Panhandle Area Educational Consortium Technical Assistance Florida School Leader Assessment Panhandle Area Educational Consortium.

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Transcript Panhandle Area Educational Consortium Technical Assistance Florida School Leader Assessment Panhandle Area Educational Consortium.

Panhandle Area Educational Consortium

Technical Assistance

Florida School Leader Assessment

Panhandle Area Educational Consortium

PAEC Mission Statement…

Technical Assistance Objectives

Participants will…

• • • •

Review the FSLA Process and translate into focused leadership practices Interpret the FSLA Proficiency Areas for deep understanding Explore and apply coaching questions for principal growth and development Apply the FSLA to leadership scenarios

Seasonal Learning Partners

Finding the Board within the Tree

A Leadership Metaphor

Surf’s Up I drew this pattern as a guide… Remember, the board is already inside there…somewhere… What you’re doing is trying to find it…reveal it… Every carve counts… It takes patience and finesse… If you’re going to do it, you do it right… You don’t fight the wave… How Might this Be Similar to the FSLA…

Ground Rules

Professional Learning Norms

Engagement Choice and Responsibility Respect *

Learning Activity 1

With your “Fall” partner discuss and decide on… 3

questions you have regarding the new principal evaluation cycle you want to make certain are answered today,

best hopes you have for the new Florida principal evaluation process, and

element of your previous principal evaluation process, which you want to make sure is part of this new process

p.4

student learning results student learning as a priority instructional plan implementation faculty development learning environment decision making leadership development

leadership standards

school management communication professional and ethical behaviors

The New Standards Reflected In Contemporary Research

•

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.

•

Horng, E., Klasik, D., & Loeb, S. (2010).

Principal’s time use

and school effectiveness. Stanford University.

•

Kouzes, J. M., & Posner, B. Z. (2010). The truth about leadership. San Francisco, CA: Jossey-Bass.

•

Louis, K. S., Leithwood, K., Wahlstrom, K. L., & Anderson, S. E. (2010). Investigating the links to improved student learning. The Wallace Foundation.

•

Robinson, V. M. J. (2011). Student-centered leadership. San Francisco, CA: Jossey-Bass.

Rank Order these Leadership Dimensions

Rank Order Leadership Dimensions

Establishing goals and expectations Resourcing strategically Ensuring quality teaching Leading teacher learning and development Ensuring an orderly and safe environment

Rank Order these Leadership Dimensions

Leadership Dimensions

Establishing goals and expectations Resourcing strategically Ensuring quality teaching Leading teacher learning and development Ensuring an orderly and safe environment

Rank Order 2 3 2 1 4

Viviane Robinson’s Findings

Leadership Dimensions and Effect Size

Establishing goals and… Resourcing strategically

0,42 0,31

Ensuring quality teaching

0,42

Leading teacher learning…

0,84

Ensuring an orderly and…

0 0,27 0,2 0,4 0,6 Effect Size 0,8 1

Hattie and Robinson Reflected in FPLS

Hattie & Robinson Establishing goals and expectations Resourcing strategically Ensuring quality teaching Leading teacher learning and development Ensuring an orderly and safe environment FSLA Domain/Standard PA 1; PA 2; PA 9; PA 10 PA 6; PA 8 PA 3; PA 4 PA 4; PA 6; PA 7 PA 2; PA 5 PA=Florida School Leaders Assessment (FSLA) Proficiency Area

A New Model for Evaluation

LORIDA

CHOOL

EADER

SSESSMENT

FSLA System

Evaluation Process

Step 1:

Orientation

Step 7:

Year-end Evaluation

Step 2:

Pre Evaluation Planning

Step 6:

Prepare a Consolidated Performance Assessment

Step 3:

Initial Meeting Between Evaluatee

Step 5:

Mid-year Evaluation

Step 4:

Monitoring, Data Collection, and Application to Practice and Evaluator

Step 1:

Orientation  Training on the FPLS, Student Success Act, applicable SBE rules, RTTT requirements, and district specific expectations that are subject to the evaluation system.  May be provided by the leader’s review of district evaluation documents, online modules, mentor sessions, or face-to-face training where awareness of district processes and expectations are identified.

