Transcript New York State’s Teacher and Principal Evaluation System

The Principal
As
Instructional Leader
Under the Regents Reform Agenda
25 September 2012
NYSCOSS Fall Conference
www.engageNY.org
Our Challenge
Graduating All Students College & Career Ready
New York's 4-year high school graduation rate is 74% for All Students
However, the gaps are disturbing.
June 2011 Graduation Rate
Graduation under Current Requirements
Calculated College and Career Ready*
% Graduating
% Graduating
All Students
74.0
All Students
34.7
American Indian
59.6
American Indian
16.8
Asian/Pacific Islander
82.4
Asian/Pacific Islander
55.9
Black
58.4
Black
11.5
Hispanic
58.0
Hispanic
14.5
White
85.1
White
48.1
English Language Learners
38.2
English Language Learners
6.5
Students with Disabilities
44.6
Students with Disabilities
4.4
*Students graduating with at least a score of 75 on Regents English and 80 on a Math Regents, which correlates with
success in first-year college courses.
Source: NYSED Office of Information and Reporting Services
www.engageNY.org
2
A New Place In History…
“Our once unchallenged preeminence in
commerce, industry, science and
technological innovation is being taken
over by competitors throughout the
world. The educational foundations of
our society are presently being eroded
by a rising tide of mediocrity that
threatens our very future as a nation and
a people”
www.engageNY.org
Which Requires a New Set of Remedies…
• Increase aid to low wealth school districts
• Setting of standards and increasing math and
science requirements
• Lengthening the school day and year
• Increase in compensation for teachers
• Salary, tenure, retention and promotion should
be tied to an effective evaluation system that
rewards superior teachers, encourages
average teachers and improves or terminates
poor performing teachers
www.engageNY.org
A Nation at Risk…..
From….
April 26, 1983
www.engageNY.org
Regents Reform Agenda
A Strategic Response to the Program Challenges

Implementing Common Core
standards and developing
curriculum and assessments aligned
to these standards to prepare students
for success in college and the
workplace

Building instructional data systems
that measure student success and
inform teachers and principals how
they can improve their practice in real
time

Recruiting, developing, retaining, and
rewarding effective teachers and
principals

Turning around the lowest-achieving
schools
Highly Effective
School Leaders
Highly Effective
Teachers
College and
Career Ready
Students
www.engageNY.org
6
Building Student Readiness…
More than an academic pursuit

