Copyright © 2013 November 2013

The Leader Evaluation and Professional Growth ProgramModule 1: Principal Observation Process

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Module 1: Principal Observation ProcessParticipants learn about principal observations, the collection and analysis of observation data, and the sharing of timely, constructive feedback. All supervisors will participate in role playing of pre- and postconferencing and practice on video collecting observation evidence. Supervisors will begin the planning for the principal observation process.

Module 2: Interpreting Performance and Providing Feedback

Module 3: Making Sense of Evidence

Module 4: Responding to High-Priority Needs

Module 1: Principal Observation Process

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Welcome and Connecting (60 minutes)• Intended Outcomes

• The LEPG Model

• Suggestions for Pilot Implementation

Learning (130 minutes)• Overview

• Prepare

• Collect

• Analyze

• Discuss

• Rate and Plan

Implementing (50 minutes)• Putting the Observation Process Into Action

• Sharing With Principals

Follow-up (15 minutes)

Agenda

Welcome and Connecting60 minutes

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Welcome to the first LEPG Cohort session!

Get ready to share your:• First name

• District/affiliation

• One word that describes you that begins with the first letter of your name

Welcome and Introductions

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At the end of this session, participants will know and be able to• Identify priority LEPG Standards and measures for this year of

implementation

• Understand and explain the principal observation process

• Analyze, align, and rate observation evidence using the Instructional Feedback Observation Toolkit

• Understand and complete the pre- and postobservation process

Intended Outcomes

Nine Standards for leadership practice

Multiple measures

The LEPG Model

1: Leadership of Results2: Vision and Mission3: Teaching and Learning4: Knowledge of Students & Adults5: Culture

6: Strategic Management7: Advocacy8: Ethics9: Reflection and Growth

 Measures Professional PracticeProfessional Growth

School Conditions

School Growth

Learner Growth

Sources of Evidence

Observations and related conferences, artifact review, 360-degree survey results, SLO quality review

Professional development plan review

School climate survey results

Review of progress toward school goals

Schoolwide student learning measure results, school attainment of SLOs

Suggestions for Pilot Implementation

1. Identify focus Standards and categories of measures

2. Identify priority evidence sources and tools

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Focus Standards1: Leadership of Results3: Teaching and Learning5: Culture9: Reflection and Growth

Categories of Measures*Professional PracticeProfessional GrowthSchool Growth*Learner Growth

 MeasuresProfessional Practice

(Standards 1, 3, and 5)

Professional Growth

(Standard 9)

School Growth

Learner Growth

Sources of Evidence

Two instructional feedback observations, streamlined 360-degree survey, SLO quality review

Professional development plan/goal review

Review of progress toward school goals

Schoolwide student learning measure results, school attainment of SLOs

Standard 3. Teaching and Learning Indicator 3-a, Instructional Focus: The leader ensures

teaching and learning are the primary focus of the organization.

Indicator 3-b, Curriculum Implementation: The leader directs the implementation of a rigorous, relevant, and balanced curriculum.

Indicator 3-c, Common Framework: The leader guides development and implementation of common language for instructional quality.

LEPG Standards and Indicators

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Standard 5. Culture Indicator 5-a, Expectation Setting: The leader inspires and

nurtures a culture of high expectations. Indicator 5-b, Relationship Building: The leader builds

authentic, productive relationships that foster a collaborative spirit.

LEPG Standards and Indicators

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Observation Alignment Table

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Modifications for Your District

What do you think about the suggestions? What modifications do you want to make for this coming

year of LEPG implementation?

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Learning130 minutes

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Observation Requirements and Recommendations• TIF requires a minimum of two principal observations each year.

• Evidence collected from both observations will contribute to the principal’s final summative score.

• All observations should always result in feedback.

Principal Observations: An Overview

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What to Observe?• MSFE recommends that, in year 1, all principals be observed using

the Instructional Feedback Observation Protocol.

