Transcript SCDN Principal Evaluation

SCDN
Principal Evaluation
Why the Principal is So Important
May 30, 2013
Michael Keany
Which Job Did I Not Have?
•
HS Principal
• Girl Scout Leader
•
Dance escort for single women on a cruise ship
•
MS Principal
•
School Board Member
•
Clown magician at children’s parties
•
Department Chair
•
Assistant Principal
• Butcher
•
Movie theater usher
Which Job Did I Not Have?
•
HS Principal
• Girl Scout Leader
•
Dance escort for single women on a cruise ship
•
MS Principal
•
School Board Member
•
Clown magician at children’s parties
•
Department Chair
•
Assistant Principal
• Butcher
•
Movie theater usher
Data
Creative Subconscious
Conscious
Self Talk
“truth”
“truth”
“truth”
Real Learning
Subconscious
--adapted from
Ray Jorgensen
First, a test!
Draw a School
Scoring
•Roof = 1 point
•Flag = 1 point
•Door = 1 point each
•Windows = 1 point each
•Shrubs = 1 point each
•Walkway = 1 point
•Playground = 15 points
•Mailbox = 15 points
•Principal’s Parking Spot = 30 points
•Passing grade is 60 points!
“What we know prevents us
from seeing.”
The Changing Role of the Principal
My Mentor
Buses
Boilers
• Scho
Books
ol
February 8, 2012
Session 1: Highly Effective Leaders
7
The Changing Role of the Principal
Me
NCLB
Spec Ed
Teacher observations
Inventory
NYSESLAT
3-8 ELA Assessments
Regents Exams
LAB-R
IDEA
Grad. Requirements
Buses
Discipline
• Scho
Books
ol
Boilers
AP Exams
3-8 Math Assessments
ELL
NYSAA
Registers
AYP
Attendance
PA/PTA
Lunch Forms
Spec Ed
Budgets
Graduation Rates
SURR
SINI
Sub-groups
C. A.
Restructuring
Audits
February 8, 2012
Session 1: Highly Effective Leaders
8
The Changing Role of the Principal
(My Successor)
NCLB
Spec Ed
Data Verification
JITs
nySTART
IRS
3-8 ELA Assessments
Regents Exams
LAB-R
IDEA
Common Core Standards
UISA
ARIS- NYC
Inventory
NYSESLAT
SEDCAR
Teacher observations
Grad. Requirements
Buses
Discipline
Scantron
Math Shifts
NYS Report Cards
• Scho
Books
ol
NYC QR
Boilers
AP Exams
ELL
Benchmarks
3-8 Math Assessments
NYSAA
Registers
AYP
Attendance
Data Submission for Fed Indicators
PA/PTA
Lunch Forms
Spec Ed
NYC Progress Reports
Data Teams
Budgets
Graduation Rates
Audits
February 8, 2012
Session 1: Highly Effective Leaders
SURR
SINI PLA
Sub-groups
C. A.
Restructuring
ELA Shifts
9
Now, an awareness test!
QuickTime™ and a
decompressor
are needed to see this picture.
“What we see prevents us
from learning.”
What Did You Hear?
•What Does It Mean to
You?
Evaluating Educator Effectiveness
15
www.engageNY.org
Evaluation System Design
Principles
– NY’s Evaluation System follows these design principles:
1. Annual evaluations for all
2. Clear, rigorous expectations for instructional excellence, prioritizing
student learning
3. Multiple measures of performance
4. Multiple ratings: 4 performance levels to describe differences in
principal effectiveness
5. System should encourage regular constructive feedback and ongoing
development
6. Significance: results are a major factor in employment decisions
Source: The New Teacher Project (2010). Teacher Evaluation 2.0.
Available: www.TNTP.org
16
The ISLLC Standards: Improving Leadership
Standards
• These six standards call for:
1. Setting a widely shared vision for learning;
2. Developing a school culture and instructional program conducive
to student learning and staff professional growth;
3. Ensuring effective management of the organization, operation,
and resources for a safe, efficient, and effective learning
environment;
4. Collaborating with faculty and community members, responding
to diverse community interests and needs, and mobilizing
community resources;
5. Acting with integrity, fairness, and in an ethical manner; and
6. Understanding, responding to, and influencing the political,
social, legal, and cultural contexts.
