What Are We Learning?

District Insight on Supporting Principal Effectiveness

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The Wallace Foundation Principal Pipeline Initiative

In 2011, The Wallace Foundation launched a $75-million five-year initiative to help six urban school districts develop a much larger corps of effective school principals and to determine whether this improves student achievement across the district, especially in highest needs schools . The six districts are Charlotte Mecklenburg; Denver; Gwinnett County; Hillsborough County; New York City; and Prince George's County. The Initiative focuses on four key parts of the pipeline: 1.Defining the job of the principal and assistant principal. 2.High-quality training for aspiring school leaders. 3.Selective hiring.

4.Leader evaluation and on-the-job support. 2

Problem Statement

Almost every state and district in the country is attempting to develop effective systems that evaluate teachers and school leaders in order to improve instructional and leadership practice and increase student learning. Developing effective evaluation systems are, in fact, a high priority of both the field and the federal government. The key role of the principal in teacher evaluation is one of the most important lessons from the first generation of Wallace work. However, today’s principals are struggling to find the tools, time, resources, and capacity to effectively teachers and be strong instructional leaders.

If districts hope to develop effective evaluation systems, then what kind of tools, processes, organizational structures and practices are available that can help principals effectively evaluate teachers and be strong instructional leaders?

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Project

• • • The first step of this project was to better understand the contexts, promising practices and challenges related to the role of the leader in teacher evaluation.

The main data source were pipeline district leaders who completed a 47-question survey and participated in post-survey interviews during January and February of 2012.

Participants included Directors, Chief Technology and Information Officers, and their staffs.

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Project

Additional data included: • CCSSO sent a 6-question survey to 24 states in the State Consortium on Educator Effectiveness during January and February of 2012 and received 13 responses.

• National SAM Innovation Project (NSIP) distributed a 17 question survey at the 5 th Annual SAM’s Conference in January 27-30, 2012 to 249 principals and received 105 responses.

• Interviews were conducted with Jackie Wilson, Delaware Academy For School Leadership and Carol Seid, Representative on the NAESP and NASSP Committee on Principal Evaluation.

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Strong Voices

“Think about what’s going to have the most impact on teaching and learning… What is really going to get to the heart of what that teacher is doing every day in

the classroom with students.” (School District Administrator)

“…the strengths include a grassroots effort involving teachers, principals, superintendents, parents, and education partners coming together to establish guiding principles, common language and understanding, as well as collective

agreement on the purpose and intent of the effectiveness system.” (State Agency Administrator)

“Throughout, what we have done is reversed the way we’ve always done business.”

(School District Administrator)

“You can’t fire your way to excellence, you have to develop it and our evaluation

system lends itself to doing that.” (School District Administrator) 6

PLC Hierarchy of Evaluation Needs*

* With Apologies And Thanks To Abraham Maslow

The System Matters!

Instructional Leadership Time Leadership Skills Organizational Support Promising Practices, Challenges, and Ways To Overcome Those Challenges Exist At Every Level OF The System Stakeholder Collaboration Compelling Vision Of Evaluation

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The System Matters

• • • • • • • •

Theme #1: Develop A Compelling Vision Of What Good Evaluation Is And Why It Is Important

A common understanding of the purpose of the new evaluation system Clear focus on teacher and leader effectiveness and student growth Strong integration between teacher evaluation and teacher and leader professional development Use of multiple measures, including increased formative assessments Utilize tools that increase the time that principals spend assessing instruction and developing teachers Adapt state evaluation instruments to the context of each district Collect student artifacts and student data as part of the evaluation Work with teachers to identify practices and behaviors in the classroom that make a difference 8

The System Matters

Theme #2: Establish Clear Communication And Strong Collaboration Among All Stakeholders

• • • • • Include everyone (teachers, principals, community) in the design of the evaluation system Take time to pilot, obtain feedback, and engage in continual improvement Keep feedback loops open between principals, teachers, district, and other stakeholders Increase state and district collaboration so that districts have the local flexibility to recognize context and encourage innovation Work with universities to develop instructional leadership skills in the pipeline for aspiring principals 9

The System Matters

• • • • • •

Theme #3: Ensure Organizational Structures of Schools & Districts Support Principals

Realign central office to support principals and protect principal time Increase the effectiveness of principal coaches and supervisors Streamline and make the evaluation process as efficient as possible Move some administrative duties to the central office Push school-based budgets to principals to give them more flexibility to focus the resources on their priorities Identify ideal ratio of principal/assistant principal to teacher to conduct evaluations 10

The System Matters

• • • • • • • •

Theme #4: Develop and Implement Effective Ways To Strengthen Leadership Skills

Increase the effectiveness of principal coaches and supervisors Implement effective professional development for principals including strong learning communities and networks Provide on-going support rather than one-time training Develop common language of effective practices (shared framework and rubrics) Focus on calibration of observations so that there is strong inter-rater reliability across principals Ensure that principal coaches work with the principal in every stage of the evaluation, including providing teacher feedback For large school districts, train principals in small groups or networks Start small by focusing training on just a few indicators within the framework used to evaluate teachers 11

The System Matters

Theme #5: Help Principals Manage Their Time Effectively

• • Using the SAM process to successfully provide time and conditions for teacher to improve teacher practice Use tools and technology to make the evaluation process more efficient (e.g. Lawson, iPads, Truenorthlogic, Dashboards)

Theme #6: Instructional Leadership

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Leading Change In Evaluation: Need-By-Need

Using this Framework of Evaluation Needs helps us begin to understand more about how states, districts and principals view the promising practices, challenges and ways to overcome those challenges at every level of the system.

