Transcript SCDN Principal Evaluation Evaluation Through the Lens of the ISLLC Standards May 30, 2013 Michael Keany.

SCDN
Principal Evaluation
Evaluation Through
the Lens of the ISLLC Standards
May 30, 2013
Michael Keany
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.
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Lesson Observation and Teacher Effectiveness
The main reasons for principals to
observe lessons and provide evidence
based feedback are to:
•drive changes in teacher practice
•drive changes in teacher effectiveness
February 9 , 2012
Session 1: Observing Lessons
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Common features of Effective Lesson
Observation
• Preparation by the principal, this may or may not include preconferencing with the teacher
• Collecting evidence - the lesson observation, part or whole of
lesson
• Post observation feedback, which focuses on actionable
change - ideally this should be done face to face
• Summative year evaluation to align evidence against the
agreed upon rubric
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What is Objective Evidence?
Teaching Learning Solutions defines ‘Objective Evidence’
as:
Evidence that is quantifiable when appropriate, includes
specific numbers and or references. The evidence is
completely free of bias, opinions, summary statements
and judgments.
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Objective Evidence
OBJECTIVE
•Not influenced by personal feelings or prejudice
•Unbiased
•Something that can be known (as opposed to a “gut feeling”)
EVIDENCE
•Prove or disprove
•Make plain or clear
•Indication or sign
As a supervisor you will – of course – use your professional judgment
throughout the process but by consistently using objective evidence and
scoring it against the rubric you will be both fair and rigorous.
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EVIDENCE VS. OPINION
1.The teacher says today’s activities are an extension of the math unit.
2.The pacing of the lesson was slow, allowing for student restlessness, disengagement, and disruption.
3.The new table arrangement encourages concentration and controlled interaction with neighbor.
4.“I assure you that today’s lesson will be quite interesting”.
5.The teacher clearly has planned and organized for maximum effect.
6.The last activity, discussion of the key scene, was rushed.
7.The teacher said that the Civil war was a tragedy for U.S. civilization.
8.As the activity progressed, students started calling out, “What should we do next?”
9.Some students have difficulty paying attention.
10.Students worked with a classmate in choosing key scenes and discussing the reasons for their choice.
Observing and Recording
Objective Evidence
A Live Lesson
•Lesson Objective:
Students will be able to
perform a simple card trick
and use patter to simulate
mind-reading.
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What is the Work?
Principals Driving Teacher Effectiveness
3.The Reflective
Teacher Shifts her
practice so that more
students learn more.
1.The Principal Collects
Objective Evidence
2.The Principal Gives
“Evidence-based
Feedback” to the Teacher
www.engageNY.org
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Types of Observations/Evidence
• Verbatim scripting of teacher or student comments:
•
“Bring your white boards, markers and erasers to the carpet and sit on your square.”
• Non-evaluative statements of observed teacher or student behavior:
– Teacher presented the content from the front of room.
• Numeric information about time, student participation, resource use, etc.:
•
[9:14 – 9:29] Warm-up. 8 of 22 Ss finished at 9:20, sat still until 9:29.
• An observed aspect of the environment:
– Desks were arranged in groups of four with room to walk between each group.
•
Developed by TLS, Inc. FFT-Based Rubrics
February 9 , 2012
Session 2: Recording Evidence
9
Questions to Consider
1=Teacher
2=Principal
3=Principal Evaluator
• As Principal:
• What evidence did you see of teaching “the shift” to the
Common Core standards?
• What “stretch” might you suggest to this teacher to improve
her teaching?
• As Principal Evaluator:
• What suggestions might you make to the principal to
sharpen his/her evidence collecting? (Evidence?)
• What suggestions might you make to the principal about
her/his communication skills? (Evidence?)
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• The Rectangular Table
Grade 6, Math, Geometry
Common Core Standards: Math.6.G.1
Questions to Consider
1=Teacher
2=Principal
3=Principal Evaluator
• As Principal:
• What evidence did you see of teaching “the shift” to the
Common Core standards?
• What “stretch” might you suggest to this teacher to improve
her teaching?
• As Principal Evaluator:
• What suggestions might you make to the principal to
sharpen his/her evidence collecting? (Evidence?)
• What suggestions might you make to the principal about
her/his communication skills? (Evidence?)
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Multiple Ways of Observing Lessons
There are a number of ways to observe lessons.
These include:
•walkthroughs
•focused observation
•whole lesson observation
•peer observation
•video
February 9 , 2012
Session 1: Observing Lessons
7
In summary
Principal evaluators shadow principals observing
lessons and providing feedback so that the evaluator can:
obtain objective first hand evidence of the principal’s
ability to lead learning in the school
February 9 , 2012
Session 1: Observing Lessons
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What is Evidence? - Review
• Actions, by teacher or students
• Statements or questions, by teacher or students
• Observable features of the classroom
Developed by TLS, Inc. FFT-Based Rubrics
February 9 , 2012
Session 2: Recording Evidence
10
What is Learning?
Focus on recording evidence of cognition:
How did students:
•
acquire new knowledge and skills, develop their ideas….
•
consolidate their knowledge, skills and ideas..
•
apply their knowledge, skills and ideas..
•
extend their knowledge, skills and ideas ..
and have met the learning objective for the lesson
February 9 , 2012
Session 2: Recording Evidence
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Four Steps
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Six minimum requirements for high quality
classroom observation
1. Choose an observation instrument that sets clear expectations.
2. Require observers to demonstrate accuracy before they rate teacher practice.
3. When high-stakes decisions are being made, multiple observations are
necessary.
4. Track system-level reliability by double scoring some teachers with impartial
observers.
5. Combine observations with achievement gains and student feedback.
6. Regularly verify that teachers with stronger observation score also have
stronger student achievement gains on average.
February 9 , 2012
Session 5: Gathering Feedback for Teaching
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Observing Lessons
THE HEALTH WARNING!
We observe all the time, which means that it is easy to do, but
hard to do objectively
Remember
•
We tend to see what we want to see
•
We have to be aware of and avoid bias, particularly personal idiosyncrasies
•
We have to avoid preconceptions
•
Observation should be objective not subjective
•
This enables feedback to be given which is based upon objective evidence
•
End of year evaluations will then be rooted in evidence and based on agreed
criteria
February 9 , 2012
Session 2: Recording Evidence
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The Evaluation Process
• Collecting Evidence
• Coding the Evidence Against the Rubric
• Planning the End of Year Conference
• Setting the Principal’s Goals for the Next
Year
Key Take-aways
Helping Your Evaluator “See”
• Lead Up
• 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
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© 2012, Community Training and Assistance Center
This workshop presentation and this morning’s
keynote 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