• Observation Setting: postobservation conference with a teacher

• Focus: the quality of the principal’s feedback and ability to implement the TEPG

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“The post-conference cannot be treated as a bureaucratic formality; it is one of the most critical

features of an effective teacher evaluation system if the goal is not just to measure the quality of

teaching, but also to improve it.” ~ More than Measurement: Lessons Learned for Designing

Better Teacher Evaluation Systems

Instructional Feedback: Lessons-Learned from Implementation

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Teacher postobservation conferences are a critical link!• Connects evidence and ratings to concrete changes in instruction

and their impact on student learning

• Crucial opportunity for teachers to reflect and collaborate to identify strategies to improve

• Rare opportunity for principals and teachers to engage in an in-depth, highly analytical discussion centered on instructional practice

Instructional Feedback: What the Research Tells Us

References: Balcazar, F., Hopkins, B. L., & Suarez, Y. (1986). A critical objective review of performance feedback. Journal of Organizational Behavior Management, 7(3/4), 65–89; Kluger, A. N., & DeNisi, A. (1998). Feedback interventions: Toward the understanding of a double-edged sword. Current Directions in Psychological Science, 7, 67–72; Shute, V. (2007). Focus on formative feedback (Research Report). Princeton, NJ: ETS. Retrieved from http://www.ets.org/Media/Research/pdf/RR-07-11.pdf

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Principals vary widely in their skill and ability in providing instructional coaching and feedback—many struggle with:

• Asking high-level questions

• Prompting teacher reflection

• Ensuring a balanced or teacher-driven conversation

• Identifying and modeling concrete, actionable changes in

practice.

• Connecting feedback to individualized supports and professional

growth planning

Principals need training, support, and on-going

coaching to provide high-quality instructional feedback

Instructional Feedback: What the Research Tells Us

Five-Step Observation Process

Step 1, Prepare: Preobservation meeting (with principal)

Step 2, Collect: Observation of principal and teacher during postobservation conference

Step 3, Analyze: Coding, alignment of observation data, and assessment of performance

Step 4, Discuss: Postobservation meeting (with principal)

Step 5, Rate and Plan: Consideration of observation evidence in LEPG Rubric scoring

Principal Observation Process

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Observation Forms and Tools Form 4, Preobservation Toolkit: Instructional Feedback Observation (includes an

updated Form 5) Form 6, Postobservation

Principal Observation Forms

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Schedule and Communicate• Work with principals to identify

postobservation conferences to attend.

• Try to observe conferences with both new and experienced teachers.

• Notify the teacher you will be attending.

• Ensure that the teacher understands you will be observing principal’s work, not the teacher’s performance.

• Plan 45 minutes for the observation and 20 minutes for a postconference with the principal.

1. Prepare

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Do not surprise the principal and teacher

by showing up unexpectedly to

observe a teacher evaluation

postconference.

1. Prepare—Preobservation Meeting (Form 4)

Supervisor will… Principal will…

Review “documentation” and align to LEPG Rubric indicators

Review preobservation questions

Ask questions and take notes Collaboratively identify and

document specific indicators of focus for the conversation or observation

Submit documentation two days prior

Review and respond to questions

Review professional goal(s) and identify indicators of focus

Share responses to questions Collaboratively identify and

document indicators of focus for the conversation or observation

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Purpose The preobservation protocol is an opportunity to discuss the

observation process and for a principal to share evidence of observation data collection and feedback preparation.

Review of a Sample (Handout 1) Look at the sample with a partner. Discuss:

• Does it seem like this principal had a productive preobservation conversation? Why or why not?

• What do you think is the most important outcome of a preobservation conversation?

• How can you set yourself up for success?

1. Prepare—Preobservation Meeting (Form 4)

Think about a teacher evaluation postobservation conference:

• What things could you observe?• What are the most important to observe? Why?

2. Collect: Instructional Feedback Observation Rubric

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The Instructional Feedback Observation Rubric helps you answer the questions: What does high-quality instructional feedback look like? What is the difference between instructional feedback that

generates no change and feedback that leads to steady improvements?

What effective practices do instructional leaders use in generating collaborative, productive conversations with teachers about their performance?

2. Collect: Instructional Feedback Observation Rubric

Instructional Feedback Observation Rubric—Six Observation Indicators

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5

6

1

2

3

Use of Data During

Feedback Sessions

Timing of Feedback

Types of Questions

Focus on Instruction

Planning for Improvement

Using Data in Ratings

Review pages 5–7 in the Toolkit with a partner. Highlight words or phrases that need to be defined. Discuss: What is an example of this in practice? For each indicator (1–6), share your best example with the whole

group.

Activity: The Six Observation Indicators in Practice

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What are four types of evidence you can collect in an observation?

Collecting Observation Evidence: Review of Types of Evidence

Collecting Observation Evidence: Review of Types of Evidence

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Verbatim: Principal: Why did you choose to ask that question?

Numeric: Principal made eye contact with Mr. S 4–5 times.

Factual summaries: Principal pointed to rubric and observation notes.

