Day 4 Principal Evaluation Training March 12, 2012 Albany, NY Day Long Session
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Transcript
Goals for the Day
By the end of the day, participants will be able to:
• Align ISLLC Standard #1 to the State Statute and analyze the implications of the different use of language in the three documents (ISLLC, Statute, and selected Rubric) in describing the standard.
• Identify reliable, unbiased evidence about principal performance in ISLLC Standard 1, and on a particular rubric, based on fact.
• Use a case study, to collect evidence, develop feedback for the principal and reflect on the quality and effectiveness of feedback.
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Practice Leads to Results
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60points
40points
What are high impact goals that provide guidance to
principals and change school
practice?
What are high impact goals that provide guidance to
principals and change school
practice?
ISLLC Standard #1
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An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.Functions:
A. Collaboratively develop and implement a shared vision and missionB. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learningC. Create and implement plans to achieve goalsD. Promote continuous and sustainable improvementE. Monitor and evaluate progress and revise plans
* 2008 Educational Leadership Policy Standards- from the Council of Chief State School Officers
Goal Setting
• When setting goals:
– What should the principal consider?
– How does the principal know that the goal is objective?
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SMART Goals
More Specific: A specific goal has a much greater chance of accomplishment than a general goal. To set a specific goal, you must answer the six “W” questions:
•*Who: Who is involved?
•*What: What do I want to accomplish?
•*Where: Identify a location.
•*When: Establish a time frame.
•*Which: Identify requirements and constraints.
•*Why: Specific reasons, purpose or benefits of accomplishing the goal.
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http://topachievement.com/smart.html
What is Objective Evidence?
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Teaching Learning Solutions defines ‘Objective Evidence’ as:
Evidence that is quantifiable when appropriate, includes specific numbers and or references. The evidence is completely free of bias, opinions, summary statements and judgments.
Activity 1: What does “good or objective” evidence look like at the school level?
• Identify the context/place/event where evidence can be collected
• Identify the Evidence
• Provide an example of that evidence
• Chart your findings
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Case Study- School Goal # 2
80% of the Teachers will attend at least 4 Data Analysis meetings by the end of the school year and will learn now to effectively participate in data analysis meetings and use the results of the analysis to improve the practice.”
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Identify the context/place/event
where evidence can be collected
What is the
evidence?
Provide an example of that
evidence
How does the evidence satisfy the statute/ISLLC
Standard #1 and the Rubric?
Identify “good or objective”Evidence from the Case Study
Turnkey check list
What are the key takeaways from this activity?
• the purpose of this activity is to identify the many places one can collect evidence and to recognize that evidence can appear in many different formats…..through conversation, data, observation, etc.
Which goal (s) does this activity address?
• Align ISLLC Standard #1 to the State Statute and analyze the implications for the different uses of language in the three documents (ISLLC, Statute and their selected Rubric) in describing the standard.
• Identify reliable, unbiased evidence about principal performance in ISLLC Standard 1, and on a particular rubric, based on fact.
In your role, what additional materials or information would you need to turnkey this activity?
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Activity 2: The Case Study Benjamin Franklyn Middle School
• The Benjamin Franklyn Middle School Case Study
• Take 15 minutes to skim through the case study
• The purpose of this quick review is to get a sense of what the case is about, what artifacts may be used as evidence, and which standards the artifacts address
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Case Study Orientation
• Case Study Review
– What assumptions/predictions did you make in the case study?
– What questions do you have about the case study?
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Turnkey check list
What are the key takeaways from this activity?• The purpose of part 1 of activity #2 is to do a pre-reading that allows for the
participant to begin to familiarize him/herself with the case study• The purpose of part 2 of activity #2 is to assess the participants’ understanding of the
case study and to surface questions and assumptions about the case study.Which goal does this activity address?• Align ISLLC Standard #1 to the State Statute and analyze the implications of the
different use of language in the three documents (ISLLC, Statute and your selected Rubric) in describing the standard.
• Identify reliable, unbiased evidence about principal performance in ISLLC Standard 1, and on a particular rubric, based on fact.
• Use a case study, to collect evidence, develop feedback for the principal and reflect on the quality and effectiveness of your feedback.
In your role, what additional materials or information would you need to turnkey this activity?
