rhode island model edition ii, module 1 personnel evaluating building administrators

Rhode Island ModelEdition II, Module 1

Personnel Evaluating Building Administrators

2RHODE ISLAND MODEL FOR PERSONNEL EVALUATING BUILDING ADMINISTRATORS

Housekeeping

• Equity of voice• Active listening • Safety to share different perspectives• Confidentiality• Respectful use of technology• Parking Lot• Others?

Norms

ResourcesRIDE website: http://www.ride.ri.gov/ Evaluation email: [email protected]

*RIDE staff members will respond to your context-specific questions.

mailto:[email protected]


Framing the Work: Edition II High Quality Full Implementation Support Full Implementation Support

Summer 2012 Fall 2012 Winter 2012 Spring

2013

Teacher Model

Evaluator Academies FFTPS

Preparing for the MYCModule 1

(Nov – Jan)

Preparing for the EOYC

Module 2(April – May)

Building Administrator Model

Ongoing Support and Resources:

• Context-specific ISP support• Assistant Superintendent SLO workshop • Updated guidance• Online library of teaching videos (FFTPS and FFTES) • Webinars and regional workshops• Dedicated email for evaluation


Framing the Work: Module 1 for Personnel Evaluating Building Administrators

MODULE OBJECTIVES & AGENDA

1. Prepare evaluators for Mid-Year Conferences with an emphasis on priority feedback

2. Understand mid-year SLO revisions for the Teacher Evaluation and Support System

3. Establish next steps regarding the implementation of the evaluation systems

SECTION 1: Preparing for Mid-Year Conferences


BOYC MYC EOYC

Mid-Year Conference

Professional Practice

Professional Foundation

s

Student Learning

ObjectivesEvaluators will:• Discuss and agree upon how to sort and score Professional Practice

and Professional Foundations evidence• Understand when revisions are necessary for a Building Administrator

student learning objective • Craft specific and actionable feedback that will inform a Mid-Year

Conference

Evaluation Criteria Support System


Deepening Our Understanding of the Rubrics

GATHER evidence SORT evidence

INTERPRET evidence and assign score

Prioritize and DEVELOP

FEEDBACK

Professional Practice Professional Foundations 4 Domains 2 Domains

11 Components 6 Components

All components are holistically scored

Rubric starts on p. 66 Rubric starts on p. 91


Professional Practice: Quick Sort

p. 67




FEEDBACK

THE RUBRIC AT A GLANCEDOMAIN 1: MISSION, VISION, AND GOALS

DOMAIN 2: TEACHING AND LEARNING

DOMAIN 3: ORGANIZATIONAL SYSTEMS

DOMAIN 4: COMMUNITY

1a: Establishes and maintains a school mission, vision and goals that set clear and measurable high expectations for all students, educators, and stakeholders School mission and visions

statements School goals Staff/student/family surveys Depictions of progress toward

school goals1b: Continuously improves the school through effective planning and prioritizing, managing change, using research and best practices, monitor progress, and allocating resources Data notebooks/walls or other

data collection systems Progress monitoring tools and

methods School improvement plans

2a: Develops a strong collaborative culture focused on student learning and the development of professional competencies, which leads to quality instruction Staff surveys Professional development

opportunities Development plans School visits2b: Ensure the implementation of effective, research-based instructional practices aligned with Rhode Island and national standards School visits/classroom

observations Staff surveys Student achievement data2c: Implements appropriate school strategies and practices for assessment, evaluation, performance management, and accountability to monitor and evaluate progress toward the mission, vision, and goals Data tracker Development plans

3a: Addresses real and potential challenges to the physical and emotional safety of the school community Attendance data School schedule School visits3b: Establishes an infrastructure for personnel decisions that operates in support of improving teaching and learning Hiring calendar and process Human Resources records Staff development plans School site visits Staff surveys3c: Employs and improves an evaluation and support system that drives staff and student growth Evaluation Conferences Classroom observations and

feedback Student Learning Objectives Summative ratings Professional development

offerings Staff feedback for evaluator Site visits3d: Establishes an infrastructure for finance that operates in support of improving learning and teaching School budget Grant requests Title expenditure reports

