Transcript Document

ADMINISTRATOR EVALUATION AND
SUPPORT SYSTEM
DAY 4
Summer 2013
{Insert Trainer/Facilitator Name}
July 2, 2013
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Day 4 Agenda
• Agenda Review/Objectives Review
• Review Evidence Feedback
• Review Accuracy Measures and Scoring
Trends from the Case Study
• Revisit Leader Evaluation Rubric
• Professional Conversations and Focus Areas
• Stakeholder Feedback (10%) and Teacher
Effectiveness Outcomes (5%)
• Final Summative Rating Process
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Objectives
• Understand the content of the CT Leader Evaluation Rubric
• Understand sources of evidence that demonstrate
proficiency on the CT Leader Evaluation Rubric
• Understand how the evaluation and support process
develops administrator growth over time
• Understand how coaching conversations use evidence and
feedback to support growth
• Collaborate with colleagues to deepen understanding of
the content
• Understand the role of additional components:
Stakeholder Feedback and Teacher Effectiveness Outcomes
• Understand the final summative rating process
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Norms
• Be present: minds and hands on all day
• Respect time boundaries
• Recognize the need for quiet while working
• Use electronics respectfully and appropriately
when prompted
• Return to large group attention when signaled
• Adhere to the “Over 21” rule
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Evidence Review
• Individually or with your partner, compare your
evidence and score with exemplar (provided by your
facilitator).
• Prepare to discuss the evidence and rationale for any
of your scores that are discrepant from the exemplar
scores.
• Refer to the OAR Rubric
• Was your evidence stronger in one measure than in other
measures?
• If so, why do you think that might be?
• Does the feedback raise questions about the Performance
Expectations and indicators?
• If so, which ones?
• Be prepared to share your thoughts with the
whole group.
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Scoring Trends and Analysis of
Evidence and Rubric
• What do the scoring trends reveal?
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Where are there areas of agreement?
Where are there areas of discrepancy?
Which indicators reveal the most discrepancies?
Examine the quality of the evidence aligned to those
indicators
• Is the evidence specific?
• Does the evidence include context?
• Study the Leader Evaluation Rubric indicators that trend
data revealed as problematic
– What is it about the indicator(s) or the evidence that makes
interpretation of the evidence difficult?
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Goal-Setting Conference: Focus Areas
• Individually or with a partner
– Use your work from the Case Study to determine
areas of strength and areas for growth
– Prepare questions that would be used in a fall GoalSetting Conference to assist the administrator in
setting two Focus Areas that are linked to the
Performance Expectations
• Use the resources provided [Questioning Placemat, Coaching
Competencies Rubric, etc.]
• Be prepared to share your questions
– Use the Focus Area Template to draft a goal that might
be similar to a goal developed by an administrator
• Be prepared to share your draft goal
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Professional Conversation: Role-Play
• Form groups of three and assign the following roles:
– Administrator
– Evaluator
– Recorder/Observer
• Administrator takes the role of Frances Adams
• Evaluator takes the role of Joe McLaughlin
• Recorder/Observer takes notes on the conference
looking for
– Questioning techniques
– Coaching skills
– Provides feedback to the Administrator and Evaluator
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Professional Conversation: Role-Play
• Allow about 20 minutes for the conversation and
5 minutes for the debrief by the
Recorder/Observer
• Switch roles so that each person has the
opportunity to play all three roles and use the
questions developed for the Goal-Setting
Conference
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Debrief
• Why participate in a role-play?
• What observations were made during
the role play?
– Types of planned questions…
– Types of unplanned questions…
– Body language…
– Etc…
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Closure
• Questions?