Moving away from Persistently
Dangerous and towards Safe
Climates

Focus on Educating the Whole Child

Finding new and better ways to
engage parents

Access to and equity in opportunities
for all students

Raising our Expectations

Building Engaging Pathways

Allowing demonstration of
Competency

Realigning Fiscal Priorities
Safe School
Climate
Social
Emotional
Development
Consistent
Supports
Engaging
Pathways
CCR
Students
Parent
Engagement
Access
and Equity
Higher
Expectations
Meaningful
Content
Questions
• Why focus on instructional leadership?
• How can we support the shift from
management to instructional leadership?
• What are the common elements of a principal
who has a relentless focus on teaching and
learning?
• How do we build an effective distributed
instructional leadership model?
www.engageNY.org
Key Lessons
School leadership is the second
greatest influence on student learning,
second only to teacher effectiveness.
(Leithwood & Riehl, 2003)
www.engageNY.org
Key Lessons
Principal and teacher quality account for
nearly 60% of a school’s total impact on
student achievement, and principals alone
for a full 25% (Marzano et al., 2005).
Marzano, R. J.; Waters, T.; & B. McNulty (2005). School Leadership that
Works: From Research to Results. Alexandria, VA: Association for
Supervision and Curriculum Development.
www.engageNY.org
1
Leadership for Reform
www.engageNY.org
Leadership in the Common Core
ELA Shift One: Balancing Literary & Informational Text
ELA Shift Two: Building Knowledge in the Disciplines
Principals should:
• Purchase and provide equal amounts of informational and literacy
texts for each classroom
• Hold teachers accountable for building content knowledge
through text
• Provide PD and co-planning opportunities for teachers to become
more intimate with nonfiction texts and the way they spiral together
• Support and demand the role of all teachers in advancing students’
literacy
• Support and demand ELA teachers’ transition to a balance of
informational text
• Give teachers permission to slow down and deeply study texts
with students
www.engageNY.org
12
Leadership in the Common Core
ELA Shift Three: Staircase of Complexity
ELA Shift Four: Text Based Questions
ELA Shift Five: Writing from Sources
Principals should:
• Ensure that texts are appropriately complex at every grade and that
complexity of text builds from grade to grade.
• Support and demand that teachers build a unit in a way that has students
scaffold to more complex texts over time
• Support and demand that teachers work through and tolerate student frustration
with complex texts and learn to chunk and scaffold that text
• Provide planning time for teachers to engage with the text to prepare and
identify appropriate text-dependent questions.
• Hold teachers accountable for fostering evidence based conversations about
texts with and amongst students.
• Protect time for knowledge-building through Science, Social Studies, and Arts
Instruction.
• Support , enable, and demand that teachers spend more time with students
writing about the texts they read – building strong arguments using evidence
from the text.
www.engageNY.org
13
Leadership in the Common Core
ELA Shift Six: Academic Vocabulary
Principals should:
• Shift attention on how to plan vocabulary meaningfully using
tiers and transferability strategies
• Provide training to teachers on the shift for teaching vocabulary
in a more meaningful, effective manner.
www.engageNY.org
14
Leadership in the Common Core
Principals should:
Math Shift One: Focus
Math Shift Two: Coherence
• Work with groups of math teachers to determine what content to prioritize most deeply and
what content can be removed (or decrease attention).
• Determine the areas of intensive focus (fluency), determine where to re-think and link
(apply to core understandings), sampling (expose students, but not at the same depth).
• Give teachers permission and hold teachers accountable for focusing on the priority
standards immediately.
• Ensure that teachers have enough time, with a focused body of material, to build their own
depth of knowledge.
• Ensure that teachers of the same content across grade levels allow for discussion and
planning to ensure for coherence/threads of main ideas
Priorities in Support of Rich Instruction and Expectations of Fluency and Conceptual
Grade
Understanding
K–2
Addition and subtraction, measurement using whole number quantities
3–5
Multiplication and division of whole numbers and fractions
6
Ratios and proportional reasoning; early expressions and equations
7
Ratios and proportional reasoning; arithmetic of rational numbers
8
Linear algebra
www.engageNY.org
15
Leadership in the Common Core
Math Shift Three: Fluency
Math Shift Four: Deep Understanding
Math Shift Five: Application
Math Shift Six: Dual Intensity
Principals should:
• Take on fluencies as a stand alone CCSS aligned activity and build school
culture around them.
• Allow teachers to spend time developing their own content knowledge
• Provide meaningful professional development on what student mastery and
proficiency really should look like at every grade level by analyzing exemplary
student work
• Ensure that math has a place in science instruction
• Create a culture of math application across the school
• Reduce the number of concepts taught and manipulate the schedule so that
there is enough math class time for teachers to focus and spend time on both
fluency and application of concepts/ideas
www.engageNY.org
16
Engaging Families in the Common Core
•
•
•
•
•