4a: Partners with families and community members to develop and evaluate programs, services, and staff outreach to improve student learning School hours and openness to

the public Public services supported by or

available in the school School grounds and facilities Community opinion of the school

and its staff Staff relationships with

community members Family engagement in school-

based activities

4b: Responds and reacts to the community’s needs by providing the best possible resources to students, families, and the surrounding community School visits Community surveys Community engagement plans





FEEDBACK


Quick Sort Directions:

• Read the evidence• Review p. 67 Rubric at a Glance• Select a Professional Practice Domain where you

would place this evidence


EVIDENCE DOMAIN

The principal provided a copy of the School Improvement Plan which had been recently modified. He also provided copies of the agendas from the last three meetings. The principal stated that after the group analyzed the NECAP scores there were concerns about math and gaps in subgroups.


1: Mission

, Vision,

and Goals


EVIDENCE DOMAIN

Six teachers were asked about their evaluation process – two of the six had beginning of the year conferences to date and none had been observed.


3: Organizationa

l Systems


EVIDENCE DOMAIN

Principal attended a 2nd grade meeting. The reading teacher was also in attendance. Teachers were analyzing the reading data wall based on the newest assessment.


2: Teaching

and Learning


EVIDENCE DOMAIN

The principal communicated that the mission statement was revised at the end of last year with input from the faculty and parents. The faculty defined their vision and goals for their students, developed three mission statements based on them and sent out a survey to parents.


4: Community

;

1: Mission,

Vision, and Goals


Refer colleagues to rubric language;

Mark up your textHighlight key verbs

Professional Practice: Close Analysis of Domain 2: Teaching & Learning

COUNT OFF in your group (2a,

2b, and 2c)

Independently REVIEW your

component

Within your group name and

DISCUSS the performance

level distinctions

GATHER SORT INTERPRET evidence and assign score

Prioritize and DEVELOP FEEDBACK

p. 91


Professional Practice: Close Analysis of Domain 2: Teaching & Learning

Connect and Plan: 1. Will these performance level distinctions impact how you

collect evidence? If so, how?


Professional Foundations: Rubric- At-A-Glance

p. 91

3 Exceeds

2 Meets

1Does not

meet

Performance Levels


Interpreting Evidence: A Principal Case Study

REVIEW the evidence from two site visits

DISCUSS where

evidence falls (by

performance level)

REACH CONSENSUS

on a formative mid-year

component score based on the evidence

10 min. 15 min. 15 min.

Rubrics start on p. 66 and 91


BOYC MYC EOYC

Mid-Year Conference



s

Student Learning

Student Learning Objectives at the Mid-Year

• Building administrators should not have a need to revise their SLOs mid-year.

• Only extenuating circumstances would allow for revision, the evaluator would make the final decision.



BOYC MYC EOYC

Mid-Year Conference



s

Student Learning

Mid-Year Conference Tips:

• Objective and data-based• Responsive to teacher’s developmental needs• Based on Rhode Island Model Rubric• Actionable and prioritized • Delivered in an approachable voice• Assumes good intentions• Utilize the suggested agenda (p. 58)



Mid-Year Conference: Completing the Mid-Year Conference Form


Connect and Plan:

1. What is one piece of positive feedback that you would provide to this educator at the Mid-Year Conference regarding their Professional Practice and Professional Foundations?

2. What is one area of priority feedback that you would want to articulate to this educator during a Mid-Year Conference?

