Land O’Lakes , Florida June 4 - 5yourcharlotteschools.net/departments/documents/HR/charlotteLeaders/...Land O’Lakes , Florida June 4 - 5 ... • Includes indicators based upon

Charlotte County School DistrictTechnical AssistanceTechnical AssistanceTechnical AssistanceTechnical Assistance

Florida School Leader AssessmentFlorida School Leader Assessment

Land O’Lakes , FloridaJune 4 - 5

Charlotte County School District

Mission:Student Success!

Vision: We will provide an innovative

educational environment that allows and inspires success for everyone.

Technical Assistance Objectives

• Understand why a change is needed in leadership evaluation

• Why leadership evaluation is broken

Participants will…

• A new model (FSLA) for principal evaluation • How the FSLA domains are aligned with

Florida Principal Leadership Standards and contemporary research

• Understand the background and research supporting the FSLA

© 2012 The Leadership and Learning Center All rights reserved. Copy only with permission. www.LeadandLearn.com

FSLA Technical Assistance Charlotte County School District Page 1

Technical Assistance Objectives

• Review the FSLA Process and translate into practical focused practices designed to improve leadership performance

Participants will…

• Applying the FSLA to leadership scenarios• Interpret the FPLS and FSLA Proficiency Areas

for deep understanding• Provide feedback to the Charlotte SD to help

them personalize the FSLA to specific leadership roles

Engagement

Choice and

Professional Learning Norms

Respect

Responsibility

Learning Activity 1

With a partner discuss and decide on:

3 questions you have regarding the new principal evaluation cycle you want to make certain are answered today,

2 best hopes you have for the new Florida principal evaluation process, and

1 element of your previous principal evaluation process, which you want to make sure is part of this new process

Handout p. 3



State competition was designed to reward states that were leading the way in comprehensive, coherent, statewide education reform acrosseducation reform across four key areas:

1. Adopting standards and assessments that prepare students to succeed in college and the workplace;

2. Building data systems that measure student growth and success, and inform teachers and principals how to improve instruction;

3. Recruiting, developing, rewarding, and retaining effective teachers and principals, especially where they are needed most; and

4. Turning around their lowest-performing schools.

Florida has worked diligently to bring together broad statewide support from superintendents, school boardschool board members, teachers and teacher associations for the Race to the Top application



Student Achievement and Global Economic Issues

• In America today, one in four students fails to graduate from high school on time.

• African American and Hispanic students drop out of high school at nearly double the rate of their white g ypeers.

• The consequences for the individuals and the costs to the nation are staggering in terms of lost wages and earnings over a lifetime, which are estimated at about $335 billion per year.

Editorial Projects in Education, ―Diplomas Count 2011: Beyond High School, Before Baccalaureate: Meaningful Alternatives to a Four Year Degree, special issue, Education Week 30, no. 34 (2011).

Alliance for Excellent Education, ―The High Cost of High School Dropouts: What the Nation Pays for Inadequate High Schools (Washington, DC: Author, August 2009).


• Between 1973 and 2008, the share of jobs in the U.S. economy requiring postsecondary education increased from 28 percent to 59 percent. More than ever, students need advanced literacy skills to succeed in a fast-paced global economysucceed in a fast-paced global economy.

• International measures of reading place American fifteen-year-olds fourteenth among developed nations in reading, lagging behind countries such as Poland, Estonia, and Iceland.

A. Carnevale et al., ―Forecast of Education Demand to 2018 (Washington, DC: Georgetown Center on Education and the Workforce, 2010), available at http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/CEW_press_conference_ppt.pdf (accessed December 6, 2011).Organisation for Economic Co-operation and Development, http://www.oecd.org/dataoecd/54/12/46643496.pdf (accessed December 6, 2011).


• Roughly one-third of high school graduates are not ready to succeed in an introductory level college writing course.

• Remedial education at the postsecondary level t th ti ti t d $3 6 billi llcosts the nation an estimated $3.6 billion annually.