 Engage in personal reflection on the connection between his/her practice, the FPLS, and the indicators in the district evaluation system.

Learning Activity 2

Table Talk…

In addition to the training you are receiving this week and the work you will do individually, what ongoing PAEC/district support would you like to see put in place to ensure that you have a solid personal understanding of the FSLA Process and/or can support your Assistant Principal in their FSLA Leadership development?

p.5

FSLA System

Evaluation Process

Step 1:

Orientation

Step 7:

Year-end Evaluation Step 2: Pre Evaluation Planning

Step 6:

Prepare a Consolidated Performance Assessment

Step 3:

Initial Meeting Between Evaluatee

Step 5:

Mid-year Evaluation

Step 4:

Monitoring, Data Collection, and Application to Practice and Evaluator

Step 2:

Pre Evaluation Planning 

Results of the FSLA

 

Self-assessment of the 45 Indicators



Questionnaire Prior year’s evaluation results Evidence in key areas to support self-assessment

FSLA Short Form

FSLA Long Form

FSLA Questionnaire

Distinguishing Among Proficiency Ratings

Effective

•

The

“

Effective

”

level describes leadership performance that has local impact (i.e., within the

•

school) and meets organizational needs.

It is adequate, necessary, and clearly makes a

•

significant contribution to the school.

The majority of the leadership workforce will be in the effective area once they have a clear understanding of what the FPLS require and have made the adjustments and growth necessary to upgrade performance.

•

Highly Effective

The

“

Highly Effective

”

level is reserved for truly outstanding leadership as described by very demanding criteria.

•

Performance at this level is dramatically superior to

“

Effective

”

in its impact on students, staff members, parents, and the school district.

•

Highly effective leadership results from recurring engagement with

“

deliberate practice.

” •

In brief, the

“

Highly Effective

”

leader helps every other element within the organization become as good as they are. In normal distributions, some leaders will be rated highly effective on some indicators, but very few leaders will be rated highly effective as a summative performance level.

•

Needs Improvement

The

”

Needs Improvement

”

level describes principals who understand what is required for success, are willing to work toward that goal, and, with coaching and support, can become proficient.

•

Needs improvement rating will occur where expectations have been raised and standards made more focused and specific.

•

Professional behavior and focused professional learning will guide school leaders toward increasingly effective performance.

Unsatisfactory

Performance at the

“

Unsatisfactory

”

level describe leaders who do not understand what is required for proficiency or who have demonstrated through their actions and/or inactions that they choose not to become proficient on the strategies, knowledge bases, and skills sets needed for student learning to improve and faculties to develop. *

Learning Activity 3

With your

“Winter” partner

read these descriptions of FSLA “Proficiency Ratings,” discuss how they are similar to/different from your current thinking and practice. Share your thoughts with your table.

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FSLA Short Form

Brief descriptions of the FPLS or Proficiency Areas and their related “indicators” of practice

FSLA “Medium” Form

FSLA Long Form

Providing clear “word picture” descriptions of essential leadership practices; practices that define effective leaders within the state of Florida

Illustrative Examples

Samples of evidence that may be used by the principal to support a rating of performance that is described within the FSLA assessment

Reflective Questions

…which can be used either by the supervisor during formative and/or summative coaching sessions or the school leader during self reflection…

Unpacking the Florida Principal Leadership Standards Domain 1.0

Domain 1: Student Achievement

Domain 1: Student Achievement

•

2 Proficiency Areas

•

8 Indicators *

Learning Activity 4

Review the indicators under Domain 1.0 Student Achievement on the “Medium” FSLA Form. Underline the nouns or noun phrases and circle the verbs or verb phrases. Answer the following questions on your handout.

1. Which indicators require

change 2. Which indictors require

minor

changes 3. Which indicators require

dramatic

changes

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Unpacking the Standards

Unpacking the FSLA Proficiency Areas

• • •

No Change Minor Change Dramatic Change

Chalk-talk/Jig-saw Domains 3.0 and 4.0

Learning Activity 5

Chalk-talk/Jigsaw —

Review designated indicators under Domains 3.0 and 4.0. As a group answer the question “What do we need to know and be able to do regarding this indicator and what evidence will we collect to demonstrate effective or highly effective performance. Use the “Long” FSLA Form to assist your efforts. Return to the starting question to debrief and report out.

