Transcript Principal - Leader Evaluation Presentation

PRINCIPAL/Leader Evaluation
Measuring the ISLLC standards
RTTT Leadership Conversation
July 14, 2011
With Dawn Shannon
Overview of the day .. .
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Welcome! Introductions
The new regulations
ISLLC
Comparing the regs to your current practice
Defining what is next.
TIME
Lunch
Breaks
Format
If there were no law,
and you simply wanted
to improve the process
of principal evaluation,
what would you do?
Outcomes for this meeting. . .
• Describe the major components of Law (§3012-c) and Regulations
(§100.2) as it relates to principal evaluation
 Define the timelines
 Define what is required
 Define what needs to be negotiated
• Explain the relationship between ISLLC standards and the
regulations
• Describe what the principal would DO to demonstrate these
standards and describe ways to measure effectiveness
• Compare your districts existing APPR for principals with 3012-c
• Identify district and regional needs and “next steps” to support
principals and district leaders
Major components of Law (§3012-c) and Regulations (§100.2)
• Ed Law §3012-c requires a new performance evaluation
systems for classroom teachers and building principals.
• Builds on and does not eliminate existing APPR processes
(§100.2 (o) of Commissioners’ regulations
• Requires four rating categories (HEDI)
• Highly Effective, Effective, Developing, Ineffective
• Requires annual professional performance reviews
(APPR) to result in single composite score (0 – 100)
Implementation Timeline
2011-12:
▫ Teachers of ELA and Math grades 4 – 8
▫ Principals of schools in which these teachers are
employed
 Note: “Everyone else” follows existing APPR
2012-13
▫ All classroom teachers and building principals
Who are affected?
Which teachers are
included?
• Classroom teachers
• School librarians
• Career and technical
teachers
Which teachers are
excluded?
• Pupil personnel services
(school psychologists,
social workers)
• Instructional support
services teachers
• Supplemental school
personnel (teacher
aides, assistants), adult
educators, continuing
educators are not
included.
Who are affected?
PRINCIPALS
A principal must be evaluated under the requirements
of the new law if at least 30% of the students in his/her
school or program are being taught ELA and/or math in
grades 4-8.
This will include most principals of schools with grade
configurations of K-5, PK-5, 6-8, and 6-12, or similar
grade configurations.
Who is affected? Who is not?
• THE BUILDING PRINCIPAL who is. .
A certified administrator designated by the schools’ controlling authority to
have executive authority, management, and instructional leadership
responsibility for all or a portion of a school or program
A CO- PRINCIPAL:
• In a situation in which more than one such administrator is so designated
• Implies equal line authority
THE NEW LAW ONLY APPLIES TO CLASSROOM TEACHERS AND BUILDING
PRINCIPALS (not assistant principals, subject area directors)
100 point score (TEACHER )
Highly Effective
Effective
91-100
75-90
Developing
Ineffective
65-74
0-64
1. 40 points (of 60) must be based on multiple classroom observations.
2. 20 points (of 60) are based on other evidence of teacher effectiveness.
3. 20% of score is based on student growth on state assessments
SCORE WILL BE SENT TO SCHOOLS FROM SED BY JUNE 15, 2012.
4. 20% of scores is based on student performance on locally selected measures
of student achievement that are rigorous and comparable across classrooms
and that reflect local priorities, needs, and targets
NEW: DISTRICTS MAY SELECT TO USE STATE TESTS AS THE LOCAL MEASURE
Composite Scoring Ranges for 2011-12 School year
Student
Growth/State
Assessment
Student
Achievement
Local
Measures
Ineffective
0-2
0-2
Developing
3-11
3-11
Effective
12-17
12-17
Highly Effective
18-20
18-20
LEVEL
Other 60 points
Scoring ranges
locally
determined
(40 of 60
based on multiple
observation)*
Overall
Composite
Score
0-64
65-74
75-90
91-100
NOTE: A teacher who scores in the ineffective range in both the student growth and locally
selected measures of student achievement receives an overall rating of “INEFFECTIVE”.
If the teacher is “INEFFECTIVE” and “DEVELOPING”, the school district or BOCES is required
to develop and implement a teacher improvement plan. (TIP)
A TIP or PIP must be implemented no later than 10 days after the date on which teachers
are required to report prior to the opening of classes for the school year.
Options for Local Measure of Student Achievement (TEACHER)
• Assessments from a state approved list of 3rd party developed
assessments
(Reviewed annually)
• District, regional, or BOCES developed whose rigor and comparability is
verified by the district or BOCES
Districts must include in their APPR plan an assurance that their district
developed assessment is rigorous and comparable across classrooms.
• State assessments
• Structured, district –wide goal setting process with any state and/or
school/teacher created assessment agreed to by an evaluator and teacher
Other Measure for Teacher (60 points)
Teacher performance must be assessed using an SED approved teacher practice rubric
40 POINTS OBSERVATION
• Multiple measures = 2 or more
observations
• in person or by video
• by trained principals, other
administrators, OR independent
evaluators, OR in-school peers.
