Transcript MyLearningPlan OASYS - Glen Rock Public Schools

Teacher, Principal and Leader
Effectiveness Performance Evaluation
Systems
Overview of Stronge & MyLearningPlan/OASYS
Interim Report #1
January 27, 2014
Dr.& Paula
Valenti
Teacher
Leader Effectiveness
Student Achievement
www.strongeandassociates.com
Stronge and Associates
Educational Consulting, LLC
Stronge Evaluation System
Effectiveness is the goal.
Evaluation is merely the means.©
Glen Rock will use the My Learning
Plan/OASYS online system to gather
the data for teachers, principals, and
other administrators
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MyLearningPlan OASYS
A web-based observation & appraisal
management system:
• provides ability to schedule
observations,
• Manage and complete walkthroughs
& formal observations
• Generate and customize forms
• generate reports
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Teacher Performance Standards
1. Professional Knowledge
2. Instructional Planning
3. Instructional Delivery
4. Assessment of/for Learning
5. Learning Environment
6. Professionalism
7. Student Progress
Multiple Data Sources
for Teachers
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Student Growth
Objectives
• Appropriate measures of academic progress are determined
• Teachers set objectives for improving student progress based on
the results of performance measures
• Quality of the objectives and their attainment provide an important
data source for evaluation
Observations
•
•
•
•
•
Documentation
Log
• Includes both specific required artifacts and teacher-selected
artifacts
• Artifacts provide evidence of meeting selected performance
standards
• Provides teacher with opportunity to demonstrate quality work
Optional Student
Surveys
• Teachers survey their students using one of four survey instruments
• Teachers enter summary of the results in their Documentation Log
• Surveys provide additional data to teachers than can influence
teaching strategies
Teachers observed at least three times per year
“Long observation” is minimum of 40 minutes or one class period
“Short observation is minimum of 20 minutes
Additional observations at building administrator’s discretion
Observations include a post-conference
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Main Components
Performance
Standard
Standard 2: Instructional Planning
The teacher plans using the state’s standards, the school’s curriculum, effective strategies,
resources, and data to meet the learning needs of all students.
Sample Performance Indicators
Examples may include, but are not limited to:
The teacher:
2.1
2.2
2.3
2.4
2.5
Performance
Indicators
Uses student learning data to guide planning
Plans realistically for pacing, content mastery, and transitions.
Plans for differentiated instruction.
Aligns lesson objectives to the school’s curriculum and student learning needs.
Develops appropriate long- and short-range plans, and adapts plans when needed.
Performance
Appraisal
Rubric
Effective
Highly Effective
Effective is the expected
level of performance.
Partially Effective
Ineffective
In addition to meeting the
standard, the teacher actively
seeks and uses alternative
data and resources and
consistently differentiates
plans to meet the needs of all
students.
The teacher plans using the
state’s standards, the
school’s curriculum, effective
strategies, resources, and
data to meet the needs of all
students.
The teacher inconsistently
uses the school’s curriculum,
effective strategies,
resources, and data in
planning to meet the needs
of all students.
The teacher does not plan, or
plans without adequately
using the school’s curriculum,
effective strategies,
resources, and data.
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Principal Performance Standards
1. Instructional Leadership
2. School Climate
3. Human Resources Management
4. Organizational Management
5. Communication and Community Relations
6. Professionalism
7. Student Progress
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Data Sources for Principals
Self-Evaluation
 Reveals principals’ perceptions of their job performance
 Encouraged--but not required--to share results with evaluator
 Results should inform personal goals for professional development
Site-Based
Observations
 Provides information on wide variety of contributions made by principals
 Ranges from watching how principals interact with others, to observing
programs and shadowing
Documentation
Log
 Provides principals with key voice in evaluation
 Encourages reflection by principals
 Artifacts should relate to performance standards; not intended to
become voluminous portfolio
Teacher/Staff
Surveys
 Climate surveys provide information about perceptions of job
performance
 Data collection methods/use for surveys determined ahead of time
Goal Setting
 Principals set goals for improving student achievement based on
appropriate performance measures
 Goals may be set in conjunction with evaluator for school improvement
and professional growth
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District Leader Standards
1. Mission, Vision, and Goals
The district leader fosters the success of all students by facilitating the development, articulation, and
stewardship of the district’s shared vision of teaching and learning that leads to student academic
progress and school improvement.
2. Planning and Assessment
The district leader fosters the success of all students by strategically gathering, analyzing, and using a
variety of data to guide planning and decision making consistent with established guidelines, policies,
and procedures that result in student academic progress.
3. Instructional/Operational Leadership
The district leader fosters the success of all students and staff, by advocating and sustaining a culture
and programs conducive to learning and resulting in the professional growth of staff.
4. Organizational Management
The district leader fosters the success of all students by supporting, managing, and overseeing the
department’s organization, operation, and use of resources for a safe, efficient, and effective learning
environment.
5. Communication and Community Relations
The district leader fosters the success of all students by communicating and collaborating effectively
with stakeholders.
