DPAS II for Administrators: Principal Supervisor Training Summer 2015

DPAS II for Administrators: Principal Supervisor TrainingSummer 2015

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As a result of active participation, principal supervisors will:

1. Be prepared to implement the DPAS II for administrators appraisal cycle for principals in SY15-16

2. Increase their understanding of Delaware’s definition of effective principal leadership

3. Increase their skills in key areas of evaluation, including:• assessing the quality of student performance targets• helping principals establish leadership practice priorities• providing accurate and actionable feedback to individual principals

Session Outcomes


Today’s Agenda

1. Welcome and overview of the day

2. Review of Purpose of Principal Evaluation

3. Overview of the Principal Supervisor Guide for Evaluating Principals

4. Goal Setting• Assessing the quality of student performance targets• Helping principals establish leadership practice priorities

5. Assessing Leadership Practice

6. Implementation: Early Adopters Sharing Practices

7. Close the day

Review of Purpose of Principal Evaluation

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Think about your own experience as a principal. Think about how you were evaluated. Write down your reflections on these questions:

• What was the process?

• How did your supervisor know how you were doing in your job?

• What aspects of being a principal were the focus of your evaluation?

• In what ways was your evaluation helpful? In what ways was it unhelpful?

Turn to a partner and share your reflections with a neighbor.

Warm-up


Leadership Matters

Amplify Learning Outcomes Attract Great Teachers


Key Ideas in DPAS II for Administrators

Provides space for

professional judgment

Supports professional

growth

Assures continuous

improvement of student outcomes

Facilitates quality talent management

Overview of Principal Supervisor Guide for Evaluating Principals


The Guide


Timing and Steps


Five Components of Principal Evaluation

1. VISION AND GOALS 2. TEACHING AND LEARNING

3. PEOPLE, SYSTEMS, AND OPERATIONS

4. PROFESSIONAL RESPONSIBILITIES

5. STUDENT IMPROVEMENT


Leadership Practice Components and Criteria

1. VISION AND GOALS 2. TEACHING AND LEARNING

• Develops a vision for high student achievement• Establishes school goals and an aligned school

plan using data• Establishes and reinforces school values and

behaviors that align to the vision• Develops cultural competence and a

commitment to equity

• Implements rigorous curriculum and assessments aligned to Delaware State Standards

• Implements high-quality instructional practices• Increases teacher effectiveness through support

and evaluation• Monitors student data to drive instructional

practices

3. PEOPLE, SYSTEMS, AND OPERATIONS

4. PROFESSIONAL RESPONSIBILITIES

• Manages resources in alignment with the school plan

• Organizes school time to support all student learning and staff development priorities

• Ensures school operations align with mandated policies

• Hires and retains high-performing staff members

• Develops a high-performing leadership team

• Builds professional relationships and constructively manages change

• Engages in self-reflection and on-going professional development

• Demonstrates relentless focus, proactive problem solving and advocacy for students

• Engages families and the community in student learning


Highly EffectiveExpert level of performance across components + build the capacity of others to lead

EffectiveEffective leadership practices across components

Needs ImprovementKnowledge and awareness of effective leadership practices, but not consistent execution

IneffectiveUnacceptable levels of performance on one or more components

Assessing Leadership Practice (Components 1-4)


Assessing Student Improvement (Component V)


• Two goals (ELA/Math + Other)• Measure, baseline data, and target

Student Improvement (Required)

• Leadership actions connected to criteria• Indicators of success

Leadership Priority Areas (Recommended)

Key Steps: Goal-Setting


Key Steps: Evidence Collection

Direct Observation

The evaluator is physically present in

the school or venue where

the administrator

is present and leading

Indirect Observation

The evaluator is observing

systems that but operate without the

leader present

Artifacts

Materials that

document principal practice

School Data

Concrete results of a

leader’s work


Key Steps: Evidence Collection


Critical Questions:

• What actions has the principal taken to accomplish goals?

• What positive accomplishments would the principal share?

• What evidence exists of progress toward goals?

• What resources/supports does the principal need to help accomplish their goals?

Key Steps: Mid-Year Conference


Key Steps: Summative Evaluation

Leadership Practice(Components 1-4)

Student Improvement (Component 5)

Highly Effective Effective (E) or Highly Effective (HE) on all four

Exceeds

Effective E or HE on at least three + No Ineffective (I)

Satisfactory (or higher)

Needs Improvement E or HE on one or two + Fewer than three I

Satisfactory (or higher)

Needs Improvement E or HE on three or more Unsatisfactory

Needs Improvement E or HE on three + one I Satisfactory (or higher)

Ineffective E or HE on zero, one or two Unsatisfactory

Ineffective E or HE on zero Satisfactory (or higher)

Ineffective Three or more I Any rating


Take 10 minutes to read back through the guide. Then we will take questions to ensure your understanding.

QUESTIONS?