Encourage reading aloud and shared
reading early and often (fiction and nonfiction)
Launch family-nights with academically
enriching themes for families and
students (e.g., Math Games Night,
Literacy Night)
Schedule family/school field trips to
museums and cultural events (take the
opportunity to stress the power of
knowledge building)
Emphasize the development of routines
for academic success (e.g., nightly
reading, homework)
Leverage family and community assets
(e.g. texts in home language, communitybased organizations as partners)
www.engageNY.org
17
Leadership in Data Driven Instruction
Common Periodic
Transparent Starting Point
Aligned to State Tests
Aligned to Instruction
Cyclical
Assessments
Plan new Lessons
Teacher Action Plans
Ongoing Assessment
Accountability
Engaged Students
Immediate
User Friendly
Teacher Owned
Test-in-Hand
Deep
Culture
Action
Analysis
Leadership Team
Introductory & Ongoing PD
Calendar
Build by Borrowing
www.engageNY.org
18
The Principal’s Role:
Implementing Data Driven Instruction
•
•
•
•
•
•
•
If you are not yet using common interim or periodic assessments aligned to
state tests establish a plan to do so by school year 11/12
Use individual conference time to examine student performance data –
whatever data you currently have
Use common planning time for analysis meetings through which teachers
with common data sets or student work make meaning out of their results
Foster an environment where teachers feel safe to take risks and examine
their practice publicly
Institute a cycle through which teachers are drafting periodic action plans
based on data analysis and effectively re-teaching content students
haven’t yet mastered.
Focus on your own skill development regarding the management of the
data driven instruction cycle
Create risk-taking opportunities for teacher reflection on which students
are not yet proficient and what they can do differently to ensure
achievement.
www.engageNY.org
19
What is the Work?
Leadership in Driving Teacher Effectiveness
The
Student
The
Teacher
The Principal
www.engageNY.org
20
The Principal’s Role:
Leadership in Driving Teacher Effectiveness
•
Be in classrooms, as often as possible, collecting valid evidence
about teacher practice and student learning
•
Provide high quality, evidence based feedback
•
Drive and protect a culture where risk-taking discourse about
classroom practice, amongst teachers, is happening every day.
•
Meet (and/or ensure that your APs meet) with teachers individually
on a regular basis, look at current student results & evidence from
observations, and agree on actionable change. Hold teachers
accountable for this change.
www.engageNY.org
21
Preparing and Evaluating
Future Principals
www.engageNY.org
Changing Roles for Principals
Leadership of Instructional change:
 Common Core
 Data-driven instruction
 Evidence-based observation and feedback to
teachers
Shift time away from other administrative duties
 Delegation
 Time management
 Leverage district and shared service resources
www.engageNY.org
Standards for School Leaders
Interstate School Leaders Licensure Consortium (ISLLC)
An Education Leader Promotes the Success of Every Student by:
•facilitating the development, articulation, implementation, and stewardship
of a vision of learning that is shared and supported by all stakeholders;
•advocating, nurturing, and sustaining a school culture and instructional
program conducive to student learning and staff professional growth;
•ensuring management of the organization, operation, and resources for a
safe, efficient, and effective learning environment;
•collaborating with faculty and community members, responding to diverse
community interests and needs, and mobilizing community resources;
•acting with integrity, fairness, and in an ethical manner;
•understanding, responding to, and influencing the political, social, economic,
legal, and cultural context.
www.engageNY.org
24
Competencies Tested:
Revisions aligned to 2008
ISLLC Standards, CCLS
SBL Exam “Before”
SBL Exam “After” (2014)
Developing, Communicating, and
Sustaining an Educational Vision
Instructional Leadership for Student
Success
Managing Change, Making Decisions,
and Ensuring Accountability
School Culture and Learning
Environment to Promote Excellence and
Equity
Leading the School wide Educational
Program
Revisions emphasize
Managing School Resources, Finances,
instructional leadership tasks
and Compliance
Developing Human Capital to Improve
Teacher and Staff Effectiveness and
Student Achievement
Family and Community Engagement
Operational Systems, Data Systems, and
Legal Guidelines to Support
Achievement of School Goals
Test Format:
Revisions increase focus on
performance tasks
Changes to the exam:
120 multiple choice questions across 2
part exam (50% of exam score)
80 multiple choice questions across 2
part exam (40% of exam score)
4 performance tasks across 2 part exam 6 performance tasks across 2 part exam
(50 % of exam score)
(60% of exam score)
Increased emphasis on instructional leadership
Increased emphasis on data-driven instruction
Increased emphasis on teacher evaluation, including a video observation and analysis task
More emphasis on performance related tasks
More rigorous
Discussion



Currently when you recruit/hire principals do they
have the knowledge, skills, and dispositions to enable
them to “hit the ground” running?
What are the preparation programs doing well?
What would you like them to improve in order to better
prepare school leader candidates for these changing
roles?
www.engageNY.org
Thank You.
www.engageNY.org