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Stakeholder Feedback (10%)/
Teacher Effectiveness Outcomes (5%)
Objectives:
• To understand the remaining components of
the SEED model
• To understand the target-setting process and
rating protocol for stakeholder feedback
• To understand the teacher effectiveness
outcomes component and determine a rating
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STAKEHOLDER FEEDBACK
(10%)
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Running an Effective Stakeholder
Survey Program
A. Establishing a survey committee
– Involve parents
– Involve staff
– Involve students
– Establish shared ownership
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Running an Effective Stakeholder
Survey Program
B. Selecting the survey instrument
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State model instrument (recommended)
Comparative data
Alignment to the CT Leadership Standards
Consider multiple languages, where appropriate
Free response (feedback only – not evaluative)
Reliable - “the instrument is consistent among those
using it and is consistent over time”
– Valid - “the instrument measures what it is intended to
measure”
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Running an Effective Stakeholder
Survey Program
C. Stakeholder Selection
– School-based administrators must survey parents
and teachers, but may include other stakeholders
such as students and community members
– Central office administrators may survey
stakeholder groups for whom they have
administrative responsibilities, such as teachers
and other administrators
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Running an Effective Stakeholder
Survey Program
D. Administering the survey
– Options to consider:
– Online vs. paper surveys
– Open vs. access codes (highly recommended)
– Mail surveys home (paper form, with online
access code also included)
– Place reminder calls with online access code
– Send letters home with students
– Mobile-optimized survey option
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Running an Effective Stakeholder
Survey Program
E. Achieving high response rates
– Respondent‐to‐respondent outreach
– Persistence
– Coordinate with school events and activities
– Monitor response rates live
– School-level and individual‐level incentives
– Show that schools acts on feedback
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Using Stakeholder Surveys for Evaluation
1. Review baseline data
Example: “60% of parents feel wellinformed about what is going on at their
child’s school.”
• First year alternative: rely on anecdotal data, guided by
the questions on the survey instrument
Example: “We don’t often talk to parents
about the child’s schoolwork.”
Fall baseline survey highly recommended.
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Using Stakeholder Surveys for Evaluation
2. Setting target for growth
Example 1: 70% of stakeholders respond
“Strongly Agree” or “Agree” to the statement:
“The school environment is caring and
supportive.”
Example 2: 70% of stakeholders respond
favorably to the entire category of survey
questions dealing with expectations for
student achievement.
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Using Stakeholder Surveys for Evaluation
3. Assess and calculate rating for each
administrator.
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Rating the Stakeholder Component
• Review the Anthony Middle School
stakeholder survey feedback goal and data
• Determine whether the school met the target
or not
• Using the rubric for rating this component,
provide a rating for this component and
record the information on the Summative
Rating Form
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Anthony Middle School Feedback Survey Goal
• Parents and community believe in strong
communications and they wanted to keep this a
priority. They fashioned the following goal for
2012-2013 despite the high ratings for
communications.
• Goal: To maintain a high level of home-to-school
communications, 94% or more of respondents
will “agree” or “strongly agree” that parents are
kept informed.
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Anthony Middle School Survey Responses
• At your table, examine the parent and teacher
survey data provided to determine the area
for focus for a stakeholder feedback goal for
2013-2014
• Discuss a reasonable target for the goal
• Be prepared to report out, including your
rationale for the focus and target
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Teacher Effectiveness Outcomes 5%
• The Teacher Effectiveness Outcomes component consists
of the aggregation of the teachers’ success in meeting
their SLO goals in the teacher evaluation and support
system. The rating is based on the % of teachers meeting
their goals as determined by the following scale.
• If your district is using a data system, this information will
be aggregated for the principals.
• For 2012-2013, 30 of 47 teachers met their SLO targets.