ACT, The Condition of College and Career Readiness.

Alliance for Excellent Education, ―Saving Now and Saving Later: How High School Reform Can Reduce the Nation’s Wasted Remediation Dollarsǁ (Washington, DC: Author, 2011).




• About 40 percent of employers indicated that they were dissatisfied with high school graduates’ ability to read and understand complicated materials, think analytically, and solve real-world problems.

Peter D. Hart Research Associates/Public Opinion Strategies, Rising to the Challenge: Are High School Graduates Prepared for College and Work? (Washington, DC: Achieve, Inc., 2005); Council on Competitiveness, Competitiveness Index: Where America Stands (Washington, DC: Author, 2007).

A New Model for Evaluation

FLORIDAFLORIDASCHOOL SCHOOL LEADER LEADER

ASSESSMEASSESSMENTNT

A Robust Evaluation SystemFSLA Characteristic Description

Proactive It starts before the first day on the job

Reciprocal It gives the leader the opportunity to provide feedback to the organization

Empowering Leaders have the authority to make decisionsEmpowering Leaders have the authority to make decisions that will improve their effectiveness

Standards-based Success is not a guessing game, as the standards for proficient or “effective” are clear

Truthful Feedback is honest, accurate & evidence-based

Objective Leadership behaviors are a matter of description, not conjecture



Florida School Leader Assessment (FSLA)

• A state model Principal Evaluation system

•• Designed for feedback and growthDesigned for feedback and growthg gg g

•• PrePre--approvedapproved

•• Districts may use or adaptDistricts may use or adapt

•• Districts may develop their own modelDistricts may develop their own model

The FSLA Model Addresses State Guidelines

• Includes indicators based upon each of the leadership standards adopted by the State Board of Education

• Includes performance measures related to the effectiveness of classroom teachers in the school

Th d i i t t ’ i t f l ti it i• The administrator’s appropriate use of evaluation criteria and procedures

•• Incorporates a deliberate practice metricIncorporates a deliberate practice metric

• Recruitment and retention of effective and highly effective classroom teachers

• Improvement in the percentage of instructional personnel evaluated at the highly effective or effective level

The New Standards Reflected In Contemporary Research

•• Hattie, J. (2009). Hattie, J. (2009). Visible learning: A synthesis of over 800 Visible learning: A synthesis of over 800 metameta--analyses relating to achievement. analyses relating to achievement. New York: New York: Routledge. Routledge.

•• Horng, E., Klasik, D., & Loeb, S. (2010). Horng, E., Klasik, D., & Loeb, S. (2010). Principal’s time use and school effectiveness Stanford UniversityStanford Universityand school effectiveness. Stanford University.Stanford University.

•• Kouzes, J. M., & Posner, B. Z. (2010). Kouzes, J. M., & Posner, B. Z. (2010). The truth about The truth about leadership. leadership. San Francisco, CA: JosseySan Francisco, CA: Jossey--Bass.Bass.

•• Louis, K. S., Leithwood, K., Wahlstrom, K. L., & Anderson, Louis, K. S., Leithwood, K., Wahlstrom, K. L., & Anderson, S. E. (2010)S. E. (2010). . Investigating the links to improved student learning. The Wallace Foundation.

• Robinson, V. M. J. (2011). Student-centered leadership. San Francisco, CA: Jossey-Bass.



