Alaska Staff Development Network – 2012 Spring Leadership Retreat Principal Evaluation:

Alaska Staff Development Network – 2012 Spring Leadership RetreatPrincipal Evaluation:Trends and Issues Across the U.S.April 13, 20128:30 – 4:00 p.m.Downtown Marriott Hotel - Anchorage, AlaskaSession Leader: Al Bertani, Leadership Development Consultant

GREAT TO BE BACK IN ALASKA

➜ Analyze trends and issues reflected in policy and procedural changes regarding principal evaluation across the United States

➜ Identify the key components of principal leadership that should form the basis for improving the frameworks and designs of principal evaluation systems

➜ Examine emerging models for redesigning principal evaluation systems that consider domains, dimensions, and measurement issues for creating new policies and practices in principal evaluation

➜ Discussing implications of these trends and issues for local district and state-level policies and procedures in Alaska.

Session Objectives

1. The LEARNING belongs to you, and it rests largely with you.

2. Enter into the discussions ENTHUSIASTICALLY!!!

3. Give FREELY of your experience, but don’t dominate the discussion.

4. CONFINE your discussions to the task assigned.

5. Say what you THINK… be honest!

6. Only ONE PERSON should talk at a time… avoid private conversations while someone else is talking…

7. Listen ATTENTIVELY to the presentations and discussions.

8. BE PATIENT with other participants… appreciate their point of view…

9. Be PROMPT and REGULAR in attendance.

10. Place your cell phones on SILENT or VIBRATE to minimize interruptions.

Session Norms

Part 1 What do Principals do? (Defining the Work of Principals)

BREAK

Part 2 What are the trends and issues in principal evaluation across the United States? (Outlining a Framework)

Part 3 What are the emerging models for redesigning principal evaluation systems? (Exploring Examples and Models)

BREAK

Part 4 What are the implications of these trends and issues for local schools districts across Alaska? (Bringing It Home)

Agenda Flow

Al BertaniASDN Leadership Retreat 2012Principal Evaluation: Trends and Issues Across the U.S.

While legislation creating policy and procedural changes in teacher evaluation have grabbed the headlines across the U.S., there has been a quiet parallel effort to dramatically change the ways that principals are evaluated. These changes are all targeted at making principals more accountable for improving student learning and organizational performance at the site or school house level.

State of Affairs

Blueprint for ReformU.S. Department of EducationDecember 2009

The focus on teacher and principal effectiveness is also reflected in the Blueprint for Reform in the ESEA Reauthorization…

Blueprint for Reform

“We are calling on states and districts to develop and implement systems of teacher and principal evaluation and support and to identify effective and highly effective teachers and principals on the basis of student growth and other factors.”

Race to the Top Application ProcessU.S. Department of Education

Applications asked states to:

“design and implement rigorous, transparent, and fair evaluation systems for teachers and principals that … differentiate effectiveness using multiple rating categories that take into account DATA ON STUDENT GROWTH AS A SIGNIFICANT FACTOR.”

(Page 34 – Application Process)

Race to the Top

Designing Principal Evaluation Systems: Research to Guide Decision MakingMatt Clifford and Steven RossAIR 2010

Recent research shows that good principals in K – 12 schools can create dramatic improvement, particularly in the lowest performing schools – but the consistency, fairness, and value of current principal evaluation practices are questionable…

The Problem with Principal Evaluation

The Work ofPrincipalsand Site Leaders

How Leadership Influences Student LearningLeithwood; Seashore-Louis; Anderson; WahlstromThe Wallace Foundation 2004

“Leadership is second only to classroom instruction among all school-related factors that contribute to what students learn at school.”

“The total (direct and indirect) effects of leadership on student learning account for about a quarter of total school effects.”

Work with your table group using the Affinity Protocol to identify the work of the principal… Step 1 Record your ideas on post-it notes –

One idea per post-itStep 2 Generate as many ideas as possible in

the allotted timeStep 3 Place all of your post-its on the chart

paper provided – Review and ClarifyStep 4 Arrange your post-its into groups with ideas

that have an affinity for one anotherStep 5 Name the groups you created

What Is the Work of the Principal…

• Generate ideas - One idea on each post it.

• Review and Discuss.

• Organize into groups of similar topics.

• Use Labels to identify clusters.

