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Summer 2013 Workshop For Personnel Evaluating Building Administrators

Summer 2013 Workshop For Personnel Evaluating Building Administrators.

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Summer 2013 Workshop For Personnel Evaluating Building Administrators

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  1. 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. Agenda • Welcome and Overview • B.A. Evaluation: Professional Practice • Break • Supporting/Developing B.A.’s • Lunch • Student Learning Objectives • Implementation Planning • Closing

  3. Welcome & Introductions Please introduce yourself by sharing your name, district, school, and role.

  4. Norms • Equity of voice • Active listening • Safety to share different perspectives • Confidentiality • Respectful/appropriate use of technology • Usage of the Parking Lot

  5. Objectives 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.

  6.   Rhode Island Evaluation Collaboration • 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. Maximizing Flexibility Factors at the District Level • 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  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 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

  12. Differentiated Process for Teacher Model Data dive: • Review the Differentiated Process chart in your participant packet. • Considerhow 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?

  13.  Expectations for Teacher Evaluator Training • 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. Agenda • Welcome and Overview • B.A. Evaluation: Professional Practice • Break • Supporting/Developing B.A.’s • Lunch • Student Learning Objectives • Implementation Planning • Closing

  15. Rhode Island Educator Data Point Survey data suggests that teacher evaluations are receiving greater attention. 2013 Mid-Year Survey: 4,450 teacher respondents and 400 building administrator respondents

  16. Building Administrator Evaluation • 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)

  17. Individual Reflections on Building Administrator Evaluation 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?

  18. Implementation Swap Meet • Find 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. 

  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 • The Four Domains of Professional Practice

  21. Visits “If I expect principals to do the very hard job of leading an instructional community, then I have tohave the same expectation for myself. I see myself as the leader of the principals, in just the sameway 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.

  22. Types of Evidence • 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 notesabout the specific types of evidence you collected and discuss with your small group.

  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:

  24. About the Video • 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.

  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. Video Exercise – Debrief • Which components did you observe? • How did you record your notes? • Is there anything you will do differently to record more effective notes?

  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. Agenda • Welcome and Overview • B.A. Evaluation: Professional Practice • Break • Supporting/Developing B.A.’s • Lunch • Student Learning Objectives • Implementation Planning • Closing

  29. Agenda • Welcome and Overview • B.A. Evaluation: Professional Practice • Break • Supporting/Developing B.A.’s • Lunch • Student Learning Objectives • Implementation Planning • Closing

  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.

  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 doright 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 importantareas to address (e.g., priority feedback)? • How will you ensure that your feedback moves this building administratortoward the next level?

  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. Supporting Professional Practice Data Dive: • Think about the Professional Practice RatingsBuilding 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? 

  38. Supporting and Balancing Diverse Needs • 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 thereare foundational skills missing? 

  39. Rhode Island Educator Data Point 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 Administrators feel a strong time constraint; what time they do have is not allocated the way they would like it to be.

  40. Literature Review • Take 10 minutes to read your assigned article. • Take notes on key ideas of your article. “The key is not to prioritize what’s on your schedule, but to schedule your priorities.” –Stephen R. Covey • The Big Rocksby Kim Marshall • How Principals Manage Their Timeby Peggie J. Robertson • The Effective Principalby Pamela Mendels

  41. Literature Review Expert Groups • 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. 

  42. Literature Review Presentations 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. 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. Key Takeaways • 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.

  45. Agenda • Welcome and Overview • B.A. Evaluation: Professional Practice • Break • Supporting/Developing B.A.’s • Lunch • Student Learning Objectives • Implementation Planning • Closing

  46. Agenda • Welcome and Overview • B.A. Evaluation: Professional Practice • Break • Supporting/Developing B.A.’s • Lunch • Student Learning Objectives • Implementation Planning • Closing

  47. Understanding SLOs and Available Resources • 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 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. Alignment Turn and Talk • What did SLO alignment look like in your district this past year? • What are you planning to do differently this coming year? 

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