Florida School Leaders Website

https://www.floridaschoolleaders.org/

“School leaders who focus on students’ achievement and

Visible Learning

instructional strategies are the most effective.” (Hattie, 2009)

Professor Hattie’s Findings

“The effects gained by principalswere greater on instructional leadership dimensions than fromtransformational leadershipdimensions”dimensions”

Specific instructional leadership that had thethe greatest effects on student outcomes were:

• Promoting and participating in teacher learning anddevelopment

• Planning, coordinating, andevaluating teaching and thecurriculum

• Strategic resourcing

• Establishing goals and expectations

• Ensuring an orderly and supportive environment



Rank Order these Leadership Dimensions

Leadership Dimensions Rank OrderEstablishing goals and expectations

Resourcing strategically

Ensuring quality teachingEnsuring quality teaching

Leading teacher learning and development

Ensuring an orderly and safe environment

Rank Order these Leadership Dimensions

Leadership Dimensions Rank OrderEstablishing goals and expectations


Ensuring quality teaching

232Ensuring quality teaching



21

4

Viviane Robinson’s Findings

0.31

0.42


Establishing goals and expectations

ensi

on

Leadership Dimensions and Effect Size

0.27

0.84

0.42

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9




Effect Size

Lea

der

ship

Dim



Hattie and Robinson Reflected in FPLS

Hattie & Robinson FPLS Domain/StandardEstablishing goals and expectations

Standard 1; Standard 2; Standard 9; Standard 10


Standard 6; Standard 8strategically


Standard 3; Standard 4


Standard 4; Standard 6; Standard 7


Standard 2; Standard 5

FPLS=Florida Principal Leadership Standards

The more leaders focus their relationships,their work, and their learning on the corebusiness of teaching and learning, thegreater will be their influence on teacheroutcomes.

V. Robinson (2011, p.15)

Principal’s Time UsePrincipal’s Time Use and and School EffectivenessSchool Effectiveness

Horng, E., Klasik, DHorng, E., Klasik, D., ., & Loeb, S& Loeb, S. (2010). . (2010). Stanford UniversityStanford University



Research Questions• What do principals do?

• Where do principals spend their time?

• How do principals’ roles vary by school characteristics?

• How are variations in principals’ actions reflected in measurable school outcomes?

Where Do You Think PrincipalsSpent Most of their Time?

Time Categories Rank OrderDaily Instruction

Organizational Management

External Relations

Administration

Instructional Program

Internal Relations

Other

Where Do You Think PrincipalsSpent Most of their Time?

Time Categories Rank OrderDaily Instruction

Organizational Management62

External Relations

Administration


Internal Relations

Other

71543



Principal’s Use of Time Principal’s Use of Time ResultsResults

5 88

20.9

27.8

D il I t ti

Organizational Management

Administration

es

Leadership Actions vs Percent of Time

18

4

15

6.78

5.88

0 5 10 15 20 25 30

Other

External Relations

Internal Relations


Daily Instruction

Percent of Time

Tim

e C

ate

go

ri

New vs Veteran Principals

New principals spent over 34% of their time in administrative duties while 4 yearduties while 4 year veterans spent only 22% of their time on administrative tasks

Principals in schools with higher accountability scores spent more

time in day to day instruction than those with lower scores

School Outcomes

33



The lowest performing schools have principals who spend the

most time on administrative tasks

School Outcomes

34

Staff Perceptions

Time spent on instructional activities

is positively associated with the staffs’

perceptions of the school’s educationalschool’s educational

environment and teacher’s satisfaction

with teaching in general

Large Scale, Six YearLeadership Study

9States

43Districts43Districts

180Schools

8,391Teachers 471Principals



Powering Leadership

2ndis second

only to classroom yinstruction as an influence on student learning

“To date we have not found a single case of a school improving its student achievement record in the absence of talented leadership” (p.9)

Principals Actions AsInstructional Leaders

…steps that principals take to set a tone p por culture in the building that

supports continual professional learning

…the explicit steps that principals take to

engage with individual teachers about their own growth

Highly Rated Principals

1) Teachers in high-performing schools of all grade levels, K-12, report high levels of

Instructional Climate

2) High Instructional Climate Principals emphasize the value of research-based p

strategies and are able to apply them in their own school setting

3) Elementary school teachers working with highly rated principals report high levels of both Instructional Climate and

Instructional Actions

4) Secondary school teachers, however, rarely report that school-level leaders engage in Instructional Action



“School’s leaders have an impact

on student achievement

primarilythrough theirthrough their influence on

teacher’s motivation and

working conditions”

How To Motivate PeopleWhich Is Most Important?