Domains 3.0 & 4.0

Domain 3.0

6.1

6.4

7.1

7.2

8.3

Domain 4.0

10.1

10.2

10.3

10.4

Going Deeper Into

Going Deeper: Domain 2.0

Domain 2

Learning Activity 6

Examine your assigned indicator under Domain 2.0 with your “Spring Partner.”

• Record work on the

Focus Indicator Organizer

. • Begin with the narratives for the area and indicator. Identify required knowledge and skills and record them on the organizer.

• Examine the rating rubric for specific details on rating levels.

• In the center of the organizer, record professional development needs for effective performance on this indicator. • Finally, analyze the illustrative examples. List examples of evidence you would add.

• Be prepared to share with the group.

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Domain 2.0

3.1

3.2

3.3

3.6

4.2

4.3

4.4

4.5

4.6

5.3

5.4

Advance Organizer

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Example Advance Organizer

Proficiency Area: 3 Instructional Plan Implementation Indicator: 3.5 Quality Assessments

• • • • • • • •

Knowledge Effective formative assessment Data analysis Instructional program Effective teaching practices Aligned curriculum Collaborative decision-making Effective communication Effective monitoring

• •

Skill(s)

•

Seeks, synthesizes, and applies assessment practices Monitoring of formative assessment Data analysis

•

Communication of results

•

Use data to make decisions in teaching, leadership, and curriculum

Step 3: Initial Meeting Between Evaluatee and Evaluator 

Review the 45 Indicators along with selected supportive



evidence Narrow from 45 to 3-5 high-leverage indicators of deliberate practice



Agree on goals and evidence of results

FSLA Short Form

Cognitive Load

“Our cognitive architecture has limitations: we can only remember so many things at once; we can only devote so much cognitive processing power to learning and resolving dilemmas”

(p.32) Hattie, J. (2009).

Visible learning: A synthesis of over 800 meta-analyses relating to achievement.

New York: Routledge.

Narrowing the Leader’s Focus

Self-assessment of all 45 Indicators Lowest scored indicators ALL Domains Lowest scored “weighted” Indicators Domains 1 & 2 Lowest scored Indicators Proficiency Area 4 3-5 High-leverage Leadership Indicators

Growth Plan

Clearly Focused and Sufficiently Simple

Selecting Growth Targets

Growth Target Growth Target #1 Growth Target #2 Growth Targets #3 and 4 Explanation

An issue that addresses

a school improvement need

related to student learning and either selected by the district or approved by leader’s supervisor. The focus should be on complex issues that take some time to master such as providing observation and feedback of high-effect size instructional practices.

An issue related to

a knowledge base or skill set relevant to instructional leadership

(selected by leader).

Optional:

additional issues as appropriate. The addition of more targets should involve estimates of the time needed to accomplish targets 1 and 2. Where targets 1 and 2 are projected for mastery in less than half of a school year, identify additional target(s).

Learning Activity 7

Think-Pair

(Summer Partner)

Share Square…As you think about your past practice with school leaders assessment, in what ways might the concept of “narrowing the focus” fit with your thinking?

Reflection Conversation Map

Step 4:

Monitoring, Data Collection, and Application to Practice

Cause-and-Effect Relationship Questions Comparison Questions Reflection Questions Supporting Data Questions

Cause/Effect Feedback Loop

School Leader’s Impact on… Teacher’s Practice…

120

Feeser Elementary School Self Assessment, Observational Assessment vs Student Achievement

100 90 94 87 96 80 81 84 74 80 77 71 60 68 54 57 53 54 40 36 33 41 43 27 20 9 0 Sept Oct Self-Assessment Nov Dec Observed-Assessment Jan Feb Writing Achievement Mar

Step 5: Mid-year Evaluation 

Where are you in relation to your goal?

 

Next steps?

Support needed?