• Probe and Refine.

Affinity Protocol

G enerate data

R eview and discuss

O rganize

U se labels to describe

P robe and extend

Affinity Protocol

1. How do you currently evaluate the work of the principal or site leader?

2. How does your current evaluation framework align with the categories your table group created?

3. How aligned is your current evaluation framework with the standards for Alaska Administrators?

Evaluating the Work of the Principal…

The Effective PrincipalPamela MendelsJournal of Staff Development; Learning Forward; February 2012

Multiple research studies conducted over the past ten years have helped to identify what effective principals do. Let’s learn about that…

Find two colleagues and form a learning trio

Bring the article with you–The Effective Principal

Use the Think-It-Through protocol to read and discuss the article

What Makes an Effective Principal…

Protocol Adapted by Al BertaniPrimary Source – The Power of ProtocolsTeachers College Press; 2007

1. Scan the article as a trio – decide how far you are going to read before stopping to discuss your reflections.

2. Use the Think-It-Through activity sheet to record while you read.

3. Follow the directions of your facilitator for how long you’ll have to read and discuss the article.

4. Be prepared to discuss reflections with your colleagues.

Think-It-Through Protocol Instructions

Protocol Adapted by Al BertaniPrimary Source – The Power of ProtocolsTeachers College Press; 2007

Think-It-ThroughWhat I Learned… What I Question… Something to Think about…

CALL – Comprehensive Assessment of Leadership for LearningUniversity of Wisconsin – Madison - – Rich Halverson and Carolyn KelleyU.S. Department of Education Grant

On-line formative assessment and feedback system designed to measure leadership for learning practices for middle and high schools. Core domains include:

1. Focus on Learning2. Monitoring Teaching and Learning3. Building Nested Learning Communities4. Acquiring and Allocating Resources5. Maintaining a Safe and Effective Learning Environment

Currently being validated in Illinois, Wisconsin, and Michigan

Comprehensive Assessment of Leadership for Learning(CALL)


The instructional programs and student services programs at our school:

a. Appear to have been assembled at random without connecting to one another

b. Fit together reasonably well

c. Fit together reasonably well and contribute to improved student learning

CALL Sample Items


Principals/Site Leaders… Never Once per Year

Once per Semester

3 Times per year

4 or More Times per Year

Engage staff in collaborative conversations to build a shared vision for student learning

Conduct classroom visits for probationary/non-tenured teachers for formal evaluation purposes

Conduct classroom visits for tenured teachers for formal evaluation purposes

CALL Sample Items


www.callsurvey.org

CALL Web-Site

Trends and Issues across the U.S.

The Role of School Leadership Evaluation in a Comprehensive System: Research and PracticeMatt Clifford, Senior Associate – American Institutes for Research Leading and Learning Conference – September 2011

Why Principals Matter

PrincipalPractice

Student Achievement

District Context

Principals view evaluation as having little impact on their sense of accountability or practice.

Evaluations are inconsistently administered.

Performance assessments are not aligned with existing professional standards and lack psychometric research.

Principal performance assessment is not implemented in ways that maximize rating consistency, validity, and impact.

Current Principal Evaluation Practice


A Developmental Perspective on Leadership➡ Practice Develops Over Time While some leaders are born ready, research suggests that principals go through developmental stages , just a teachers do.

New Roles and New Identities Principals’ work is changing from focusing on operations to focusing on instruction.

➡ Lonely at the Top Surveys of new principals suggest they lack near peers or other trusted colleagues to provide feedback and guidance.


A Developmental Perspective on Leadership

1. How well is your district doing across these different dimensions identified in the Developmental Perspective?

2. How well is your district doing specifically on the Performance Assessment dimension?

3. What is the alignment between your teacher and principal evaluation processes?

Assessing Your Current State

PRINCIPALEVALUATIONDESIGNS AND MODELS


Principal Evaluation: Better Designs Standards –Driven Multiple Measures Trained Evaluators Single Scorecard Systematic Data Collection Data Quality Assurance Strong Feedback Support Systems

Principal Practice

Evaluating School Principals – Tips and ToolsNational Comprehensive Center for Teacher QualityJune 2010

Establish Clear Expectations and Goals for the Assessments

Promotes buy-in from principals and site-level leaders

Provides transparency about how principal performance will be assessed

Findings can be used to paint a more complete picture of the principal’s practices, skills, and developmental areas