• Any of the teaching standards NOT
addressed in classroom observation
must be assessed at least once a year
through one or more of the other
activities
20 points OTHER
COMBINATIONS OF THE FOLLOWING:
• Structured review of students work
• Teacher artifacts using portfolio or
evidence binder
• Feedback from students/parents,
and/or other teachers using
structured survey tool
• Teacher self-reflection and progress
on professional growth goals
(maximum 5 points.
Local assessment options for Principals
Principals K-8
• Student performance on local
measures chosen for teachers
• Student achievement of state tests
(ELA/Math) i.e. % of student at
proficient or advanced
• Student growth or achievement on
state tests in ELA and/or Math in
grades 4-8 for students with
disabilities and ELA in grades 4 - 8
HS PRINCIPALS
• 4,5,and/or 6 year HS graduation and/or
dropout rates
• % of students who earn a Regents
diploma with advanced designation
and/or honors
• % of cohort who achieved specified
scores on Regents or approved
alternative
• Students progress toward graduation
using predictive measures, including
but not limited to 9th and 10th graded
credit accumulation and/or % of
students who pass 9th or 10th grade
subjects most associated with
graduation and/or students’ progress in
passing required Regents.
60 points principal evaluation
• Multiple measures aligned with ISLLC 2008 (Educational Leadership
Policy Standards)
• Must use principal practice rubrics approved by SED
• At least 40 out of 60 points must be based on broad assessment of
principal’s leadership and management actions
(not all 60 can be based on “broad assessment of leadership”
• Assessment must include at least one schools visit by supervisor or
trained evaluator AND
• At least 2 sources of evidence
 Feedback from teachers, students, and/or families
 School visits from other trained evaluators
 Review of school documents, records and/or state accountability
processes,
 Other locally determined sources
20 of the remaining 60: OTHER MEASURES
• At least some points must be reserved for one or more ambitious and
measurable goals related to teacher effectiveness, set between the
principal and their lead evaluator
Examples:
• Principal actions to implement and conduct teacher evaluation effectively
(ex: quality of feedback provided to teachers)
• Evidence of improved effectiveness of teaching staff
(ex: improved retention of high performers)
• Facilitation of teacher participation in professional development
opportunities
ANY REMAINING POINTS must be based on goals addressing improvements
in academic results, or the school's learning environment
Who conducts evaluations of teachers and principals?
• Lead evaluator is the primary person responsible for
teacher’s or principal’s evaluation
• Signs the summative APPR
• To the extent possible, should be the principal
and/or his designee
• (for the principal, should be the superintendent
and/or his designee)
APPR (The new law and existing regulations)
• Builds on, does not eliminate existing regulations
• Districts must adopt plan by Sept 1, 2011
• By Sept 10, plan must post on website and make available in district.
If any items are not finalized as a result of collective bargaining, the plan
must identify those specific parts not finalized.
• Requirements include:
▫ Student growth measures
▫ Four prescribed rating categories (HEDI)
▫ Identification of locally selected measures
NOTE: SED’s guidance states:
A school district is required to negotiate the procedures for selecting the local measures,
but not the substance of those measures (i.e. the assessment chosen. . .)
Other information in APPR
• Process for teachers and principals to verify the data for
teacher/course linkages and/or student course linkages
• Process for reporting to SED the individual subcomponent
scores and total composite effectiveness score of each
applicable educator
• Description of assessment, including development, security,
and scoring to ensure that assessments are not disseminate
to student before administration and that teachers or
principals do not have a vested interest in the outcome of
the assessments that they score
APPR (continued)
• Decisions about
 Local measures of student achievement
 Teacher and principal practice rubrics
 Other measures (remaining 20 points of 60 points)
• How educators will receive timely, constructive feedback
• Development of Teacher Improvement Plan (TIP) and Principal
Improvement Plan (PIP)
• Districts must ensure that all evaluators are properly trained and that
the lead evaluator will be “certified”.
• Ensure that lead evaluators maintain inter-rater reliability over time
and that they are periodically recertified
SO.. . What are the ISLLC standards?
What is the relationship between these standards and
the new principal evaluation ?
ISLLC (Interstate School Leaders Licensure Consortium)
Standard 1:
Vision,
Mission,
and Goals
Standard 3:
Managing
organizational
systems and
safety
Standard 2:
Teaching and
Learning
Standard 4:
Collaborating
with Families
and
Stakeholders
Standard 6:
The
Educational
System
Standard 5:
Ethics and
Integrity
So what do these mean?
What would the EVIDENCE of these functions be?
How would a district define quality?
What are your current methods for
principal evaluation?
• Do you have an existing rubric?
• How is evidence collected?
• What is the current process?
If there were no law, and you simply wanted to
improve the process of principal evaluation, what
would you do. . .
What is next?
Thank you!
It is ALWAYS a pleasure!
Dawn