The FSLA Conversation Map Tool

Step 6:

Prepare a Consolidated Performance Assessment • •

Include relevant and appropriate evidence Review evidence

•

Use evidence and consolidate the ratings

•

Self-assessment

Step 7: Year-end Meeting

•

FSLA score is explained

•

Growth on the Deliberate Practice (DP) targets reviewed and a DP Score assigned

•

Inform the leader how the Leadership Practice Score and SGM Score combine to a summative

•

Review priority growth issues that should be considered at next year’s step 2 and step 3 processes

Scoring Florida School Leaders Assessment

Performance Labels

The performance labels used in Section 1012.34, F.S. for summative performance levels are also used in the FSLA to summarize feedback on domains, proficiency areas, and indicators: • Highly Effective (HE) • Effective (E) • Needs Improvement (NI) • Unsatisfactory (U)

Direct Weighting

Direct Weighting: The FSLA score is based on ratings for each of four domains, but the system specifically gives added weight to Domain 2: Instructional Leadership: The weights are: Domain 1: Domain 2: Student Achievement:

20%

Instructional Leadership:

40%

Domain 3: Organizational Leadership:

20%

Domain 4: Professional and Ethical Behavior:

20%

Embedded Weighting

The use of Domain scores to generate an FSLA score results in embedded weighting as the Domains have different numbers of indicators.

• For example: Domain 1 has eight indicators, Domain 3 has 16 indicators and Domain 4 has four indicators, but each Domain contributes 20% to the FSLA score.

FSLA Score

Proficiency on Indicators leads to an FSLA

• •

Score.

Ratings

on Indicators

(using rubrics in the FSLA) are combined to generate a rating (HE, E, NI, or U) on each Proficiency Area.

Ratings

on Proficiency Areas

are combined (using the tables in this scoring guide) to generate a Domain Rating.

• Ratings

on Domains

are combined (using tables in this scoring guide) to generate a FLSA Score.

Learning Activity 8

Scoring Scenarios

Success Criteria

After reviewing specific leadership scenarios, you are able to identify evidence to support performance levels within the FSLA.

Model Learning Activity

Scoring 1.2 Performance Data

Where do you find evidence to determine if the leader demonstrates the use of student and adult performance data to make instructional leadership decisions?

Where do you find evidence to determine if the leader demonstrates the use of student and adult performance data to make instructional leadership decisions?

Learning Activity – Victor

Learning Activity 9

Pair Scoring of Scenarios for 4.2 and 4.3

Middle School – Edward 4.2

Elementary – Silas 4.3

High School – Candice 4.2

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Tables Score 4.2 & 4.3

4.2

Where do you find evidence to determine if the leader monitors, evaluates proficiency, and provides timely and actionable feedback?

4.3

Where do you find evidence to determine if the leader ensures instructional personnel receive recurring feedback on their proficiency on high effect size strategies?

Middle School Scenario 4.2 – Edward

Edward —Feedback Practices

Effective

Elementary Scenario 4.3 – Silas

High School Scenario 4.2 – Candice

High School Scenario 4.2 – Candice *

Learning Activity 10

Individual Scoring of Scenarios for 7.1 and 10.2: Elementary – Karen 7.1

High School – Joseph 7.1

Middle School – Patricia 10.2 pp.13-15

Individuals Score 7.1 and 10.2

7.1

Where do you find evidence to determine if the leader develops other leaders and models trust, competency, and integrity to positively impact growth and potential in other leaders?

10.2

Where do you find evidence to determine if the leader engages in professional learning to improve professional practice and demonstrates improvement based on previous evaluations and feedback?

Elementary Scenario 7.1 – Karen

High School Scenario 7.1 – Joseph

Middle School Scenario 10.2 – Patricia

Reflection

What have you learned from your colleagues about the leadership practices within the FSLA and the process of determining proficiency?

Hard, Proud Work But…

Deliberate Practice

Clearly Focused and Sufficiently Simple

Selecting Growth Targets

Growth Target Growth Target #1 Growth Target #2 Growth Targets #3 and 4 Explanation

An issue that addresses

a school improvement need

An issue related to

a knowledge base or skill set relevant to instructional leadership

(selected by leader).

