Transcript MAPA Toolkit

MAPA Toolkit:
Making Your MAPA
More Effective
MAPA Task Group
“Leadership is not a magnetic personality that can just as well be a glib tongue. It is not
making friends and influencing people - that is
flattery. Leadership is lifting a person’s vision
to higher sights, the raising of a person’s
performance to a higher standard, the
building of a personality beyond its normal
limitations.”
- Peter F. Drucker
And I quote…
Me! Me! Me!
The best kept “secret” is…
http://dodea.edu/offices/hr/employees/MAPA.htm
MAPA Evaluation Instrument
MAPA Training Document
Training PowerPoint
Evidence for Proficient Rating
Q & A about MAPA and ILPs
Performance Assessments
Task Group Members
MAPA Timeline
Resource Matrix
Feedback Guides
SMART Objectives
Sample ILPs (x4)
Mentoring
MAPA Misconceptions
MAPA ELECTRONIC
RESOURCES
Evidence for Proficient Rating
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This is a list of examples, not requirements.
Focus should be on quality, not quantity.
Other evidence may be used.
Method of documentation is determined by
supervisor and you.
• Inclusion of evidence does not guarantee a
specific rating.
Evidence for a Proficient Rating
It’s your aptitude, not just your
attitude that determines your
ultimate altitude.
- Zig Ziglar
Pithy Quote
Resource Matrix
• Comprehensive list of websites that provides
resources for various aspects of administrator
performance.
• Includes descriptions of contents of websites
• Correlates with 4 goals of MAPA
• Provides various modes of sharing information, i.e.,
web page, blog, podcast
• Excellent list of websites for any educator to use as
resources
• All sites are public domain
Resource Matrix
By failing to prepare, you are preparing
to fail.
Benjamin Franklin
Notable Quotable
ILP Example, Technology
S = Specific objective
Clearly define
what you will do
and how you will
do it
Lead the infusion of technology…
Provide staff development opportunities targeted at use of
video communication, multi media and on-line resources.
M = Measurable
Data used to assess
or measure
effectiveness
Concrete criteria
for tracking
progress and
determining
success
The mean score of students’ performance on the technology
assessment developed from the NET standards will be 80% or
higher on the post test.
Teacher proficiency…
An increase in positive perception…
A = Attainable
Resources/strategies/
research support to
achieve objective
Show the
connection
between your
actions/results
Develop pre- post-test for students. Develop and administer
needs assessment for teachers… Ensure training is provided by
the educational technologist, etc. Students will complete
projects using technology throughout the school year.
R = Results-focused
impact
Clearly define the
result you expect
to achieve. Be
specific.
Students will attain a score of 80% or higher on the NET and
demonstrate proficiency in the use of multimedia as measured
by performance tasks. An increase in positive perception of the
use of technology as measured by feedback…
T = Timeline
List dates…start,
review(s), etc.
August 2009 – start
Sept – October 2009 – administer NET pre-assessments
November 2009 – staff development (continued)
Sample ILP
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Promotes professional growth
Aligned to our Community Strategic Plan
Vehicle for dialogue with supervisor
YOUR plan, YOUR Objective
1-2 page document
Short term (1-2 year) plan
Addresses one area of CSP
Data-driven (multiple data sources recommended)
Written in SMART format
The ILP…What it is!
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A one-size fits all plan
Designed to address multiple goals
Expected to be lengthy or cumbersome
Expected to last more than 1 or 2 cycles
The ILP…What it is not!
Guiding Questions
• What data will serve as the baseline?
• What data will indicate success?
• How and when are data collected?
• Are there barriers to the successful completion of this
objective?
• Are there sufficient resources available?
• Does the objective support an organizational or a
strategic goal?
• How does the successful completion of this objective
influence staff, students or community?
• Are there conflicting events that might not support
success?
Activity
Don't use words too big for the subject.
Don't say 'infinitely' when you mean
'very'; otherwise you'll have no word
left when you want to talk about
something really infinite.
C. S. Lewis (1898 - 1963)
Notable Quotable
Characteristics of Good
Self-Assessments
• Focus on results, not tasks.
• Use the rubric to write to a specific
performance level.
• Be clear, concise, and precise in writing.
Writing Effective
Performance Appraisals
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Tips for the Pre-Write
Have your mid-year or previous
performance assessment handy while
writing.
Have any documentation of evidence
available when writing.
Start early; do not wait for the deadline.
Use rubric as a reference.
Writing Effective
Performance Appraisals
Tips for Writing – Be Clear, Be Precise, Be Concise
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Write to the rubric. (Yes, we’re saying it again!)
Be specific.
Use action verbs.
USE DATA - Avoid slang, generalizations, and opinions.
Use bulleted or short, direct statements…do not use
flowery language.
Use active, not passive voice.
Results…How do your actions increase student
achievement?
Writing Effective
Performance Appraisals
Performance and performance
alone dictates the predator in
any food chain.
-SEAL Team
SWITCHING GEARS
Guidelines for Comments from Supervisors
• Should be aligned with one or more goals of MAPA.
• Designed to acknowledge success and improve
performance.
• Recognizes self-assessments or presentations of
evidence.
• Considers professional needs of the individual and
continuous professional growth.
• On-going and continuous – not a once a year event.
KAIZEN!
Writing Effective Performance Appraisals
What not to write……….
• “This employee is depriving a village of its
idiot.”
• “The wheel is turning but the hamster’s
dead.”
• “If you gave a penny for his thoughts, you’d
get change.”
• “…a photographic memory, but with the lens
cover glued on.”
Actual Comments
Activity Checklist
Aligned with one or more goals of MAPA
Designed to acknowledge success and improve
performance; helpful suggestions
Recognized self-assessments or presentations of
evidence
Considered professional needs of the individual and
continuous professional growth; growth oriented
Implied on-going and continuous – not a once a
year event
Activity
“Don't say you don't have enough time. You
have exactly the same number of hours per
day that were given to Helen Keller, Pasteur,
Michelangelo, Mother Teresa, Leonardo da
Vinci, Thomas Jefferson, and Albert Einstein."
H. Jackson Brown
Notable Quotable
Time to Shine!
Conferencing
Mentoring
Face-to-Face Interaction
Icing on the Cake!
• Schedule at least 3 face-to-face
conferences per cycle
• Address documentation and supporting
evidence for each goal
• Should be collaborative between
employee and supervisor
Conferencing Tips
Mentoring is a brain to pick, an
ear to listen, and a push in the
right direction.
John Crosby
Mentoring
Definition of Mentoring
A mentor is an experienced professional who
partners with an administrator to assist and
support the individual in developing
leadership skills in a collegial and safe
environment. Mentoring refers to the process
in which a knowledgeable person willingly
guides and advises the other administrator.
- Carl J. Weingartner, 2009
Mentoring
Characteristics of Effective Mentors
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positive outlook
committed to process
communication skills/effective listeners
problem solver/sound judgment
visionary/able to support as well as lead
willing to share knowledge/ask thought-provoking
questions
• effective time managers
Mentoring
Questions
Making Your MAPA
More Effective
The real man smiles in trouble, gathers
strength from distress, and grows brave
by reflection.
Thomas Paine (1737 - 1809)
Notable Quotable
3-2–1
• Jot down 3 thoughts you will definitely share with
a colleague about today’s presentation.
• Think of 2 words that describe your reaction to
today’s presentation.
• Tell 1 other individual your 3 thoughts and 2
words.
Summarizing Activity