards.

Each component has four criteria and are the basis upon which the performance of an administrator is evaluated.

Each criterion has four performance levels described in the rubric. Slide40

Content and Language of the Rubric

Provides lens for evaluating administrators

Articulates

new

performance descriptors for highly effective and effective leadershipProvides common language to describe leadership practicePuts focus on evidence to describe level of performanceOrients feedback toward professional growth with descriptorsSlide41

Understanding the Effective Column of the RubricSlide42

Read carefully down the effective column and take notes on two things.

What are the big ideas in Component 1?

What are the big cross-cutting themes?

Glance at the Highly Effective column. What changes to get an administrator to this rating?

Chart the “Big Ideas” at your table.

Find the Big Ideas in Component 1Slide43

What would be some key pieces of evidence that you may observe, gather, or discuss for Component 1?

Reference page 38On the “Big idea” chart, write these examples.Share with another group.

Examples of EvidenceSlide44

Read carefully down the effective column and take notes on two things.

What are the big ideas in Components 2 & 3?

What are the big cross-cutting themes?

Glance at the Highly Effective column. What changes to get an administrator to this rating?

Chart the “Big Ideas”

Find the Big Ideas in Component 2 & 3Slide45

What would be some key pieces of evidence that you may observe, gather, or discuss for Components 2 and 3?

Reference page 38On the “Big idea” chart, write these examples.

Share with another group.

Examples of EvidenceSlide46

Read carefully down the effective column and take notes on two things.

What are the big ideas in Component 4?

What are the big cross-cutting themes?

Glance at the Highly Effective column. What changes to get an administrator to this rating

Chart the “Big Ideas”.

Find the Big Ideas in Component 4Slide47

What would be some key pieces of evidence that you may observe, gather, or discuss for Component 4?

On the “Big idea” chart, write these examples.Share with another group.

Examples of EvidenceSlide48

What strikes you as

important about the rubric and the ideas embedded in it?

What strikes you as challenging?

What other questions, concerns, ideas do you have about the rubric?

Checking for UnderstandingSlide49

DPAS-II

Evaluation is required for…

DPAS-II Evaluation is not required for…

Licensed

and certified administrators who oversee instructionwho supervise non-instructional aspects of school and district operations such as but not limited to, transportation, maintenance, finance, nutrition, discipline and personnel.Who is in the grey area?REVISITING Who Counts as a “District Administrator?”

Get out your list of who is in and who is out. Determine based on your rubric study if you would move anyone in or out. Note the criteria you would use in Component 2 and Component 3 for each. Slide50

Five Components of District Administrator Evaluation

1. VISION AND GOALS

2. TEACHING

AND LEARNING

PEOPLE, SYSTEMS, AND OPERATIONS

4. PROFESSIONAL RESPONSIBILITIES

STUDENT IMPROVEMENTSlide51

Implementation:Strategies of SuperintendentsSlide52

Some of your colleagues are here to share their perspectives on implementing district administrator evaluation.

Walk through your process for collecting evidence throughout the year.

With frequent interaction that comes with the close work of district administrators, how do you capture evidence?

How and when do you hold conversations to check on progress? At mid-year or more frequently?