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Case Study Review
• Three goals in the case study that were collaboratively set by the superintendent and the principal:
• Goal #1- Teachers will effectively implement one Common Core Shift in ELA and one in Math:
– ELA/Literature- 5 of the 6 ELA teachers will effectively implement Shift #4- ‘Text Based Answers’ in at least one unit each semester
– Math- 8 of 8 math teachers will effectively implement Shift #1- ‘Focus’ in at least one unit each semester
• Goal # 2- 80% of the Teachers will attend at least 4 Data Analysis meetings by the end of the school year and will learn how to effectively participate in data analysis meetings and use the results of the analysis to improve their practice
• Goal # 3- The school community will be one where teachers and students feel safe to take intellectual risks and being “wrong” is part of development
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ELA Shift 4- Text-Based Answers
• Shift 4 Text-Based Answers- Students have rich and rigorous conversations which are dependent on a common text. Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text.
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Math Shift # 1- Focus
• Shift 1- Focus: Teachers use the power of the eraser and significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards so that students reach strong foundational knowledge and deep conceptual understanding and are able to transfer mathematical skills and understanding across concepts and grades.
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Activity 3: Deeper Look at the Case Study- Collecting Evidence
– Dive deeper into the case study by carefully reviewing the artifacts and identifying the evidence in the artifacts that satisfies one of the principal evaluator rubrics, and addresses one of the three goals.
– Use the worksheet provided for the principal evaluation rubric you selected to record the evidence.
– Chart your findings and prepare to share
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Turnkey check list
What are the key takeaways from this activity?• The purpose of activity #3 is to do a more in-depth reading of the case study
and the artifacts presented in the appendices, and provide an opportunity to use the rubric selected by the district.
Which goal does this activity address?• Align ISLLC Standard #1 to the State Statute and analyze the implications
of the different use of language in the three documents (ISLLC, Statute and their selected Rubric)in describing the standard.
• Identify reliable, unbiased evidence about principal performance in ISLLC Standard 1, and on a particular rubric, based on fact.
• Use a case study, to collect evidence, develop feedback for the principal and reflect on the quality and effectiveness of their feedback.
In your role, what additional materials or information would you need to turnkey this activity?
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Activity 4: Case Study Evidence Collection
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Goal # 1 Rubric: Marzano
Indicator
ISLLC Standard #1
ABCDEObjective evidence(which appendix)
How is this aligned to the language of the principal evaluation rubric
Marzano Domain 2.1:
School Admin provides a clear vision as to how instruction should be addressed
(School Goal 1: CC Shift)
1 A & B 1. Staff Meeting Agenda & Minutes (9/19; App P, p.47) record that Pat explains the 3 school goals, resources for CC shifts, responsibilities of teachers for shifts. 2. Staff Meeting Agenda & Minutes (10/24, App P, p.49) list CC shifts on agenda, principal explains shifts and shows 12-minute video on ‘Text based Answers.’ 3. 2008 Math & ELA Scopes (pp. 70-87) list SLOs per grading period.
Marzano Domain 2.1, Indicator 1: A written document articulating the school-wide model of instruction is in place
Marzano Domain 2.1, Indicator 2: PD opportunities are provided for new teachers regarding the school-wide model of instruction.
Activity 4: Case Study Evidence Collection
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Goal # 3 Rubric: Marzano
IndicatorISLLC Standard #1
ABCDEObjective evidence(which appendix)
How is this aligned to the language of the principal evaluation rubric
Marzano 4.4:School Admin ensures teachers/staff have formal ways to provide input
4.5: School Admin ensures that stucents and parents have formal ways to provide input
(School Goal 3:Safety to take intellectual risks and being “wrong is part of development)
1B 1.Research based surveys (Tripod) have been administered in 2010 & 2011 to teachers and students (App M, pp 32-36)
2. Research based surveys collect data about student attitudes regarding teachers’ “care” and “correcting mistakes” (App M, pp 34-35)
Marzano Domain 4.4, Indicator 1: Data collection systems are in place to collect opinion data from teachers and staff regarding the optimal functioning of the school.
Marzano Domain 4.5, Indicator 1: Data collection systems are in place to collect opinion data from students and parents regarding the optimal functioning of the school
Turnkey check list
What are the key takeaways from this activity?• The purpose of activity 4 is to provide the participant with an opportunity to
review different artifacts collected at a school, determine the use and objectivity of that evidence, and align it to the ISLLC Standard and Rubrics.
Which goal does this activity address?• Align ISLLC Standard #1 to the State Statute and analyze the implications
of the different use of language in the three documents (ISLLC, Statute and their selected Rubric) in describing the standard.
• Identify reliable, unbiased evidence about principal performance in ISLLC Standard 1, and on a particular rubric, based on fact.