Observed: Postobservation protocol was filled out.

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With an elbow partner, review Handout 2 to determine whether the provided statements are evidence or opinion. If evidence, determine which type of evidence. If opinion, rewrite the statement to be evidence and

determine the type. Be prepared to share with the whole group.

Collecting Observation Evidence: Reviewing Evidence Statements

Quick Break

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Prepare to watch part of a postobservation instructional feedback meeting: get out your pen and paper and/or computer.

As a whole group, we will share ideas for taking good notes and practice cross-referencing with the rubric to note which observation indicators we observed.

Tips

• Write/type quickly and think of a few shortcuts (T = teacher, P = principal, etc.).

• Don’t be neat (not yet).

• Note what the principal says (especially questions asked), teacher responses, and source of evidence in the discussion.

• Try to capture all four types of evidence.

Activity: Collecting Observation Evidence

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Review your observation notes with a partner and look for these characteristics:

• Do the notes capture similar information?• Do the notes capture what the principal says, the

questions asked, the teacher’s responses, and sources of evidence used?

• Do the notes capture all four types of evidence?

Activity Debrief

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Coding Return to the notes immediately after the observation

session to analyze and rate. Review your running record and the teacher evaluation

documents and “code” the notes: coding = connecting what you observed with the descriptions in the observation indicators in the rubric.

Choose a method that works for you: highlighting, writing the observation indicator number in brackets [4] by the text, et cetera.

Use the “Quick Reference: Observation Indicators” to making coding easier.

3. Analyze: Coding Observation Notes and Select Ratings

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Observation Rating Review the coded notes (evidence) you have marked for

each observation indicator. Compare your evidence to Handout 4.

As a group, we will review the evidence and select a score. Consider three characteristics of your evidence:

• Depth—To what extent was the interaction limited, perfunctory, or superficial?

• Frequency—Are the majority of the interactions at one level? Or is there a mixture? Use counts taken from your notes to determine the correct performance level.

• Duration—Is the interaction or practice you observed relatively short or long in proportion to the total amount of time you observed?

3. Analyze: Coding Observation Notes and Select Ratings

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4. Discuss: Postobservation Protocol (Form 6)

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Supervisor will… Principal will…• Review observation notes and

align to LEPG Rubric indicators

• Review postobservation questions

• Ask questions and take notes (Part 1)

• Share evidence, alignment, strengths, and opportunities for growth (Part 2)

• Collaboratively identify and document plan for growth (Part 3)

• Self-assess against observation protocol

• Prepare for and share responses to postobservation questions (Part 1)

• Review and identify areas of strength/growth (Part 2)

• Jot down notes for growth plan (Part 3)

• Collaboratively identify and document plan for growth (Part 3)

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Review of a Sample (Handout 5)• Look at the sample with a partner.

• Discuss:– Does it seem like this principal had a productive postobservation

conversation? Why or why not?

– What do you think is the most important outcome of a postobservation conversation?

– How can you set yourself up for success?

4. Discuss: Postobservation Protocol (Form 6)

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Model the practices described in the Instructional Feedback Observation rubric

Principal Coaching Tips

Principals learn best when feedback is:• Tied to specific leadership standards

– What should performance look like? How does the evidence differ from this expectation?

• Specific, detailed, and fact-based

– What evidence do you have to support your claim?

• Timely and frequent

– Can the feedback be used to make adjustments tomorrow?

– How often are principals receiving feedback?

• Constructive

– What strategy or approach can you suggest as a next step?

– What additional supports does the principal need?

4. Discuss: Postobservation Coaching Stems

Paraphrasing Clarifying Reviewing PraisingMaking Suggestions

So… In other

words… I heard you

say…

Can you give me an example…

What do you mean by…

I noticed… When you

did X, I saw students to Y…

This worked well because…

Sometimes it’s helpful to…

When I conducted conferences, I…

I wonder what would happen if…

I saw a principal do…

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Lunch

Implementing45 minutes

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What will be some of the challenges to implementing the principal observation process in your district?• Administrative or Logistical Challenges

• Cultural Challenges

• Other challenges?

Putting the Observation Process Into Action

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What information will you share with your principals to help them prepare for the observation process?

How will you share this information?

Sharing With Principals

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Follow-up10 minutes

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Complete at least three principal observations by the next meeting.• Focus on gathering evidence and sharing it with the principal

• Don’t worry too much about specific feedback about their feedback

Bring any evidence or lessons learned from the observations to share (anonymously) with a colleague.

Principal Observations

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