A) Public recognitionB) Private recognitionC) Bonuses for

performancepD) Threats for poor

performanceE) Data on personal

and team progressF) Annual performance

evaluations

Amabile and Kramer, May 2011



60%of a school's impact on student achievement

is attributable to i i l d t hprincipal and teacher

effectiveness

25% 35%PrincipalTeacher

Augustine, Gonzalez, Ikemoto, Russell, Zellman, Constant, Armstrong, & Dembosky (2010)

Reality of School LeadershipReality of School LeadershipManages time to be aninstructional leader as apriority

4571Provides targeted and

Reeves, 2004

challenging PD to improveteacher performance

3756Monitors classroomperformance on a regularbasis offeringfeedback 4864

“Leaders and teachers give intellectual assent to the research,

and then return to schools and classrooms and…nothing happens.”

Reeves, 2006, p. 90

?



We know what effective leaders

do; however, KNOWING is not

the problem, DOING is!

How can there be so many published articles, so many reports providing directions, so many professional

development sessions advocating this or that method, so many parents and politicians inventing new and better

answers, while classrooms are hardlydifferent from 200 years ago?

(Tyack & Cuban, 1995)

The Crisis of Leadership The Crisis of Leadership TodayToday

Kn

ow

Do



Table Talk… Reflect on theresearch. What is one thing you can do to overcome the knowing doing gap?knowing doing gap?

Why leadership evaluation is broken

18%Had never been evaluated

National Leadership Survey Results

Had never been evaluated



47%Related to student


Related to student achievement results

89%Are generally positive


Are generally positive

47%Were specific I knew


Were specific—I knew exactly how to improve

and what I shouldcontinue



54%Were based on clear


Were based on clear standards that I knew would

be the focus of myevaluation


46%Provided the opportunity toProvided the opportunity to

make suggestions to improveorganizational support

Evaluation Instruments are Flawed

• Ambiguous statements

• Impossible standards

• Binary (Y or N)• Unclear requirements



Perfect Storm in Leadership Evaluation

• National leadership crisis• Acute and growing shortage

of leadersof leaders• Flawed evaluation systems

Florida Standards for School LeadersFlorida Standards for School Leaders

Why New Standards?SBE Rule 6B-5.0012, Approved April 19, 2005

Two of the most comprehensive studies on educational leadership were completed in the last three years 2009-2011

Significant aspects of this contemporary g p p yresearch were absent within the 2005 FPLS (e.g., instructional leadership, feedback, and human resource development)

Core expectations for what effective school administrators know and are able to do are considerably different than in 2005 when Florida adopted the previous standards



Method of Development• Both the 2005 and 2011 Standards developed by a

collaborative statewide process

• Broad cross-section of stakeholders

• Extensive opportunities for public review and input

• 2005 FPLS informed by historical patterns of what principal’s jobs entailedprincipal s jobs entailed

• 2011 FPLS informed by gap analyses comparing issues in the 2005 standards to contemporary leadership research and practitioners input on best practice

• 2011 FPLS are modeled after the 2010 FEAPs adding clarifying and defining descriptors to address gaps in the 2005 standards

leadership standards

student learning resultsstudent learning as a priority instructional plan

faculty development learningimplementationenvironment decision making leadership development

leadership standardsschool management communication professional

and ethical behaviors

The New Standards Reflected In Contemporary Research

•• Hattie, J. (2009). Hattie, J. (2009). Visible learning: A synthesis of over 800 Visible learning: A synthesis of over 800 metameta--analyses relating to achievement. analyses relating to achievement. New York: New York: Routledge. Routledge.

•• Horng, E., Klasik, D., & Loeb, S. (2010). Horng, E., Klasik, D., & Loeb, S. (2010). Principal’s time use and school effectiveness Stanford UniversityStanford Universityuse and school effectiveness. Stanford University.Stanford University.