• Use a case study, to collect evidence, develop feedback for the principal and reflect on the quality and effectiveness of their feedback.
In your role, what additional materials or information would you need to turnkey this activity?
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Activity 5: Role Play
• Observe the role play between the principal and the teacher
• Take notes
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•When listening to the role play, keep in mind-•What kind of evidence do you expect to see during the role play?
•Which Function of ISLLC Standard one do you expect would be addressed in the discussion?
Activity 6: Collecting Evidence from the Role Play
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Goal # _______Rubric: ______________
Indicator
ISLLC Standard #1
ABCDEObjective evidence(which appendix)
How is this aligned to the language of the principal evaluation rubric
Turnkey check list
What are the key takeaways from this activity?• The purpose of activity 6 is to provide the participant with an opportunity to
collect evidence using role play by observing a common event at the school level.
Which goal does this activity address?• Align ISLLC Standard #1 to the State Statute and analyze the implications
of the different use of language in the three documents (ISLLC, Statute and their selected Rubric)in describing the standard.
• Identify reliable, unbiased evidence about principal performance in ISLLC Standard 1, and on a particular rubric, based on fact.
• Use a case study, to collect evidence, develop feedback for the principal and reflect on the quality and effectiveness of their feedback.
In your role, what additional materials or information would you need to turnkey this activity?
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Appendix M:Teacher and Student Survey results
• Use Appendix M- Student/Teacher survey results for this activity.
• The data represented in the Appendix presents information on Benjamin Franklyn Middle School. The questions are drawn from Tripod Project surveys of students and teachers about leadership, teaching effectiveness, classroom learning environments and student engagement.
• Point participants to Appendix M1
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1.Caring about students (Encouragement and Support)
2.Controlling behavior (Press for Cooperation and Peer Support)
3.Clarifying lessons (Success Seems Feasible)
4.Challenging students (Press for Effort, Perseverance and Rigor)
5.Captivating students (Learning seems Interesting and Relevant)
6.Conferring with students (Students Sense their Ideas are Respected)
7.Consolidating knowledge (Ideas get Connected and Integrated)
Tripod Student Survey- The 7 C’s
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• First, describe to one another what your general thoughts are in reference to your observation of the data. What does the data tell you?
• Based on the data, what concerns you most?
• Based on the data, what concerns you the least?
Activity 7: Using Student and Teacher Data Survey Evidence
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• What questions would you ask during a school visit (after seeing this data)?
• What would you look for during a school visit?
• What would you ask the school’s leader to work on as priorities?
Turnkey check list
What are the key takeaways from this activity?
• The purpose of activity 7 is to provide participants with an opportunity to review student and teacher surveys to find appropriate evidence that can be used to support the evaluation of a principal.
Which goal does this activity address?
• Identify reliable, unbiased evidence about principal performance in ISLLC Standard 1, and on a particular rubric, based on fact.
• Use a case study, to collect evidence, develop feedback for the principal and reflect on the quality and effectiveness of their feedback.
In your role, what additional materials or information would you need to turnkey this activity?
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Activity 8: Preparing for the Unannounced Visit
• In table groups, discuss and agree on the response to the following three questions
– What information do you have?
– What information do you still need?
– What are some of the things you would look for on an unannounced visit to BFMS?
• Chart your responses
• Be prepared to present
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Preparing for the Unannounced Visit
What information do you have?
What information do you still need?
What are some of the things you would look for in an unannounced
visit to BFMS?
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Turnkey check list
What are the key takeaways from this activity?• The purpose of activity #8 is for participants to reflect on the information
reviewed for the case study and determine what additional information participants need to evaluate the principal in the case study.
Which goal does this activity address?• Align ISLLC Standard #1 to the State Statute and analyze the implications
of the different use of language in the three documents (ISLLC, Statute and their selected Rubric) in describing the standard.
• Identify reliable, unbiased evidence about principal performance in ISLLC Standard 1, and on a particular rubric, based on fact.
• Use a case study to collect evidence, develop feedback for the principal and reflect on the quality and effectiveness of their feedback.
In your role, what additional materials or information would you need to turnkey this activity?
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Key Points of this Session
• Align ISLLC Standard #1 to the State Statute and analyze the implications of the different use of language in the three documents (ISLLC, Statute and their selected Rubric) in describing the standard.
• Identify reliable, unbiased evidence about principal performance in ISLLC Standard 1, and on a particular rubric, based on fact.
• Use a case study, to collect evidence, develop feedback for the principal and reflect on the quality and effectiveness of their feedback.
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