Professional Practice and Professional Foundations

SECTION 2: Understanding mid-year SLO revisions for the Teacher Evaluation and Support System


BOYC MYC EOYC

Mid-Year Conference


Student Learning


s

ObjectivesEvaluators will: • Determine if an SLO needs or does not need revision mid-year• Reflect on ways to support teachers in regard to student

learning• Craft specific and actionable feedback about SLO progress that

will inform a mid-year conference



BOYC MYC EOYC

Student Learning Objectives: Leading up to the MYC

Most teachers will be making progress with their SLOs and the Mid-Year Conference will be an opportunity to formally check-in.

Some teachers may voice concerns if students are not “on track” to meet their targets. This should trigger a more in-depth conversation, in which the evaluator decides whether or not the SLO needs revision.

Teacher:•Shares available

evidence of progress

Evaluator:• Delivers feedback• Provides

guidanceTogether:

• Review the set of SLOs• Discuss progress to date

• Discuss any areas of concern

Teachers continuously monitor student learning, adjust instructional practices as needed, and document student progress. They communicate and problem-solve regularly with colleagues and evaluators to ensure all students are on track to succeed.

September June


Student Learning Objectives: Mid-Year OptionsIf a Student Learning Objective needs attention at the Mid-Year Conference the evaluator has two options:

1

SLO DOES NOT NEED REVISION

2

SLO NEEDS REVISION

In either case, the evaluator provides feedback, guidance,

and support, as necessary.

NOTE: Just not being “on track” to meeting an SLO is not adequate as the only criteria for revision


SLO needs REVISION

Teaching schedule or assignment have changed significantly

The composition of the class has

changed significantly

New, more reliable

sources of evidence are

available

New information gathered since they were set, objectives fail to address the

most important learning challenges

in the classroom/school

NOTE: Just not being “on track” to meeting an SLO is not adequate as the only criteria for revision

1. Revisions should be rare

2. There may be extenuating circumstances that do not fit these four categories in which the evaluator must use professional judgment

Student Learning Objectives: Identifying an SLO that Needs Revision

p. 43


Student Learning Objectives: Process for SLOs that Require Action

Discuss SLO progress and any areas of concern at MYC

Evaluator will determine if the SLO should be maintained or revised and offer feedback


1.Evaluator and educator discuss reasons for not revising and how the original SLO can be met

2.Evaluator and teacher discuss options for supports throughout the remainder of the year, if necessary, and determine next steps

SLO needs REVISION1.Evaluator and educator discuss

reasons for revising the SLO2.Evaluator provides feedback on how to

revise SLO3.Evaluator unlocks SLO in EPSS;

teacher revises and resubmits4.Evaluator approves or sends back with

feedback for additional revision5.Evaluator and teacher discuss options

for supports throughout the remainder of the year, if necessary, and determine next steps


Student Learning Objectives: The Connection to Professional Practice

Student Learning Objectives articulateWHAT

students will learn

Professional Practice components highlight

HOWeducators effectively teach

students

At the mid-year, if students are not making appropriate progress, it is important for teachers and evaluators to investigate WHY this is occurring with a sense of urgency to help students get back on track for success.

One place to look is Professional Practice of a teacher. Are there areas that need focused support in order to impact student learning?


Student Learning Objectives: Teacher Support

In all cases emphasize:• A solution-focused approach• Collaboration with teachers and administrators• Teacher initiative• Utilizing resources and people already at your

disposal


Student Learning Objectives: Survey Start

Please enter the address below into you web browser and complete page one of the survey, which asks for basic information.

https://www.surveymonkey.com/s/RYH2HB2



Examining Mid-Year Scenarios: Guided Practice

Mr. Dewey wrote an SLO with a tiered target for his 3rd, 4th, and 5th grade Visual Art classes, based on his original schedule, which allowed him to meet with the groups twice per week for 60 minutes. However, in late October, the 1st and 2nd grade Visual Art teacher unexpectedly quit. The schedule was reorganized so that the younger students could continue taking art. Now Mr. Dewey meets with the 1st-5th graders once per week for 60 minutes. Mr. Dewey has earned all 3s and 4s in observations so far, but when asked about his SLO, he reports that the older students are substantially behind his original mid-year benchmarks because of the schedule change and would like to revise his targets. 1