Processing

Goal-Setting: Assessing the Quality of Student Improvement

Goals


Alignment of Improvement Goals

State of Delaware accountability system and goals

District performance targets and multi-year goals

School performance targets and multi-year goals

Administrator

Student improvement goals

Teacher Student performance measures


Guiding Principles for Goal-Setting

Select the right measures

Set the right targets

Determine how progress to goals will be assessed mid-year and EOY

Identify leadership priority areas connected to goals (Recommended)


The Student Improvement Goal “Quality” Test

Data Analysis

Alignment

Measures

Strategies

• How does the goal address a critical area of growth, a grade or subject not included in state assessment data, or/and a sub-group that has been underperforming at your school?

• Is the target informed and driven by past performance? Describe.

• Explain how the goal demonstrates alignment to district priorities.• Does the goals provide an opportunity for the school to move in a coordinated

effort toward increases in student achievement? Provide a rationale.

• Explain how the assessments help you track progress on the goals and what important benchmarks exist throughout the year.

• Explain how the measures allow you to track growth in addition to attainment, particularly if the goal calls for it.

• Describe how the principal identified strategies (Components I-IV) will support the target that has been set.

• Have teachers in appropriate grades and subjects linked their goals to the school-wide goal? .


Principal Student Improvement Goal: An example

By June 2016, 85% K-2nd grade students at Breakwater Elementary will grow at least 5 levels in reading comprehension, oral reading, and fluency as measured by DRA2 assessment.

Reading level set up to monitor and measure student growth. This goal also addresses grades not tested in state assessment data.

Setting ambitious goals for students early on is instrumental in moving toward district goal of all students reading at or above grade level by 3rd grade, The Breakwater Promise.

Assessment measure has three administrations which allows for monitoring benchmark growth toward goal. Grade level goals are clearly outlined.

Reading comprehension is a critical area of growth for

all students in all sub-groups at Breakwater.

Time bound to June, but set up to track progress on DRA2 benchmark administrations throughout year.


Work Session: Write Student Improvement Goals

Think about the school you led as a principal. Consider if you were going to led the school again this year.

Step 1: Diagnose and understand the current state of the school as best you can.

• Student data — identify key areas of need• School wide data — priority areas for improved student achievement• Self-assessment from your prior year’s evaluation• District/superintendent priorities• Look back at the “quality test” questions

Step 2: Complete the Goal-Setting Form as if you were principal.

Step 3: Complete the Leadership Priority Areas as if you were the principal.


Give Feedback | Get Feedback Take your Goal Setting Form and…

1. Find a partner from a different table who you do not know or have not worked with today

2. Each partner will get 3 minutes to read the completed form and describe the intentional through line from measure to target

3. After the measures/targets are shared the partner will ask clarifying questions, apply the “quality test”, and identify strengths

4. We will do this cycle twice so each partner gives feedback and gets feedback

5. The cycle ends when you return to your seat to refine your measure after the “quality test”


Some principal supervisors who have already implemented the new system of principal evaluation are here to share their perspectives on setting goals.

• When do you do your goal-setting process with principals?

• What prep work do you and your principals do in advance?

• How do you structure your conversations?

• How do you make the links between student improvement goals and leadership performance areas?

• Walk through your own process for assessing the quality of student improvement goals.

Additional questions?

Sharing Best Practices: Goal Setting


What strikes you as critical when carrying out this process in your own district? What needs to be in place to get a robust goal-setting process ready to go for 2015-2016?

What questions, concerns, ideas do you have about goal setting?

Checking for Understanding

Assessing Leadership Practice


Take 5 minutes on your own to list what it takes – skills, knowledge, habits, mindsets – to be an effective principal in your school district

Share and compare with your table group. Where are there similarities? Differences?

Together as a team, prioritize the top ten from the lists and put them up on chart paper. Post the paper when you are finished.

Take a gallery walk.

Effective Leadership Brainstorm


Toward a Shared Vision of Principal Effectiveness

Practice based on each district’s definition of

effectiveness

Practice supportedby a common

definition

Practice supported by a common definition and

shared practice


Standards and Rubric Connection

DPAS II Component Delaware Administrator Standards(Six ISLLC)

1. Vision and Goals A vision of Learning

2. Teaching and Learning School Culture

3. People, Systems and Operations The Management of Learning

4. Professional Responsibilities Family and Community Collaboration EthicsSocietal Context


Rubric Design

• Directly linked to ISLLC standards. • Each component has four criteria and are the basis upon which the

performance of an administrator is evaluated. • Each criterion has four performance levels described in the rubric.


Content and Language of the Rubric

• Provides lens for evaluating administrators

• Articulates new performance descriptors for highly effective and effective leadership

• Provides common language to describe leadership practice

• Puts focus on evidence to describe level of performance

• Orients feedback toward professional growth with descriptors


Directions:

Watch and listen for culture impact and its effect on their vision.