Optional:

Clearly Focused and Sufficiently Simple

Deliberate Practice Growth Target

Describing A Focus Issue

•

Focuses on classroom instruction or on leadership practices

•

Clearly describes a significant problem in student (your Gap and Cause for Gap Statement) and adult performance

• •

Is actionable Links to a broader strategy of improvement (from your Single Plan)

•

Is high-leverage

Sample Focus Issue

Elementary School Example

Research clearly states that Instructional leadership provided by the principal is second only to the leadership of the teacher in the classroom and its impact on student achievement. With the newly adopted Marzano teacher evaluation model I am expected to model a deep understanding of the Art and Science of Teaching Framework. My self-assessment indicates a gap in the knowledge and skills identified in Domain 2, Proficiency Area 3: Effective school leaders work collaboratively to develop and implement an instructional framework that aligns curriculum with state standards, effective instructional practices, student learning needs, and assessments and Proficiency Area 4: Effective school leaders recruit, retain, and develop an effective and diverse faculty and staff; focus on evidence, research, and classroom realities faced by teachers; link professional practice with student achievement to demonstrate the cause and effect relationship; facilitate effective professional development; monitor implementation of critical initiatives; and secure and provide timely feedback to teachers so that feedback can be used to increase teacher professional practice.

p.16

Sample Focus Issue

High School Example

Our Florida Algebra 1 End-of-Course data shows that only 30% of our students enrolled in Algebra 1 are earning a score in Achievement Level 3 or higher. Students must achieve this level of proficiency to receive high school credit for Algebra 1. Data from the math department PLC indicates that 40% of students enrolled in Algebra 1 courses are regularly not demonstrating proficiency on the priority standards as measured by common formative assessments administered on a monthly basis. We have speculated that the lack of proficiency on the Algebra 1 End-of-Course assessment is directly related to lack of progress toward the standards throughout the year. Additionally, we have not engaged in-depth study about what instructional practices may need to be employed to positively influence student progress toward meeting the standards of Algebra 1. Our math professionals may not fully understand how to apply what the research says about which math interventions demonstrate a positive effect size, particularly in mathematics.

p.16

Clearly Focused and Sufficiently Simple

Deliberate Practice Growth Target

Growth Target

Impact of Your Work

Level

Elementary School High School

Description

Results from the FSLA Staff Questionnaire will show an increase in the percentage of teachers responding either agree or strongly agree on the following indicators (3.6)

The leader monitors the effectiveness of classroom teachers and uses contemporary research and the district’s instructional evaluation system criteria and procedures to improve student achievement and faculty proficiency on the FEAPs; and, (4.2) The leader monitors, evaluates proficiency, and secures and provides timely and actionable feedback to faculty on the effectiveness of instruction on priority instructional goals, and the cause and effect relationships between professional practice and student achievement on those goals.

Increase the percent of students enrolled in Algebra 1 earning a score in Achievement Level 3 or higher on the Florida Algebra 1 End-of-Course assessment from 30% to 50% by spring of 2013.

Growth Target

Sample Impact Statements

Impact Statements

   Increase the percent of students scoring at the proficient or higher level on a (writing) monthly non fiction writing prompt scored using a locally developed rubric Increase the percent of students scoring at the proficient or higher level on a (reading) teacher-made reading comprehension assessment monthly Increase the percent of students scoring at the proficient or higher level on a monthly (math) reasoning with equations and inequalities assessment using a teacher-made rubric

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Clearly Focused and Sufficiently Simple

Deliberate Practice Growth Target

Anticipated Gains

Level Elementary School High School

Hope to Learn

Description

 Increased student achievement outcomes as a result of improved pedagogical practices that more effectively utilize instructional time and resources.

 Enhance and improve coaching and reflecting conversations focused on instructional practices designed to assist teachers in articulating their selection of specific targeted strategies based on their student data.

 Increased principal and teacher confidence in the role that meaningful coaching and reflecting conversations can play in changing teacher’s impact on student achievement.  Our math professionals will have a greater understanding of those instructional practices that are highly related to increases in student achievement and those that have a negative impact on student achievement.

