December 3rd, 2013

BY GLENN MALEYKO, Ph.D

Executive Director of Staff and Student ServicesA few of the slides are based on a presentation by Jim Gullen Oakland Schools at

the MIEM conference in Lansing on February 29th, 2012. The video protocol is based on work by Wendy Zdeb-Roper MASSP.Wendy Zdeb-Roper MASSP. Some of the Slides are also based on the Danielson iobservation training (Pam Rosa) from WCRESA on April 3rd and 4th.

Presentation TopicsHR website and service orientation“The Covey modelHR Blog and Websitehttp://blog.dearbornschools.org/humanresources/

Employee DisciplineDistrict Hiring ProceduresTeacher Evaluation

We have an entire presentation on the websitehttp://blog.dearbornschools.org/humanresour

ces/

We also have a page designated for employee rights

There are Rules to be followed and

rights to be respected.

Effective DisciplineCorrect inappropriate behavior and prevent reoccurrence

What will it take to Accomplish Effective Discipline?

EffectiveAppropriateTimelyMotivation to ImproveNot Demoralizing – Does not do more

harm than goodNot Too lenient – promoting, encouraging

or rewarding inappropriate behavior

Due ProcessWeingarten Rights – Allows a Union

employee a representative from the union to observe and assist in an investigatory interview where the employee may face disciplinary action

Loudermill Rights – Requires that notice of charges and an opportunity for the employee to address the charges prior to the issuance of Time off or Discharge Discipline. 5th Amendment Constitutional Right

Bullard Plawecki Employee Right to Know ActIntroduction

Employees have a right to know what is in their file

They may review their file two times per year.

You must let them know when something is being placed in their file.

Coaching & Teaching(Informal Discipline)

vsFormal Discipline

A Disciple is a A FollowerShow Leadership

Progressive DisciplineTeacher Evaluation Based (Plan 3)

AwarenessAssistanceDiscipline

Incident BasedCoachingVerbal WarningWritten ReprimandTime OffDischarge

Progressive DisciplineThe Punishment should fit the offenseConsider past record – both Good and BadConsider extenuating circumstances –

Known or Discovered in the investigationSome offenses may result in immediate

discharge – You’re Fired!

Dearborn Hiring PracticeProcess outlined on the website. Applicants apply through applicant

central websitePrincipals have a vacancy and fill out a

requisition. Principals conduct interviews. All

potential teacher candidates must be observed teaching a lesson.

Questions

Hiring ContinuedRecommendations come into Human

ResourcesWe conduct a final interview process

which includes ability to legally work, criminal checks, background checks, and other new hire documents.

All teachers complete a writing samplesWe also go to job fairs to recruit teachers.

Administrative HiringGet involved at the building level, district

level and beyond. People on the committee should know you

alreadyGive presentations before collegesGo above and beyond the call of duty to be

recognized.

Admin Hiring Process1. Posting and Applying2. Screening committee3. 1st Set of committee interviews and

written portion (Usually 3-4 committees)

Admin Hiring Continued4. Second level of interviews (Superintendent

level). Recommendations to the board of education. Process subject to changes and modifications.

Sick Leave UseYou may be deceived if you Trust to much, but you will live in torment is you don’t Trust enough.

Frank Crane (1861 - 1928)

Sick Leave UseThe Benefit of the DoubtEmployee PrivacyCustomer Friendly DoctorsDistrict Wide ConsistencyContractual RightsPerformance Reviews

Attendance Impacts Effectiveness and Student Achievement.

FMLA – Information on HR Web SiteFederal protections for up to 12 weeks (60 days)

Unpaid time off Continuation of Health Insurance Right to return to job

Cannot take adverse action for approved use

Sick Leave UseRight to Verify

Serious Health Condition (3 or more continuous days) under FMLAEmployee may not request FMLA

RightsDFSE – after 4 or more consecutive days or in

the sole judgment of the employer… DFSE – after 5 or more consecutive days or in

the sole judgment of the employer…

Sick Leave UsePattern of use that indicates potential abuse

More than 10 total days in year (DFT contract)

Days in conjunction with weekends and holidays

High Use over a period of years with little of no explanation – Earn and Burn

Data more than 7 years old should not apply

Legislative Changes During the Summer of 2011 the State of

Michigan Passed Legislation that impacts Teacher Tenure, Evaluations, and Prohibited Subjects of Bargaining.

We are now required by law to pass policies that include layoff, recall, and placement of teachers and administrators.

Formation of the PoliciesThe formation of the proposed policies

started in December 2012 as we began to study what other districts were doing.

However, this is totally new so there were not a lot of models to follow. Thus we created our own model.

The DFT and ADSA were given an opportunity to provide input into the formulation of these polices.

Policies Continued

All potential policies were reviewed by our attorney

The Board Policy Committee met on April 25th to discuss and review the potential policies.