Clearly, there is much more we need to know about the promising practices and challenges throughout the system. 13

Three Main Challenges

The Lack Of A Compelling Vision Of Evaluation The Need For Stronger Leadership Skills Not Enough Time Lack of clarity and distrust about the purposes of evaluation How to measure student growth with validity & reliability in all grades/subjects Some principals do not know what effective instruction looks like Inadequate time paid to instructional leadership Principals have large case loads and new evaluations are time-intensive Principal’s time as instructional leaders is disrupted by management responsibilities and central office duties. Lack of alignment between state and district evaluation frameworks Implementing new evaluation and common core standards are over-whelming principals Training for principals on new forms of evaluation is time-consuming

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Some Promising Practices

Compelling Vision Of Evaluation

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A strong emphasis on teaching practice and support

•

Includes observation tools , protocols, rubrics

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In-depth feedback to teachers

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Includes measures of student growth

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Includes multiple measures of teacher effectiveness

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Some Promising Practices

Leadership Skills

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Extensive, comprehensive and timely professional development for principals

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In-person and virtual support to principals

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Training and support for principal coaches and supervisors

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Supporting principals with strong learning communities and professional networks

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Some Promising Practices

Time

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Use technology to help with evaluation

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Remove management duties to allow focus on instructional leadership

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Differentiated schedule for teachers receiving evaluations

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Implement the SAM process

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Hillsborough County Public Schools

Organizational Support Leadership Skills

Hire and train principal coaches to support and develop principals Provide weekly coaching with a released “full time” coach for first and second year principals Train principal supervisors in effective supervision to include professional development and evaluation of principals Create an administrative support center to field calls to free up time for principal supervisors to be in schools and to help principals solve parental concerns Provide monthly leadership institutes with new principals as part of a 2-year induction program Implement four development programs as part of our principal pipeline (Future Leader Academy, AP Induction, Preparing New Principals, and Principal Induction) with a focus on instructional leadership Plan regular calibration exercises for all observers Include central office in observation training to provide support to principals and use on-line system for capturing observation data Monthly Principal PLCs to discuss and learn from problems of practice Provide prescriptive professional development aligned with evalaution results and principal professional development plans 18

Charlotte-Mecklenburg School District

Leadership Skills Time Compelling Vision of Evaluation

• • • • • Multiple measures of teacher effectiveness being designed by teachers for 2013-2014 • • • implementation Content Pedagogy Hard to staff schools and subjects Professional Learning Community Student Learning Objectives Student Survey Teacher Observation Teacher Work Product Value Added Model • • Principal Induction Program for principals in their first five • • years Consultant Coach Education Leadership Institute Innovation Institute Leadership Capstone • • Strategic Coach for principals who need additional support Zone Support Consultant to help principals establish strategic plans that align with their evaluation • SAM process implementation 19

Conclusions

• • • We need to know more about the promising practices, challenges, and ways to overcome those challenges at every level of the system.

We need to find strategies, tactics and tools to help strengthen the communication among states, districts, principal, teachers and others involved in evaluation. The perspectives of principals is crucial and we need to find ways to increase their participation in these conversations.

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Anthony Briggs Canole Cannon Chapin Copland Davis Name Douglas Kerri Mary C.

Joanna Florence Michael Frances

The Leader & Teacher Evaluation PLC

Title

Director Office of Human Capital Management Director of Education Reform

District/Organization

Prince George's County Public Schools George W. Bush Presidential Center Consultant/Facilitator Chief Strategic Officer for The Division of Talent, Labor, and Innovation Executive Director, Office of School Leader Effectiveness CCSSO New York City Department of Education New York City Department of Education Senior Program Officer Bill & Melinda Gates Foundation Chief Human Resources Officer Gwinnett County Public Schools

Eleusizov Aiesha

Consultant The Wallace Foundation

Everson Keith Grossman Hendee Tabitha Roberta "Bert"

Director of Employee Evaluation Systems Program Director, Education Division IL Coordinator, SAMs Gwinnett County Public Schools National Governors Association Center for Best Practices Assistant Director, LUDA 21

Jobe Loera Name

The Leader & Teacher Evaluation PLC

Title MaryAnn

Director, Leadership Development

District/Organization

American Association of School Administrators Bill & Melinda Gates Foundation

Patricia

Senior Program Officer

Martin Morgan Shellinger Steele Stern Vu Winograd Anne Rashidah Mark David Jennifer Ky Peter

Director, School Leader Effectiveness Director of Leadership Strategy Director Assistant Superintendent for Information and Technology Executive Director, Teacher Performance Management Program Officer Facilitator New York City Department of Education Charlotte-Mecklenburg Schools National SAM Innovation Project Hillsborough County Public Schools Denver Public Schools Bill & Melinda Gates Foundation NYC Leadership Academy 22

Implications for Your Work

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Small Group Discussions:

Each group will spend 15 minutes reacting to what we just heard using the following guiding questions: 1. To what extent do you agree with the promising practices? Are there any you would add?

2. To what extent do you agree with the challenges? Any to add?

3. Do you have additional suggestions for ways to overcome the challenges?

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