17
Summary of District Implementation
Decisions
Growth
Locally
Selected
Measures
Other
Measures
Scoring
Implementation
State Growth
Growth Goal Setting
Assessments and Measures
• Rubrics
• Other Measures
(20% 25%)
(20%
15%)
(60%)
Subcomponents, Composite Scores, Ratings
Improvement Plans, Appeals, Training
18
Six state approved rubrics for Principal Evaluation
• Principal Evaluation Rubrics by Kim Marshall, Revised August 2011
• The Reeves Leadership Performance Matrix, The Leadership and learning
Center, 2011
• The Vanderbilt Assessment of Leadership in Education, VAL-Ed Framework,
Discovery Education
• Multidimensional Principal Performance Rubric, Learning Center Initiatives,
2011
• Marzano’s School Administrator Rubric, Marzano Research Laboratory, 2011
• McRel Principal Evaluation System, Mid-Continent Research for Education and
Learning, 2011
19
What does the Statute Endorse?
• Multiple visits- one unannounced- by various observers
• Ambitious and measurable goals which drive student growth
• Quantifiable and verifiable goals which measure academic
achievement and or school climate
www.engageNY.org
Where is it in the Statute?
• Page 21, lines 4-13
• “ (4) A majority of the sixty points for building principals shall be based
on a broad assessment of the principal’s leadership and management
actions based on a principal practice rubric by the building principal’s
supervisor….such assessment must incorporate multiple school
visits….with at least one visit conducted by the supervisor and at least
one unannounced visit.”
www.engageNY.org
Where is it in the Statute?
• Page 21, lines 21-25
• “…at least two other sources of evidence from the following options:
feedback from teachers, students and/or families using state-approved
instruments; school visits by other trained evaluators; and/or review of
school documents, records, and/or state accountability processes. “
www.engageNY.org
Where is it in the Statute?
• Page 21, lines 21-28
• “Any such remaining points shall be assigned based on the results of
one or more ambitious and measurable goals set collaboratively with
the principals and their superintendents or district superintendents…”
www.engageNY.org
Where is it in the Statute?
• Page 22, lines 1-10
• “(i) at least one goal must address the principal’s contribution to
improving teacher effectiveness…”
• “(ii) any other goals shall address quantifiable and verifiable
improvements in academic results or the school’s learning
environmental such as student or teacher attendance.”
www.engageNY.org
SMART Goals
• Specific
• Measurable
• Attainable
• Realistic
• Timely
7
Elements in the Principal’s Evaluation
• How well does the Principal lead learning?
• How well does the Principal improve student performance?
• How well does the Principal create a safe, supportive
environment?
• How well does the Principal build the capacity of her/his staff?
• How well does the Principal create self-sustaining systems?
– The difference between transactional change and transformational
change
– The difference between effective and highly effective
26
Elements in the Principal’s Evaluation
• How well does the Principal lead learning?
• How well does the Principal improve student performance?
• How well does the Principal create a safe, supportive
environment?
• How well does the Principal build the capacity of her/his staff?
• How well does the Principal create self-sustaining systems?
– The difference between transactional change and transformational
change
– The difference between effective and highly effective
27
Leader of Learning
•Wallace’s work since 2000 suggests this entails five key responsibilities:
1. Shaping a vision of academic success for all students, based on
high standards
2. Creating a climate hospitable to education in order that safety, a
cooperative spirit and other foundations of fruitful interaction prevail
3. Cultivating leadership in others, so that teachers and other adults
assume their part in realizing the school vision
4. Improving instruction to enable teachers to teach at their best and
students to learn at their utmost
5. Managing people, data and processes to foster school improvement
THE SCHOOL PRINCIPAL AS LEADER: GUIDING SCHOOLS TO BETTER TEACHING AND LEARNING - The Wallace Foundation,
January 2012.