Hyattsville Middle School Observation:

Watch and listen to Ms. Washington, Hyattsville Middle School’s principal, as she describes a culture that interfered with student achievement.

This short video clip offers a glimpse of the impact of culture

Put Component 1 into Practice: Video Case Study


Scripting Observation Notes

Evidence Judgment

Principal speaks to all students & teachers as she starts her school day offering positive comments, nods, recognition and engages in quick conversation.

Principal’s friendly comments and attitudes to teachers and students are received in a positive way.

• Judgment is a conclusion based on what you see. Ultimately you will have to make a judgment, but you need specific, observable evidence first.

When note-taking during observations, capture descriptive statements of what you see and hear.


Read Component 1

Read Component 1: Vision and Goals across the performance levels. Begin at the criterion level. Next read the indicator language across from “highly effective” to “ineffective.”


Read the Effective Column of the Rubric


What features stand out to you as you read down the “effective” column in Component One: Vision and Goals?

Note areas in in Component One: Vision and Goals that aligns to your table’s brainstorm about what it takes to be an effective principal in your district.

What area(s) present challenges to determining effectiveness? Why?

Discuss in pairs


Directions:

Take notes while you view the video clip.

We will only collect evidence for Component One: Vision and Goals.

As you watch the video, only record evidence that you can see or hear. Try to suspend any judgment.

Put Component 1 into Practice: Video Case Study Part 2

Hyattsville Middle School Observation:

Watch and listen as Ms. Washington, Hyattsville Middle School’s principal, creates a Success Web while working with her Leadership Team focusing on students as they create a vision for all students to succeed.


Video Debrief :

What evidence of principal practice in Component One:Vision and Goals were you able to see in this video?

• What did you see and hear in this video that aligns to Component One: vision and goals? Come to agreements about WHAT you saw and heard as a table.

• Based on the evidence collected, how would you describe the practice on the performance continuum? (Highly Effective, Effective, Needs Improvement, Ineffective?) Why?

• Calibrate as a table and be ready to defend your answer with concrete evidence.



Read the full text of component 2. Criteria and Performance levels.

Pay special attention to the distinctions in language between Highly Effective and Effective.

What does your group notice about the distinctions between an effective principal and a highly effective principal?

Read Component 2: Teaching and Learning


Directions:

Take notes while you view two related video clips.

We will only collect evidence for Component Two: Culture of Learning

As you watch the video, only record evidence that you can see or hear. Try to suspend any judgment.

East Mary Harris “Mother Jones” Elementary School Observation:

In this video you are going to see Principal Brown leading her team as she focuses on developing teacher leaders.



Effective Highly Effective

Distinctions

Components 3 and 4

Close Read


Read the practice descriptors across the performance levels from “Highly Effective” to “Ineffective” for the assigned Component.

Each “owner” will be responsible to complete the following:

1. Study the assigned component first individually, then be ready to discuss key features of the component

2. Select a particular criterion within the component and summarizes the differences between the levels of performance and how you would assess for a principal on this criterion

3. Share observations with the a partner(s)

Rubric Study: Components 3-4


Some principal supervisors who have already implemented the new system of principal evaluation are here to share their perspectives on using the rubric.

• How have you used the rubric as a tool for reflective practice, professional growth?

• What has been most helpful about the rubric?

• What has been most challenging? Have you devised ways to address the challenges?

• What tools and methods are you using to generate evidence?

Additional questions?

Sharing Best Practices: Using a Rubric


Case Study Directions

1. Make four small groups. Each group will cover one component of the DPAS II rubric.

2. Read the Breakwater Elementary School Case Study. Discuss the evidence in the case study as it relates to your assigned Component.

3. Calibrate the evidence and agree across group members the level of performance for the Component.

4. One group member will share the final rating for the Component and the rationale/evidence for that rating with large group.

Bringing it Together


Look back at the brainstorm of effective leaders in your district.

• Many of the attributes we already use to define effective principals are found in the DPAS II administrator rubric.

• We often use different language to describe effective principals; the rubric gives us common language AND focuses primarily on evidence of performance.

Closing the Effective Leadership Loop

Implementation: Consultation with Early Adopters


Take 15 minutes to sketch out key actions step for yourself?• What do I need to communicate now to principals I supervise?

• What actions do I need to take before the school year starts?

• What questions do I still have?

Find a new partner and share your action steps.• Facilitators will float to give feedback and address questions.

Getting Ready for Implementation

Close the Day


Wrap up

Complete evaluation form, please

eThank you so much for your contributions today!

MissionOur mission is to ensure high academic achievement for all children, especially students in poverty and students of color, by developing transformational school leaders and advancing the policies and practices that allow great leaders to succeed.

VisionWe envision a day when there is educational excellence and equity in America – when our country’s public schools ensure that every student is prepared for success in college, careers and citizenship.

www.newleaders.org

Documents

DPAS II for Administrators: Principal Supervisor Training Summer 2015