Exemplary (4)
81-100% of teachers are rated
proficient or exemplary on the
student growth portion of
their evaluation
Proficient (3)
61-80% of teachers are rated
proficient or exemplary on the
student growth portion of
their evaluation
Developing (2)
41-60% of teachers are rated
proficient or exemplary on the
student growth portion of
their evaluation
Below Standard (1)
0-40% of teachers are rated
proficient or exemplary on the
student growth portion of their
evaluation
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Last NameFirst NamePosition/Assignment
Demonstrated Proficinecy on student Learning
Baker
Lupe
Home and Career Skills
Barker
Marla
Science 6
yes
Benson
Jackie
Social Studies 8
Bird
Annie
ELA 6 Coach
yes
Bradshaw Tabatha
Science 8
Brooks
Marisol
Math 7
yes
Burch
Audrey
Science 8
yes
Burke
Elise
Science 7
yes
Byrd
Daisy
Technology
yes
Camacho Nikki
Social Studies 6
Charles
Edward
Special Education
yes
Clauder-Merritt
Allie
ELA 6
yes
Colon
Lamar
Special Education
yes
Cunningham
Milford
Social Studies 7
DaughertyRoseann Special Education
yes
Dickson
Ernesto
Science 6
Ellis
Earl
ELA 8
yes
Figueroa Jenny
English as a Second Language
yes
Frye
Emery
Math 6
yes
Gates
Bernie
Physical Education and Health
Gilberto
Arthur
Social Studies 7
yes
Holcomb Vicki
Physical Education and Health
Horne
Derick
Math 6
yes
Jennings Evan
ELA 7 Coach
Jonah-Holloway
Winfred
ELA 7
yes
Joseph
Mary
Career and Technical Education
Lindsey
Isidro
Foreign Language, Spanish
yes
Little
Shelia
Social Studies 6
Lowe
Alphonse Social Studies 8
yes
Maynard Branden
ELA 6
yes
Mccarthy Jon
Music
yes
McFarlandEdwina
Librarian
Mclean
Rosario
ELA 8 Coach
yes
Montoya Jay
Physical Education and Health
Murray
JohnathonMath 7
yes
Murray
Rowena
Music
Oliver
Marvin
Science 7
yes
RobertsonPearl
Visual Arts
Rocha-Hodges
Shelia
Math 8
yes
Snyder
Cindy
Math 8
yes
Torres
Maryann ELA 7
yes
Vang
Sydney
Visual Arts
Vargas
Myra
Physical Education and Health yes
Walton
Autumn
Special Education
yes
Williams Agnes
Guidance Counselor
Williams Antoine
ELA 8
yes
Willis
Cleo
Special Education
yes
30 of 47
Average
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FINAL SUMMATIVE RATING
PROCESS
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Summative Rating & Review
Student
Learning
45%
Teacher
Effectiveness
Outcomes
5%
Leadership
Practice
40%
Stakeholder
Feedback
10%
Practice Rating
50%
Outcomes Rating
50%
Final Rating
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Calculating an Outcomes Rating
• Combine Student Learning (45%) and Teacher Effectiveness Outcomes (5%)
Component
Score (1-4)
Weight
Student Learning
45
Teacher Effectiveness
Outcomes
5
Points (Score x
Weight)
• Use the rating table to assign a rating
Outcomes Points
50-80
Outcomes Rating
Below Standard
81-126
Developing
127-174
Proficient
175-200
Exemplary
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Calculating a Practice Rating
• Combine Leadership Practice (40%) and Stakeholder Feedback (10%)
Component
Score (1-4)
Weight
Leadership Practice
40
Stakeholder Feedback
10
Points (Score x
Weight)
• Use the rating table to assign a rating
Practice Points
50-80
Practice Rating
Below Standard
81-126
Developing
127-174
Proficient
175-200
Exemplary
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Final Summative Rating
Overall Outcomes Rating
Overall Practice Rating
4
3
2
1
4
Rate
Exemplary
Rate
Exemplary
Rate
Proficient
Gather further
information
3
Rate
Exemplary
Rate
Proficient
Rate
Proficient
Rate
Developing
2
Rate
Proficient
Rate
Proficient
Rate
Developing
Rate
Developing
1
Gather further
information
Rate
Developing
Rate
Developing
Rate Below
Standard
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Administrator Final Summative
Rating
Teacher Final Summative
Rating
Outcome Rating 50%
Outcome Rating 50%
5%
Teacher
Effectiveness
Outcomes
45%
Multiple Student
Learning
Indicators
These percentages
are derived from the
same set of data
These percentages
may be derived from
the same set of data
45%
Student
Growth and
Development
5%
Whole-School
Student Learning
Indicators or
Student Feedback
Practice Rating 50%
Practice Rating 50%
40%
40%
Observations
of Performance
& Practice
Observations
of Performance
& Practice
10%
Stakeholder
Feedback
Survey data gathered from
the same stakeholder groups
should be gathered via a
single survey, when possible
10%
Peer or Parent
Feedback
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CLOSING AND
NEXT STEPS
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Closing
• Parking Lot
• Feedback Forms
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Next Steps
• Proficiency exercise options (logistics)
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Stefan Pryor
Commissioner, CT State Department of Education
Dr. Sarah Barzee
Dr. Everett Lyons
Interim Chief Talent Officer
[email protected]
CAS Assistant Executive Director
[email protected]
Contact the CSDE Talent Office Hotline at: 860-713-6868 or email: [email protected]
Visit us online: www.connecticutseed.org
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