•• Kouzes, J. M., & Posner, B. Z. (2010). Kouzes, J. M., & Posner, B. Z. (2010). The truth about The truth about leadership. leadership. San Francisco, CA: JosseySan Francisco, CA: Jossey--Bass.Bass.

•• Louis, K. S., Leithwood, K., Wahlstrom, K. L., & Anderson, Louis, K. S., Leithwood, K., Wahlstrom, K. L., & Anderson, S. E. (2010)S. E. (2010). . Investigating the links to improved student learning. The Wallace Foundation.

• Robinson, V. M. J. (2011). Student-centered leadership. San Francisco, CA: Jossey-Bass.



FSLA Overview

Learning Activity 2

So we can better understand the new Florida Principal Leadership Standards (FPLS) please turn to pages 4-13 in the handout and follow the directions for the activity.

Handout pp. 4-13

Distinguishing Between Proficiency Ratings



Effective• The “Effective” level describes leadershipperformance that has local impact (i.e., within theschool) and meets organizational needs.

• It is adequate, necessary, and clearly makes asignificant contribution to the school.

• The majority of the leadership workforce will be in theeffective area once they have a clear understandingof what the FPLS require and have made the adjustments and growth necessary to upgradeperformance.

HighlyEffective

• The “Highly Effective” level is reserved for trulyoutstanding leadership as described by very demandingcriteria.

• Performance at this level is dramatically superior to“Effective” in its impact on students, staff members,parents, and the school district.

• Highly effective leadership results from recurringengagement with “deliberate practice.”

• In brief, the “Highly Effective” leader helps every otherelement within the organization become as good as theyare. In normal distributions, some leaders will be ratedhighly effective on some indicators, but very few leaderswill be rated highly effective as a summative performancelevel.

Needs Improvement• The ”Needs Improvement” level describes principals whounderstand what is required for success are willing tounderstand what is required for success, are willing towork toward that goal, and, with coaching and support,can become proficient.

• Needs improvement rating will occur where expectationshave been raised and standards made more focused andspecific.

• Professional behavior and focused professional learningwill guide school leaders toward increasingly effectiveperformance.



UnsatisfactoryPerformance at the “Unsatisfactory” level describe leaders who do not understand what is required for proficiency or who have demonstrated through their actions and/ordemonstrated through their actions and/or inactions that they choose not to become proficient on the strategies, knowledge bases, and skills sets needed for student learning to improve and faculties to develop.

Learning Activity 3

As you read these descriptions of FSLA “Proficiency Ratings,” discuss how they are similar to/different from your current thinking and practice. Share your thoughts with your table.

Handout p. 14

Domain 1Student Achievement

Proficiency Area 1 Student Learning Results1.1 Academic Standards1.2 Performance Data1.3 Planning and Goals Setting1 4 St dent Achie ement Res lts1.4 Student Achievement Results

Proficiency Area 2 Student Learn as a Priority2.1 Learning Organizations2.2 School Climate2.3 High Expectations2.4 Student Performance Focus



Domain 2Instructional Leadership

Proficiency Area 3 Instructional Plan Implementation3.1 FEAPs3.2 Standards-Based Instruction3.3 Learning Goals Alignments3.4 Curriculum Alignments3.5 Quality Assessments3.6 Faculty Effectiveness

Domain 2 (cont.)

Instructional Leadership

Proficiency Area 4 Faculty Development4.1 Recruitment and Retention4.2 Feedback Practices 4.3 High Effect Size Strategies4.4 Instructional Initiatives4.5 Facilitating and Leading Professional

Learning4.6 Faculty Development Alignments4.7 Actual Improvement

Domain 2 (cont.)