6. Professionalism
The district leader fosters the success of all students, staff, and community by demonstrating
professional standards and ethics, engaging in continuous professional development, and contributing
to the profession.
7. Evidence of Progress
The district leader’s leadership results in acceptable, measurable progress based on established
standards.
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Leader Data Sources
Self-Evaluation
 Reveals principals’ perceptions of their job performance
 Encouraged--but not required--to share results with evaluator
 Results should inform personal goals for professional development
Site-Based
Observations
 Provides information on wide variety of contributions made by principals
 Ranges from watching how principals interact with others, to observing
programs and shadowing
Documentation
Log
 Provides principals with key voice in evaluation
 Encourages reflection by principals
 Artifacts should relate to performance standards; not intended to
become voluminous portfolio
Teacher/Staff
Surveys
 Climate surveys provide information about perceptions of job
performance
 Data collection methods/use for surveys determined ahead of time
Goal Setting
 Principals set goals for improving student achievement based on
appropriate performance measures
 Goals may be set in conjunction with evaluator for school improvement
and professional growth
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Principal/Leader Main Components
Performance
Standard
Standard 4: Organizational Management
The principal fosters the success of all students by supporting, managing, and overseeing
the school’s organization, operation, and use of resources.
Sample Performance Indicators
Performance
Indicators
Examples may include, but are not limited to:
The principal:
4.1 Demonstrates and communicates a working knowledge and understanding of state public education
rules, regulations, and laws, and school district policies and procedures.
Performance
4.2 Establishes and enforces rules and policies to ensure a safe, secure, efficient, and orderly Appraisal
facility and grounds.
Rubric
4.3 Monitors and provides supervision efficiently for all physical plant and all related activities
through an appropriately prioritized process.
Highly Effective
Effective
In addition to meeting the
requirements for Effective…
Effective is the expected
level of performance.
The principal is exemplary at
organizational management,
demonstrating proactive
decision-making,
coordinating efficient
operations, and maximizing
available resources.
The principal fosters the
success of all students by
supporting, managing, and
overseeing the school’s
organization, operation,
and use of resources.
Partially Effective
The principal inconsistently
supports, manages, or
oversees the school’s
organization, operation, or
use of resources.
Ineffective
The principal inadequately
supports, manages, or
oversees the school’s
organization, operation, or
use of resources.
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Terms Used in Rating Scale
Category
Description
Definition
Highly
Effective
maintains performance,
accomplishments, and behaviors
that consistently and considerably
surpass the established standard.
Exceptional Performance
Effective
meets the standard in a manner
that is consistent with the school’s
mission and goals.
Proficient Performance
Partially
Effective
often performs below the
established standard or in a manner
that is inconsistent with the school’s
missions and goals.
Below Acceptable Performance
Ineffective
consistently performs below the
established standards or in a
manner that is inconsistent with the
school’s missions and goals.
Unacceptable Performance
• Sustains high performance over period of time
• Empowers teachers and students
• Serves as role model to others
• Meets the requirements contained in job
description as expressed in evaluation criteria
• Behaviors have positive impact on learners and
school climate
• Willing to learn and apply new skills
• Requires support in meeting the standards
• Results in less than quality work performance
• Leads to areas for improvement being jointly
identified and planned between principal and
evaluator
• Does not meet requirements contained in job
description as expressed in evaluation criteria
• Results in minimal student progress
• May result in employee not being
recommended for continued employment
Sample Summative Evaluation Form
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Performance Standard 1: Instructional Leadership
Effective
Highly Effective
The principal actively and
consistently employs
innovative and effective
leadership strategies that
maximize student academic
progress and result in a
shared vision of teaching
and learning that reflects
excellence.
Comments:
Effective is the
expected level of
performance.
The principal fosters the
success of all students
by facilitating the
development,
communication,
implementation, and
evaluation of a shared
vision of teaching and
learning that leads to
student academic
progress and school
improvement.
Partially Effective
Ineffective
The principal inconsistently
fosters the success of
students by facilitating the
development,
communication,
implementation, or
evaluation of a shared
vision of teaching and
learning that leads to
student academic progress
and school improvement.
The principal does not
foster the success of all
students by facilitating the
development,
communication,
implementation, or
evaluation of a shared
vision of teaching and
learning that leads to
student academic progress
and school improvement.
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Observation Comparisons
9/2012 through
1/31/2013
9/2013 through
1/22/2014
 12 Administrators
 13 Administrators
 133 tenured
 467 tenure
 72 non-tenured
 173 non-tenure
 205 observations
 640 observations
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Expenditures
 Informational Session C&I Office
$150
 Stronge & Associates in-district training
$9,000
 New Superintendent training
$150
 TMI Administrator training
$600
 TMI Teacher training
$750
 Individual teacher training off-site
$300
 The Madison Institute membership
$4995
 New Assistant Principal training
$300
 MyLearningPlan online system
$9,072
 Guidance Pilot
$0
______________________________________________
Total
$25,317.00
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Educational Consulting, LLC
QUESTIONS
Thank you for your attention!