The entire Board of Education had a discussion regarding this at the April 29th Board Meeting.

Changes Continued

We believe that our model is on the cutting edge with regards these policies.

It is good for our students and the Dearborn Educational Model.

Proposed Policies and Guidelines: 1. DFT Layoff and Recall 3131

2. DFT Placement 3130.10

3. ADSA Layoff and Recall 3131.10

4. ADSA Placement 3130.20

DFT Layoff and Recall Formula (A new policy that we developed)

There is a sequential order to the ranking system

1.  Evaluation ratings. (Ineffective, minimally effective, effective and highly effective).

2. Plan III teacher level of implementation (only applies to teachers plan III Improvement Plan).

3. Discipline-suspension over 5 days.

4. Employees with severe attendance problems on step 6 of the absence verification procedure.

Layoff and Recall Formula Continued

5. Attendance calculation over a two-year period.   

6.  Attendance at Professional development. 

7.  Discipline involving less than five days of suspension.

8. Seniority

DFT Placement Policy and Guidelines

Teachers can apply for transfersAdministrators will review resumes for potential candidates

There will be several performance and qualification criteria for selection of specific assignments

DFT Placement Policy and Guidelines Continued

Teachers will have to interview for potential transfers and will need to be accepted by building administrators/ interview committees

The Superintendent has the right to realign staff in the best interest of students and the school program

Any employees rated ineffective will not have recall rights.

Summer School Placement will now be based on a formula that involves performance and attendance

ADSA Layoff, Recall, and Placement Formula Not much has changed from the contract. We kept

most of the language.  There are criteria when considering layoff similar to the policy with the DFT but they are evaluated as a whole vs. a sequential process.

This is similar for the placement policy and guidelines for administrators.

Thank you to the following individuals/groups for their supportThe Board of Education Policy CommitteeThe Board of EducationMr. Whiston, SuperintendentUnion Leadership for their input.

Teacher Evaluation

Legislation RequiresRigorous, transparent, and fair

performance evaluation systemsEvaluations based on multiple rating

categoriesEvaluation based in part on student growth:

as determined by multiple measures of student learning including national, state or local assessments or other objective criteria as a significant factor.

Evaluation ComponentsObservation Protocol1. The measurement of practice (what an

educator does) based on a definition of practice that is clear, observable, commonly accepted, and supported by transparent measurement methods and instruments that are technically sound and validated against desired outcomes.

Evaluation ComponentsStudent Outcomes2. The measurement of student outcomes

based on a definition of desired student outcomes that is clear commonly accepted, and supported by transparent measurement methods and instruments that are technically sound and validated against desired outcomes.

Assessing Teacher Effectiveness, Charlotte Danielson

Defining Effective TeachingTwo basic approaches:

Teacher practices, that is, what teachers do, how well they do the work of teaching

Results, that is, what teachers accomplish, typically how well their students learn

Observation Protocol has been the predominant focus, however that will shift soon

Currently calls for 25% based on student growth and assessment.

Evaluation Focus Shift: What does this mean?

0%10%20%

30%40%50%60%

70%80%

2013-

14

2014-

15

2015-

16

Observation

Growth Data

Winston Churchill

True genius resides in the capacity for evaluation of uncertain, hazardous, and conflicting information.

Governor’s Council willMake specific recommendations to the

Governor and Legislature regarding this by April 30, 2012

They Shall submit a growth and assessment tool (MCL) 380.1249(5)(a)

They Shall submit a growth and assessment tool (MCL) 380.1249(5)(a)That is value-added (MCL) 380.1249(5)(a) (I)

Has at least a pre and post test (MCL) 380.1249(5)(a) (IV)

It must be based on 3 years of data if the data is available. (MCL) 380.1249(2)(a) (II)

MCEE Council Recommendations

Michigan Council for Educational Effectiveness Report was released July 2013.

Growth-Achievement Measurement Options

1. State Tests (MEAP/MME/MiAccess)

2. Other third party assessments (Tera Nova, Iowa, etc)

3. Locally Created Assessments-common assessments ?- unique assessments (SRI, DRA, Writing prompts, other).

Growth- Achievement Measures continued.

4. Measures other than TestsPortfolios, presentations, projects, product

assessments.

5. Some combination of the above- The legislation calls for multiple measures.

Each measure comes with strengths and weaknesses.

Timelines Have ChangedAll Evaluation Documents must be

submitted to HR by May 10th. Goal Deadlines Moved upGoals for Subsequent Year Should be

discussed and teachers should create them with data from year-end evaluations

A Google Calendar with Evaluation Deadlines will be created.