5
Levels of Evidence
BAD
After lunch, I noticed that none of the teachers were teaching.
BETTER
After lunch, I noticed that many of the teachers were sitting at their desks while students got
settled.
BETTER YET
Fifteen minutes after students returned from lunch recess, I was walking down the 3rd grade
corridor and noted that 6 of the 8 teachers were sitting at their desks looking at their
computers while students were getting settled.
BEST
The required math block falls right after lunch. 15 minutes into that block I noted that 6 of the
8 3rd-grade teachers were sitting at their desks looking at their computers. I went into two of
those six classrooms to see what students were doing. In both rooms, they were reading or
working on non-math worksheets.
10
Welcome to Happy Valley
MS
_________________
A Faculty Meeting
An Evidence Collecting Activity
---------Record Evidence on the Principal’s Ability to Lead Learning
Rank These in Terms of Influence on Achievement
John Hattie’s Meta-Analysis - Visual Learning
Cooperative Learning
Ability Grouping
Teaching Study Skills
Retention in grade
Student-Teacher Relationships
Feedback
Problem Based Learning
Drama/Art Programs
Illness (lack of)
Homework
Rank These in Terms of Influence on Achievement
John Hattie’s Meta-Analysis - Visual Learning
Feedback
Student-Teacher Relationships
Teaching Study Skills
Coorperative Learning
Drama/Arts Programs
Homework
Illness (lack of)
Problem Based Learning
Ability Grouping
Retention in grade
0.73
0.72
0.59
0.41
0.35
0.29
0.23
0.15
0.12
-0.16
Mastery Learning:
• All children can learn when they focus on
mastering tasks in a collaborative
environment.
• Appropriate learning conditions in the
classroom include:
 High levels of cooperation between
classmates;
 Focused teacher feedback that is both
frequent and diagnostic;
 Variable time allowed to reach levels of
Mastery Learning:
• All children can learn when they focus on
mastering tasks in a collaborative
environment.
• Appropriate learning conditions in the
classroom include:
 High levels of cooperation between
classmates;
 Focused teacher feedback that is both
frequent and diagnostic;
 Variable time allowed to reach levels of
If feedback is so important, what
kind of feedback should be taking
place in our classrooms?
•Discuss in pairs for 2 minutes
“The most powerful single influence
enhancing achievement is feedback”
• Quality feedback is needed, not more
feedback
• Much of the feedback provided by the teacher
to the student is not valued and not acted on
• Students with a Growth Mindset welcome
feedback and are more likely to use it to
improve their performance
• Oral feedback is much more effective than
written
• The most powerful feedback is provided
How could we obtain more
feedback from students?
How can we ensure we act on this
feedback to raise achievement?
•Discuss in pairs
Welcome to Happy Valley
MS
_________________
A Faculty Meeting
What Evidence Did You Collect
on the Principal’s Ability to Lead Learning
How Would You Rate This Principal?
The ISLLC Standards: Improving Leadership
Standards
• These six standards call for:
1. Setting a widely shared vision for learning;
2. Developing a school culture and instructional program conducive
to student learning and staff professional growth;
3. Ensuring effective management of the organization, operation,
and resources for a safe, efficient, and effective learning
environment;
4. Collaborating with faculty and community members, responding
to diverse community interests and needs, and mobilizing
community resources;
5. Acting with integrity, fairness, and in an ethical manner; and
6. Understanding, responding to, and influencing the political,
social, legal, and cultural contexts.
39
By the way, an effective
principal has a rating of
0.36!
What Did You Hear?
•What Does It Mean to
You?
What is the Work?
