Transcript Lead Evaluator for Principals Presentation

June 25, 2012
8:30 – 11:30
Dawn Shannon and Barb Phillips
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Define the required components of lead evaluator training for principal
evaluation
Describe the decisions your district has negotiated about the principal APPR
Identify options for districts based on APPR decisions described by other
districts.
Explain the decisions made by your district regarding the “evidence collection”
process for the 60 points based on the rubric.
Define the types of evidence that could be gathered during school visits.
Define the regulations regarding goal setting. Describe how “informal goal
setting” might assist districts in data collection process.
Explain criteria for quality evidence and how this is used in principal evaluation
Compare current practices with recommended practices. Describe the
implications for your district.
1.
2.
New York State Teaching Standards and/or ISLLC 2008
Evidence-based observation techniques
3.
Use of the student growth percentile model and the value-added growth
model
4.
Use of rubric(s) selected by the district used for evaluation
5.
Use of any other assessment tools used to evaluate, including, but not
limited to: structured portfolio reviews; student, parent, teacher and/or
community surveys; professional growth goals and school improvement
goals, etc.
6.
Use of locally selected measures of student achievement
7.
Use of the Statewide Instructional Reporting System.
8.
9.
The scoring methodology utilized to evaluate a teacher or principal,
including how scores are generated for each subcomponent and the scoring
bands (HEDI)
Specific considerations in evaluating teachers and principals of English
language learners and students with disabilities.
0 – 20*
GROWTH
0 – 20*
LOCAL
0 – 60
RUBRIC
•State provided Growth
Score*
•Locally Selected measures of
student achievement
•Based on a state approved
rubric
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Elementary/Middle
◦ Results of student growth measured by 4-8 ELA
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HS
◦ Results of principal student growth percentile as applied
to State assessments and/or graduation rates
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OTHER? Does a principal need an SLO?
SLO will be the other comparable growth measure in
buildings in which fewer than 30% of students take
4-8 ELA, Math, and/or HS courses with state or Regents
assessments.
Elementary/Middle
High School
•Achievement levels on state tests
(% proficient or advanced –
ELA/Math 4-8
• Percent of cohort achieving
specified scores on Regents exams
( or Regents-equivalents)
•Growth or achievement for
subgroups (SWD,ELL) on ELA/Math
4-8
•Graduation rates (4,5,6) or drop
out rates
•Growth or achievement of students
in ELA/Math grades 4-8 at specific
performance levels (i.e. Level 1)
•Student Performance on any
District-Wide locally-selected
assessments approved in teacher
evaluations
•Graduation % with Advanced
designation and/or honors
•Credit accumulation or other
strong predictor of progress toward
graduation
•Student Performance on any
District-Wide locally-selected
assessments approved in teacher
evaluations
What decisions has
your district negotiated
regarding the local 20%?
Requirements:
Multiple measures
At least 31 of 60 points based on multiple school visits
by supervisor, trained evaluator.
 At least one must be unannounced
ANY remaining points based on goals
ALL leadership standards must be addressed at least
once a year
1.
The first goal must be related to improving
teacher effectiveness, based on:
A.
B.
C.
2.
Improved retention of high performing teachers
Correlations of student growth scores to teachers
granted vs. denied tenure
Improvements in proficiency rating of the principal on
specific teacher effectiveness standards in the rubric
Any other goals must be quantifiable,
verifiable improvements in academic
results or the schools learning
environment
(i.e. student or teacher attendance)
• Evidence of goals must include at least two of the
following:
 Structured feedback from teachers, students,
and/or families using a State-approved tool
(each constituency is one source)
 School visits by OTHER trained evaluators
 Review of school documents or records
NOTE: Multiple documents count
as 1 source of evidence
How can goals be helpful in the process of
collecting evidence for the 60 points?
Considerations for goal setting. . .
What decisions has your district
negotiated regarding the 60%?
Which rubric?
Which types of evidence?
What are the characteristics of your rubric?
How is it organized?
How are the leadership strands defined?
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Observing a principal during a pre-conference,
an observation, and a post conference
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Observing a principal during a team DDI/PLC
meeting
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Observing a principal in a faculty meeting,
community group meeting
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Observing a principal in a student group
session/meeting
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Other. . .
Select one context for collecting data in a visit.
Describe what kind of evidence the evaluator
would collect?
What will the conditions for success be?
What are qualities of effective
evidence?
Observable
Accurate
Representative
Sufficient
(remember: free of bias, opinion,
not a summary)
Select the part of your rubric that best aligns with
ISLLC STANDARD 2:
Advocating, nurturing, and sustaining
a school culture and instructional program
conducive to student learning
and staff professional growth.
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Examine the smallest category (indicators, elements)
that define the levels of excellence.
What are the characteristics of the “proficient/effective”
score?
What are the differences between the effective and
highly effective? Effective and developing?
What would be examples of EVIDENCE for each?
Select the part of your rubric that best aligns with
STANDARD 3:
Ensuring management of the organization,
operation, and resources for a safe, efficient,
and effective learning environment
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Examine the smallest category (indicators,
elements) that define the levels of excellence.
What are the characteristics of the
“proficient/effective” score?
What are the differences between the effective and
highly effective? Effective and developing?
What would be examples of EVIDENCE for each?
How is this system of evaluation different from
current practice in your district?
What structures will you need to have in place
to ensure that this evaluation process is
successful?
At the next session, we will. . .
Evaluate examples of evidence, justify the
quality of the evidence, and categorize the
evidence on the rubric
Thank you!
We appreciate the opportunity to work with you today!
Please take a moment to give us feedback!
We will see you again on July 2!
Dawn and Barb