2

SLO needs REVISION


Examining Mid-Year Scenarios: Providing feedback Mr. Dewey: SLO needs REVISION1. Explain your reasoning for approving a revision: An adjustment would be appropriate because the amount of instructional time Mr. Dewey had with the 3rd-5th graders was reduced by half, which is significant. His targets might be unreasonable given the interval of instruction. His teaching assignment has also changed, so he might want to include the 1st-2nd graders in his SLO, if appropriate. 2. Provide feedback on how to revise SLO (be specific as to which

elements require revision):In this case Mr. Dewey should revise the targets to be appropriate to the revised interval of instruction. If he wants, he could also incorporate the 1-2nd graders into the SLO, with tiered targets for them.

3. Provide options for supports, as necessary:If possible, hiring another art teacher to replace the one who leftwould be ideal.


Examining Mid-Year Scenarios: Example 3

Ms. Ober has been teaching 6th grade mathematics for eight years. At the beginning of the year, when first drafting her SLOs, she reviewed the end-of-year performance of last year’s 6th grade class. But when she began teaching this year, she found that many of her students did not have the foundational mathematical skills that her students had in the past. After examining student’s performance on September tasks she tried to set SLO targets accordingly. However, by November it became apparent to her that students’ gaps were wider than she initially thought and she needed to do quite a bit more remediation in order to get students prepared to access the 6th grade material. She reports that 75% of students are on track to meet their goals and would like to adjust her targets to account for her students’ lack of foundational knowledge and the re-teaching she has had to do.

1


2

SLO needs REVISION


Mr. Palazola set his SLOs in October but needed knee surgery and had to take medical leave for the months of November and December. Before he left he created clear lesson plans, with materials and assessments for the permanent substitute teacher and met with him to discuss the students and the upcoming units. When he returned in January he was disappointed to find his students far behind where they should have been. After talking with students and viewing their collected work it is clear to him that the substitute did not adhere to the plans and pacing. He feels he will not be able to meet the targets he initially set now and has requested to adjust them.

Examining Mid-Year Scenarios: Example 4

1


2

SLO needs REVISION


Examining Mid-Year Scenarios: Scenario 5

Mr. Washington has created an SLO for his three sections of 8th grade ELA. He thought out the targets carefully but when you meet with him at the mid-year conference he is discouraged by the fact that only 69% of students are on track to meet the targets based on the midterm. When asked to explain, he shows his class attendance records, which indicate that 16 of his 66 students (24%) miss school approximately once per week, and 4 students (6%) miss class approximately twice per week. All but three of the students who failed the midterm fall into one of these groups of frequently absent students. He expresses his belief that he would be able to get most students to meet the learning objective if he had more time with them.

1


2

SLO needs REVISION

SECTION 3: Evaluation System Implementation


BOYC MYC EOYC

Mid-Year Conference



s

Student Learning

ObjectivesEvaluators will:

• Review component 3c • Discuss and strategize with colleagues next steps



Implementing the Building Administrator Model: Component 3cEstablishing Next Steps:

1. What are the data collection implications of this component?

2. Is there anything that you may do differently this year based upon this component? If so, what?

3. Are there any decisions that you could make to further support the local implementation of the teacher model? If so, what?


Resources• RIDE website: http://www.ride.ri.gov/ • Evaluation email: [email protected]

*RIDE staff members will respond to your context-specific questions.

Please complete the online survey at


Edition II, Module 1 for Personnel Evaluating Building Administrators

mailto:[email protected]



rhode island model edition ii, module 1 personnel evaluating building administrators

Documents

rhode island modeledition

evaluation email

teacher evaluation

evaluation systems

year conferences

year slo revisions

implementation supportsummer

contextspecific questions