Instructional Leadership

Proficiency Area 5 Learning Environment5.1 Student Centered5.2 Success Oriented5.3 Diversityy5.4 Achievement Gaps



Domain 3Organizational Leadership

Proficiency Area 6 Decision Making6.1 Prioritization Practices6.2 Problem Solving6.3 Quality Control6 4 Distrib ti e Leadership6.4 Distributive Leadership6.5 Technology Integration

Proficiency Area 7 Leadership Development7.1 Leadership Team7.2 Delegation7.3 Succession Planning7.4 Relationships

Domain 3 (cont.)

Organizational Leadership

Proficiency Area 8 School Management8.1 Organizational Skills8.2 Strategic Instructional Resourcing8.3 Collegial Learning Resources

Proficiency Area 9 Communication9.1 Constructive Conversations9.2 Clear Goals and Expectations9.3 Accessibility9.4 Recognitions

Domain 4Professional and Ethical Behavior

Proficiency Area 10 Professional and Ethical Behavior10.1 Resiliency10.2 Professional Learning10.3 Commitment10.4 Professional Conduct



FSLA “Medium” Form

Charlotte County School District Document pp. 21-25

FSLA Data Collection FSLA Data Collection & Feedback Protocol& Feedback Protocol

Domains

1.1. 2.2. 3.3. 4.4. Deliberate Deliberate PracticePractice

FSLA Long Form




Illustrative Examples


Going Going Deeper Deeper Using Using

Domain 2Domain 2

Learning Activity 4• Examine your assigned indicator with a

partner or small group. Record work on the Focus Indicator Organizer.

• Begin with the narratives for the area and indicator. Identify required knowledge and skills and record them on the organizer.

• Examine the rating rubric for specific details on rating levels.

• In the center of the organizer, record professional development needs for effective performance on this indicator.

• Finally, analyze the illustrative examples. List examples of evidence you would add for Lee County at the bottom of the organizer.

• Be prepared to share with the group.

Handout p. 15-16



Work with a partner or small group to analyzeWork with a partner or small group to analyzeWork with a partner or small group to analyze Work with a partner or small group to analyze an indicator in Domain 2. an indicator in Domain 2. Complete the

advance organizer found on page 16 of the Handout. Identify the knowledge and skills that

a leader must know and be able to do. Complete the organizer and be prepared to Complete the organizer and be prepared to

share your workshare your work

Advance Organizer

Handout p. 16-17

Example Advance OrganizerProficiency Area: 3 Instructional Plan Implementation

Indicator: 3.5 Quality Assessments

Knowledge• Effective formative assessment• Data analysis• Instructional program• Effective teaching practices• Aligned curriculumg• Collaborative decision-making• Effective communication• Effective monitoring

Skills• Seeks, synthesizes, and applies assessment practices• Monitoring of formative assessment• Data analysis• Communication of results• Use data to make decisions in teaching, leadership, and curriculum



Refuel&&

Process

FSLA Process


FSLA School Leadership Evaluation System Application

• Overview

• Florida’s Common Language of Instruction

• High Effect Size Indicators

• About Evaluation

• Training and Reflection

• School/District Evaluation of Results

• Florida School Leader Assessment

• Rating Calculation Procedures

• Evaluation Criteria by Leader Category

• FSLA Proficiency Areas with Indicators

• Data Collection, . Feedback Protocol Forms, & , ,

Evaluation Rubrics (Appendix F)

• Student Growth Measure

• Scoring Guide for State Model Metrics

• Florida Principal Leadership Standards

• Phase in Options for Leadership Practice

Component

• Additional Metric: Deliberate Practice Guidelines

• Evaluation Form: Summative Performance Level

• Conference/Proficiency Status Short Form

• Deliberate Practice Guidelines

• Individual Leadership Development Plans: Goal

Setting & Interim Forms



Step 1: Orientation

Training on the FPLS, Student Success Act, applicable SBE rules, RTTT requirements, and district specific expectations that are subject to the evaluation system.

Engage in personal reflection on the connection between his/her practice and the FPLS and the indicators in the district evaluation system.

expectations that are subject to the evaluation system.