Implementing the Common Core
Instructional Shifts Demanded by the Core
6 Shifts in ELA/Literacy
Balancing Informational and Literary Text
Building Knowledge in the Disciplines
Staircase of Complexity
Text-based Answers
Writing from Sources
Academic Vocabulary
www.engageNY.org
3
Shifts for Students Demanded by the Core
6 Shifts in ELA/Literacy
Read as much non fiction as fiction
Learn about the world by reading
Read more challenging material closely
Discuss reading using evidence
Write non-fiction using evidence
Increase academic vocabulary
Presentation to use with students AND parents
http://engageny.org/wp-content/uploads/2012/05/Shifts-for-Students-and-Parents.pdf
www.engageNY.org
17
What is the Work?
Implementing Data Driven Instruction
“ Tito ate one fourth of a cheese pizza. Tito ate three
eighths of a pepperoni pizza… All pizzas were the same
size. Luis thinks he ate more than Tito because h didn’t
eat any pepperoni pizza…Luis thinks he ate more. Who
is correct? Show your mathematical thinking…”
www.engageNY.org
10
Elements in the Principal’s Evaluation
• How well does the Principal lead learning?
• How well does the Principal improve student performance?
• How well does the Principal create a safe, supportive
environment?
• How well does the Principal build the capacity of her/his staff?
• How well does the Principal create self-sustaining systems?
– The difference between transactional change and transformational
change
– The difference between effective and highly effective
45
The Key Shift
The new principal evaluation system will drive a key shift:
8
Practice Leads to Results
40
points
60
points
www.engageNY.org
Elements in the Principal’s Evaluation
• How well does the Principal lead learning?
• How well does the Principal improve student performance?
• How well does the Principal create a safe, supportive
environment?
• How well does the Principal build the capacity of her/his staff?
• How well does the Principal create self-sustaining systems?
– The difference between transactional change and transformational
change
– The difference between effective and highly effective
48
Tripod Student Survey- The 7 C’s
1.Caring about students (Encouragement and Support)
2.Controlling behavior (Press for Cooperation and Peer Support)
3.Clarifying lessons (Success Seems Feasible)
4.Challenging students (Press for Effort, Perseverance and Rigor)
5.Captivating students (Learning seems Interesting and Relevant)
6.Conferring with students (Students Sense their Ideas are Respected)
7.Consolidating knowledge (Ideas get Connected and Integrated)
30
Elements in the Principal’s Evaluation
• How well does the Principal lead learning?
• How well does the Principal improve student performance?
• How well does the Principal create a safe, supportive
environment?
• How well does the Principal build the capacity of her/his staff?
• How well does the Principal create self-sustaining systems?
– The difference between transactional change and transformational
change
– The difference between effective and highly effective
50
TLS Observer Evidence Rubric
10
A Sample SLO Process Flow
*Please see caveat
www.engageNY.org
10
© 2012, Community Training and Assistance Center
Introduction to the Rubric
*Please see caveat
www.engageNY.org
22
© 2012, Community Training and Assistance Center
To Think About ...
1.
2.
3.
4.
5.
Why not insist that all SLOs meet the highest quality?
Who will present the analytic rubric to the faculty?
How will it be presented?
What will be the process for quality control?
Who will assist with revisions and resubmissions?
*Please see caveat
www.engageNY.org
56
5
© 2012, Community Training and Assistance Center
Quality of SLOs
There is a high correlation
between the quality of the
SLOs written and student
achievement.
*Please see caveat
www.engageNY.org
57
6
© 2012, Community Training and Assistance Center
Distribution of 10-11 Teacher MGPs
For
illustrative
purposes
only
50
1
MGP
95
58
www.engageNY.org
99
NOTE: Beta results using available 2010-2011 data.
Key
• Lead
UpTake-aways for Principal Success
• Collect Your Own Evidence
• Work Symbiotically
• Plan Your Year
• Prepare to Avoid Problems - Produce Better
Results
• The Devil is in the Details - Know Them
• Know What You Don’t Know
*Please see caveat
www.engageNY.org
59
113
© 2012, Community Training and Assistance Center
This keynote presentation and this afternoon’s
workshop will be available on School Leadership
2.0
www.schoolleadership20.com
A special group has been created to allow access to these
materials and to continue learning after the conference and
throughout the year.
http://www.schoolleadership20.com/group/scdn-principalevaluation