ADMINISTRATOR EVALUATION AND SUPPORT SYSTEM DAY 4 Summer 2013 {Insert Trainer/Facilitator Name} July...

ADMINISTRATOR EVALUATION AND SUPPORT SYSTEM

DAY 4Summer 2013

{Insert Trainer/Facilitator Name}

July 2, 2013

1

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

2

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

3

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

4

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.

6

Scoring Trends and Analysis of Evidence and Rubric

• What do the scoring trends reveal?– 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?

7

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 Goal-

Setting 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

8

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

9

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…

11

Closure

• Questions?

12

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

13

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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B. Selecting the survey instrument– 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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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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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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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 dataExample: “60% of parents feel well-

informed 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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2. Setting target for growthExample 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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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

23

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.

24

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) Proficient (3) Developing (2) Below Standard (1)81-100% of teachers are rated proficient or exemplary on the student growth portion of their evaluation

61-80% 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 LearningBaker Lupe Home and Career SkillsBarker Marla Science 6 yesBenson Jackie Social Studies 8Bird Annie ELA 6 Coach yesBradshaw Tabatha Science 8Brooks Marisol Math 7 yesBurch Audrey Science 8 yesBurke Elise Science 7 yesByrd Daisy Technology yesCamacho Nikki Social Studies 6Charles Edward Special Education yesClauder-MerrittAllie ELA 6 yesColon Lamar Special Education yesCunninghamMilford Social Studies 7DaughertyRoseann Special Education yesDickson Ernesto Science 6Ellis Earl ELA 8 yesFigueroa Jenny English as a Second Language yesFrye Emery Math 6 yesGates Bernie Physical Education and HealthGilberto Arthur Social Studies 7 yesHolcomb Vicki Physical Education and HealthHorne Derick Math 6 yesJennings Evan ELA 7 CoachJonah-HollowayWinfred ELA 7 yesJoseph Mary Career and Technical EducationLindsey Isidro Foreign Language, Spanish yesLittle Shelia Social Studies 6Lowe Alphonse Social Studies 8 yesMaynard Branden ELA 6 yesMccarthy Jon Music yesMcFarlandEdwina LibrarianMclean Rosario ELA 8 Coach yesMontoya Jay Physical Education and HealthMurray Johnathon Math 7 yesMurray Rowena MusicOliver Marvin Science 7 yesRobertsonPearl Visual ArtsRocha-HodgesShelia Math 8 yesSnyder Cindy Math 8 yesTorres Maryann ELA 7 yesVang Sydney Visual ArtsVargas Myra Physical Education and Health yesWalton Autumn Special Education yesWilliams Agnes Guidance CounselorWilliams Antoine ELA 8 yesWillis 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 Rating50%

Outcomes Rating50%

Final Rating

29

Calculating an Outcomes Rating• Combine Student Learning (45%) and Teacher Effectiveness Outcomes (5%)

• Use the rating table to assign a rating

Outcomes Points Outcomes Rating50-80 Below Standard

81-126 Developing

127-174 Proficient

175-200 Exemplary

Component Score (1-4) Weight Points (Score x Weight)

Student Learning 45

Teacher Effectiveness Outcomes

5

30

Calculating a Practice Rating• Combine Leadership Practice (40%) and Stakeholder Feedback (10%)

• Use the rating table to assign a rating

Practice Points Practice Rating50-80 Below Standard

81-126 Developing

127-174 Proficient

175-200 Exemplary

Component Score (1-4) Weight Points (Score x Weight)

Leadership Practice 40

Stakeholder Feedback 10

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Final Summative Rating

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45% Student

Growth and Development

5%Whole-School

Student Learning Indicators or

Student Feedback

Outcome Rating 50%

40% Observations

of Performance & Practice

10%Peer or Parent

Feedback

Practice Rating 50%

Teacher Final Summative Rating

5%Teacher

Effectiveness Outcomes

45%Multiple Student

Learning Indicators

Outcome Rating 50%

40% Observations

of Performance & Practice

10%Stakeholder

Feedback

Practice Rating 50%

Administrator Final Summative Rating

These percentages are derived from the

same set of data

These percentages may be derived from the same set of data

Survey data gathered from the same stakeholder groups

should be gathered via a single survey, when possible

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CLOSING AND NEXT STEPS

34

Closing

• Parking Lot• Feedback Forms

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Next Steps

• Proficiency exercise options (logistics)

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Stefan PryorCommissioner, CT State Department of Education

37

Dr. Sarah Barzee

Interim Chief Talent Officer

[email protected]

Dr. Everett Lyons

CAS Assistant Executive [email protected]

Contact the CSDE Talent Office Hotline at: 860-713-6868 or email: [email protected] us online: www.connecticutseed.org

ADMINISTRATOR EVALUATION AND SUPPORT SYSTEM DAY 4 Summer 2013 {Insert Trainer/Facilitator Name} July...

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