Teacher Evaluation Committee Bill Tucker                      Mark Palise                Jill Chochol                  Shannon

Peterson                Andrew Denison           Linda Salamey                Fatme Faraj                 Robert Seeterlin                Hassane Jaafar            Gail Shenkman                Julia Maconochie         Chris Sipperley                Wyatt David SteveSaleh

                    G lenn Maleyko

Weighted Formula75% will be based on Observation

Protocol and the 5 Standards for Effective Teaching.

 This includes observations (formal and

not formal), walkthroughs, other performance measures that are related to the teacher evaluation rubric which includes all 5 standards. Professional Responsibilities are included as one of the standards.

25% Growth Data 5% District growth based on state

accountability measures

10% Building Growth based on state or building or district common assessments

10% Classroom Growth based on State Assessments,

10% Building Growth Data Elementary -SRI, DRA & DRA task analysis, Star Math, 6 plus 1 traits, Building/District Common Assessments, NWEA, MEAP, Art, Music and & PE common Assessments.  

Middle School -SRI, DRA, Star Math, 6 plus 1 traits, Building/District Common Assessments, NWEA, MEAP, Art, Music and & PE common Assessments, and Explore.

High School- Explore, Plan, MME, MEAP, SRI, Star Math, Common Assessments, AP exams, and Departmental Assessments.

10% Classroom Growth Data

10% Classroom Growth based on State Assessments, District Common Assessments or Classroom Assessments  (ex. Performance or product measures or other formative assessments, pre and post tests are required).

http://www.flickr.com/search/?l=4&w=all&q=classroom&m=text

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are needed to see this picture.

“After 30 years of doing such work, I have concluded that classroom teaching … is perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity that our species has ever invented. ..The only time a physician could possibly encounter a situation of comparable complexity would be in the emergency room of a hospital during or after a natural disaster”

Lee Shulman, The Wisdom of Practice

The Complexity of Teaching

Features of The Framework for TeachingComprehensive

Grounded in research

Public

Generic

Coherent in structure

Independent of any particular teaching methodology

Benefits of Any Framework for Teaching

Common language

Development of shared understandings

Self-assessment and reflection on practice

Structured professional conversation

The Framework for Teaching Charlotte Danielson

Why Assess Teacher Effectiveness?

Quality Assurance

Professional Learning

Summary of The Framework for Teaching and the Dearborn Model

A research-based definition of good teaching

A roadmap to, and for navigating through, the complex territory of teaching

A framework for novice-level practitioners, through accomplished teaching

The Dearborn Model

Standard 1: Classroom EnvironmentStandard 2: Preparation and PlanningStandard 3: InstructionStandard 4: AssessmentStandard 5: Communication and

Professional Responsibilities

http://www.flickr.com/photos/dave_mcmt/187432/

Common ThemesEquity

Cultural sensitivity

High expectations

Developmental appropriateness

Accommodating individual needs

Appropriate use of technology

Student Assumption of responsibility

The Wisdom of Practice

If you were to walk into a classroom, what might you see or hear there (from the students as well as the teacher) that would cause you to think that you were in the presence of an expert?

What would make you think: “Oh, this is good; if I had a child this age, this is the class I would hope for.”

What is your definition of Effective Instruction?

Please take an index card and write down your definition.

Pass the definition throughout the table, and circle or underline the important terms. Circulate the cards until you receive your original card.

Next, as a group, please come to a consensus and write down your key words/definition on chart paper. We will then display the chart paper.

A Memorable Teacher

Consider your long life as a student. Recall an occasion (or a pattern of occasions) that you still remember. The memory can be either positive or negative.

What makes this so memorable?

A Quote from Maya Angelou“People will forget what you said. People will forget what

you did. But they will never forget how you made them feel”

Commencement Address, 2002

Maria MontessoriOne test of the correctness of educational

procedure is the happiness of the child.

General Evaluation Procedures

• Observations of practice

• Conferences

• Samples of student work, with analysis

• Teacher artifacts

Superintendent’s comments Treat staff as you want to be treated Would you want your children in this class Share some positive comments Share opportunities to improve No surprises Have a real conversation Set the time – not rushed Do not just put in mailbox and ask them

to review and sign This is important – treat with respect

Danielson I-observation technique1. Verbatim, scripting of teacher or

student comments2. non-evaluative statements of observed

teacher and student behavior.3. Quantitative Data, time on task,

assessment etc.4. Environmental observations

Evaluator Rater ReliabilityWe will view one or two clips from teachers

and then rate the lesson. A table and then a whole group discussion will follow.

We will vote using poll everywhere.com

Rate the LessonBased on what you observed of the lesson, how would your rate the teacher? (understanding that this is just a snapshot

Highly EffectiveEffectiveMinimally EffectiveIneffective

ObservationsWhat are the strengths?What are the weaknesses?What do you still wonder after viewing a

snapshot of the lesson? What questions?What recommendations might you have?