 Our math professionals will be able to maximize the growth and performance of students by replicating these highly effective practices.

Clearly Focused and Sufficiently Simple

Deliberate Practice Growth Target

Plan of Action

Sample Theory of Action Statements

I implement a well defined targeted coaching model plan that promotes a deeper understanding of researched based pedagogical

reading comprehension

practices with ongoing actionable feedback provided to staff regarding reading comprehension practice…

I engage staff in an in-depth study of key

non-fiction writing

instruction cross content professional development followed by the proficient implementation of these non-fiction writing practices in all classes…

I increase the percentage of time spent during faculty meeting discussions related to targeted student achievement monthly…

I Increase the percentage of faculty who achieve a r=.80 level of agreement monthly on the collaborative scoring of (insert subject) anonymous student work…

I increase the percentage of Data Teams (PLCs) whose common formative assessments are developed at the “proficient” or higher levels monthly…

p.18

Clearly Focused and Sufficiently Simple

Deliberate Practice Growth Target

Progress Points

Monitoring and Charting Progress

IF THEN IF

I engage staff in an in-depth study of key

non-fiction writing

instruction cross content professional development followed by the proficient implementation of these non-fiction writing practices in all classes

THEN,

I will increase the percent of students scoring at the proficient or higher level on a

(writing)

monthly non-fiction writing prompt scored using a locally developed rubric

I conduct 30 classroom observations per week and provide feedback which is acted upon by teachers to improve

reading comprehension

instructional practices

THEN,

I will increase the percent of students scoring at the proficient or higher level on a

(reading comprehension)

monthly assessment scored using a locally developed rubric

Sample Growth Plan Monitoring

Plan of Action (IF) vs Impact Statement (THEN)

90 80 70 60 50 40 30 20 10 0

Central High School Non-fiction Writing Data

81 81 79 78 79 54 64 57 26 61 57 47 65 62 62 61 64 83 67 66 0 Oct Nov % Proficient Data Teams Dec Jan Feb

Frequency of Monitoring

% Proficient FRL Mar % Proficient Hispanic Apr

Oslo Elementary School Adult Cause vs. Student Effect Data

120 100 80 60 40 20 0 29 86 100 14 86 71 40 65 86 34 48 71 5-Step Data Team Process Common Formative Assessments Norms of Collaboration

Assessment Variables

Student Achievement September January June

Learning Activity 11

Consider the elements of Deliberate Practice we have reviewed. As a

table team

compare and contrast the Deliberate Practice component of the new evaluation system to the previous practice of Administrative Growth Plans. Capture your thinking on chart paper using a Venn Diagram, double bubble map or some other graphic format. Be prepared to share out your findings.

p.19

Closing the Implementation Gap, Closes the Achievement Gap

The critical variable for professional learning is

Quality and Quantity Reeves (2010).

Transforming professional development into student results.

Alexandria, VA: ASCD.

“Six functions were deemed necessary for making change happen…”

Hall, G. E., & Hord, S. M. (2010).

Implementing change: patterns, principles, and potholes

(3 rd ed.). Boston: Pearson.

Friends of Promise Guard the Road to Success…

1. Develop and communicate a shared vision of the initiative 2. Plan and provide resources 3. Provide professional development support 4. Monitor and check on progress 5. Provide continuous assistance 6. Create a context supportive of the initiative

Managing Procedures, Timelines, Roles and Responsibilities

What is the difference between… Effective school leaders and Needs Improvement leaders?

• • • •

Gain control of time Prioritize What is Important Conduct a Time Audit Link leadership time to student achievement

Time Management Tips

• Find one time management system and stick with it • Answer email only twice a day • Answer only urgent and important mail daily; save the rest for a weekly review time • Schedule a one-hour “ project work time ” in your calendar for each major project • Keep a prioritized “to do” list

Time Audit

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Learning Activity 12

Individually

share and chart ideas for managing time, procedures, timelines, roles and responsibilities related to the new evaluation systems.

So What Is the Moral To This Story?

Learning Activity 13

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Feedback to the Presenter

Questions and Discussion

The Leadership and Learning Center 1.303.504.9312

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