Developing a Principal Evaluation System


Establish What Will Be Assessed

Enhances transparency for all parties involved

Establishes clarity for the evaluator and evaluated

Increases the odds of capturing elements or examples of good leadership practices



Establish What Will Be Assessed

Resourcehttp://www.nycleadershipacademy.org/knowledge/LPPW



Establish Who Will Help Provide Feedback

Multi-rater feedback helps leaders see a 360 picture

Provides school leaders with multi-stakeholder perspectives

Invites different perspectives and contextual variables into the discussion



Establish Who Will Help Provide Feedback

Resourcehttp://peabody.vanderbilt.edu/x8451.xml



Establish How Findings Will Be Used

Ensure evaluation instruments are valid and reliable

Link developmental needs with professional learning opportunities

Provide clear feedback about what can be done to improve upon developmental areas



Establish How Findings Will Be Used

Resourcehttp://www.slps.org/19621051994153557/lib19621051994153557/2009/oct_2009/SLA%20Results%20to%20the%20Board.ppt



Establish the Frequency with Which Evaluations Will Occur

Annual evaluations are usually the norm – research supported

More frequent evaluations are needed – formative feedback

Recommendations vary from each semester to as frequently as quarterly



Establish the Frequency with Which Evaluations Will Occur

Resourcehttp://www.lsc.state.oh.us/analyses/s0077-ps.pdf


LOCAL AND STATEIMPLICATIONS

Evaluations That Help Teachers Learn by Charlotte DanielsonEducational Leadership – December 2010ASCD

“Before, I had no idea what my principal was looking for – I had to be a mind reader! So I just played it safe, taught a familiar lesson, one I knew would go well – but did the process improve my teaching? Not at all! In my old school, the principal just came in with a checklist, but we never really talked. But this time, we had a great conversation about how to help my students want to write. It really made me think. As a result, I’ve got a new approach: I’m going to engage some students around the things they’re passionate about and have them try to convince their classmates about the value of such interests.”

Evaluations That Help Teachers Learn

District-Level Principal Performance Management ScorecardAmerican Institutes for Research2011

Drawn from District-Level Principal Performance Management Scorecard – Tool to Assess the Strength of a District Evaluation System (AIR 2011)1. Frequency of Principal Evaluation2. Differentiated Evaluation3. Use of the Evaluation4. Comprehensiveness of the Evaluation System5. Reliability of the Evaluation System6. Tying Evaluation to Student Performance7. Tying Evaluation to School Conditions8. Addressing Ineffective Leadership

District-Level Scorecard

Evaluations That Help Teachers Learn by Charlotte DanielsonEducational Leadership – December 2010ASCD

The Law - Public schools funded by public money = Public has the right to expect high quality teaching and leadership.

To ensure teacher and leaders quality = Answer the question “Everyone here is good – here is how I know”.

To promote professional learning and development

Why Do We Evaluate Teachers and Leaders?

Blueprint for Change: National Summary – 2010 State Teacher Policy YearbookNational Council on Teacher Quality2010

States that require States that States that do notstudent learning be the include some require student preponderant criterion in student achievement achievement datateacher evaluation data in teacher evaluation be considered

Is Classroom Effectiveness Considered in Teacher Evaluation?

10 6

35

Updated from Race to the Top ApplicantsCompiled by New York State Department of Education2012

States that require States that States that do notstudent learning be the include some require student preponderant criterion in student achievement achievement datateacher evaluation data in teacher evaluation be considered

Is Classroom Effectiveness Considered in Teacher Evaluation?

21

4

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Principal Evaluation: Trends and Issues across the United StatesASDN – Al BertaniApril 2012

When you consider your learnings across the day, what changes would you advocate to improve the principal evaluation process…

For yourself…

For your school…

For your district…

Work with your table group to chart your responses as recommendations for each category.

Implications for Practice

Thank You for Your Participation

If you would like additional information, please feel free to contact:

Al Bertani, Independent Consultant155 N. Harbor Drive – Suite 3102Chicago, IllinoisPhone: 312-505-1450E-Mail: [email protected]

Alaska Staff Development Network – 2012 Spring Leadership Retreat Principal Evaluation:

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