Transcript Document

Central Office Administrator
Development and Evaluation
Adaptations for Central Office Administrators
Objectives for Session
• Participants will…
• Understand how to implement the
Connecticut Guidelines as they pertain to CO
administrators
• Become familiar with resources to support
district implementation
• Understand the role central office
administrators play in creating district
coherence
Connecticut State Department of Education
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Why Adaptations Were Developed
• Legislation requires that all 092
administrators be evaluated.
• The CT Guidelines and the SEED model for
092 evaluation were clearly developed with
building based administrators in mind.
• In order to meet requirements in a coherent
and meaningful way, appropriate adaptations
needed to be made to the guidelines.
Connecticut State Department of Education
How the Adaptations Were Developed
• A special work group convened in May 2013.
• 12 educators experienced in varied central office roles
served on the work group.
• The work group used a “critical friends” approach to
reviewing the work for each of the 6 defined areas of 092
central roles.
• The work group engaged other practitioners in reviewing
and providing feedback.
• The SDE vetted the recommendations and convened a
meeting with both work group members and other
stakeholders.
• Further refinements were made.
• These recommendations were made available in the fall of
2014 for a permissive pilot.
Connecticut State Department of Education
Big Ideas in the State Model
Focus on
what
matters
most
Emphasize
growth over
time
Leave room
for
judgment
Consider
Implementation at
least as
much as
design
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The Foundations Of Administrator Evaluation
• Focuses on what matters most: student
learning, leadership practice, supporting and
developing teachers, school and program
leaders
• Uses multiple measures of leadership
effectiveness
• Applies to administrators in a position
requiring an 092 endorsement
Connecticut State Department of Education
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Components Of Evaluation
OUTCOME
RATING
ANNUAL
SUMMATIVE
RATING
Teacher
Effectiveness
Outcomes
PRACTICE
RATING
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Leadership Practice (40%)
CT Leadership Standards
form the basis for the
analysis of professional
practice. For central office
administrators the weighting
can adjusted to reflect roles
and responsibilities. The
weighting of performance
expectations can be
determined at the district
level within Guideline
parameters.
Connecticut State Department of Education
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The CT Leadership Standards
• Based on the Interstate School Leaders
Licensure Consortium (ISLLC) standards
• 6 Performance Expectations:
– Vision, Mission and Goals
– Teaching and Learning
– Organizational Systems and Safety
– Families and Stakeholders
– Ethics and Integrity
– The Education System
Connecticut State Department of Education
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Evidence Collection For Practice Rating
Minimum of:
• Two site visits
• Four observations for any administrator new
to their district, school, their position, or who
has received ratings of Developing or Below
Standard
• Site visits: Frequent & Purposeful
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Stakeholder Feedback (10%)
• Feedback from stakeholders can be gathered in a
variety of ways:
 Surveys (most common method)
 Focus groups
 Interviews
• Feedback enables administrator to collect data
relevant to leadership practice
• Sample questions for central office role are
available at ctseed.org
Connecticut State Department of Education
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Stakeholder Feedback
Function
Principals Teachers Parents Students Others
Special Ed.
X
X
Curriculum
X
X
Personnel
X
X
Business
X
X
X
X
Athletic Dir.
Adult Ed.
X
Connecticut State Department of Education
Coaches
X
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STUDENT LEARNING:
Indicators of Student Learning (45%)
Central office Broad discretion for a minimum of two
administrator student learning goals: Indicators may be
- group of schools,
- group of students
- subject area most relevant to the
administrator’s job responsibilities
Through the ESEA Flexibility Renewal process, the CSDE is
requesting continued flexibility from the US Department of
Education, at least through the 2015-16 school year,
regarding the requirement to incorporate the state test as a
measure of student growth in educator evaluation for
teachers and administrators in tested grades and subjects.
Connecticut State Department of Education
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Teacher Effectiveness Rating (5%)
• The proposed adaptation for determining a
rating is based on the percentage of
principals, assistant principals, directors and
teachers who meet or exceed their student
learning targets.
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Evidence collection
Evidence is derived from three main sources:
• observation of the administrator during
leadership activities
• the examination of artifacts of the
administrator’s work
• information gathered through supervisory
conferences.
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Your Turn
• With a partner discuss:
–Goal setting process
–Evidence for professional practice
–Expectations for achieving a proficient
level for the professional practice
rating
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Focus Area
A focus area:
• identifies an area in which an administrator wants
to improve
• includes action steps to move practice in support to
the improvement of teaching and learning
• supports the administrator in the accomplishment
of their Student Learning Indicators and
Stakeholder Feedback target
• is not required under the CT Guidelines
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Case Study
• Review the case study
• Make note of connections between artifacts
and Leadership Standards
• Discuss your observations and generate ideas
for additional artifacts
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Planning Considerations
With your Professional Development and Evaluation
Committee (PDEC):
-discuss required student learning goals
-discuss the approach to the evaluation of
professional practice: weighting of
Performance Expectations
-discuss stakeholder feedback survey or process
-include at least one central office administrator
on the PDEC
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Coherence
How can the system for evaluation and
professional development for central office
administrators contribute to coherent practices
in school districts or otherwise connect to the
central theme of this conference?
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Contact information
Michael Galluzzo
Betty Osga
Sharon Fuller
Assistant Executive Educational Consultant Educational Consultant
Director, CAS
[email protected]
Talent Office, CSDE
[email protected]
[email protected]
Connecticut State Department of Education
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