May be provided by the leader’s review of district evaluation documents, online modules, mentor sessions, or face-to-face training where awareness of district processes and expectations are identified.

Learning Activity 5

In addition to the training you are receiving today, briefly describe how o might approach facilitating Step 1you might approach facilitating Step 1:

Orientation on a district-wide basis (e.g., Who Delivers? What? When? Where? To Whom?) Share your thoughts with a neighbor and then your table.

Handout p. 18

Results of the FSLAQuestionnaire

Prior year’s

Step 2: Pre Evaluation Planning

Prior year sevaluation results

Self-assessment ofthe 45 Indicators

Evidence in keyareas to supportself-assessment



Review the 45Indicators alongwith selectedsupportiveevidence

Narrow from 45 to

Step 3: Initial Meeting Between Evaluatee

and Evaluator

3-5 high-leverageindicators ofdeliberatepractice

Agree on goalsand evidence ofresults Handout p. 19

ReflectionConversationMap

Step 4: Monitoring, Data Collection, and Application to Practice

Recollection Q i

Cause-and-EffectRelationship Queries

SupportingData Queries

ComparisonQueries

RelationshipQueries

Step 5: Mid-year Evaluation

Where are you inrelation to your goal?

Next steps? Support needed?



• Include relevant and appropriate evidence

Step 6: Prepare a Consolidated Performance Assessment

evidence • Review evidence

• Use evidence and consolidate the ratings

• Self-assessment

• FSLA score is explained

• Growth on the DeliberatePractice targets reviewedand a Deliberate Practice

Step 7: Year-end Meeting between principal, Superintendent and Principal Assessment Leader or evaluatee and evaluator for other school leaders

and a Deliberate PracticeScore assigned

• Inform the leader how theLeadership Practice Scoreand SGM Score combine to a summative

• Review priority growth issuesthat should be considered atnext year’s step 2 and step 3processes

Scoring Leadership Practice

Bay District Response p. 60-150Charlotte County School District Document pp. 29-

40



Indicator Relationship to Overall Scoring of the FSLA

Performance LabelsThe performance labels used in Section 1012.34, F.S. for summative performance levels are also used in the FSLA to summarize feedback on domains, proficiency areas, and indicators:

Hi hl Eff ti (HE)• Highly Effective (HE)• Effective (E)• Needs Improvement (NI)• Unsatisfactory (U)

Direct WeightingDirect Weighting: The FSLA score is based on ratings for each of four domains, but the system specifically gives added weight to Domain 2: Instructional Leadership: The weights are:

Domain 1: Student Achievement: 20%Domain 2: Instructional Leadership: 40%Domain 3: Organizational Leadership: 20%Domain 4: Professional and Ethical Behavior: 20%



Embedded WeightingThe use of Domain scores to generate an FSLA score results in embedded weighting as the Domains have different numbers of indicators.

• For example: Domain 1 has eight indicators, p g ,Domain 3 has 16 indicators and Domain 4 has four indicators, but each Domain contributes 20% to the FSLA score.

FSLA ScoreProficiency on Indicators leads to an FSLA Score.• Ratings on indicators (using rubrics in the FSLA)

are combined to generate a rating (HE, E, NI, or U) on each Proficiency AreaU) on each Proficiency Area.

• Ratings on Proficiency Areas are combined (using the tables in this scoring guide) to generate a Domain Rating.

• Ratings on Domains are combined (using tables in this scoring guide) to generate a FLSA Score.

Narrowing the Focus

Lowest scored indicatorsALL Domains

Lowest scored “weighted”Indicators Domains 1 & 2

Self-assessment of all 45 Indicators

3-5 High-leverage Leadership Indicators

Lowest scoredIndicators Proficiency

Area 4

Handout p. 19-20



FSLA Short Form


FSLA Summative Evaluation

Charlotte County School District Document pp. 40



Summary of Scoring Process

Charlotte County School District Document p. 29

Scoring Scenarios

Success Criteria

After reviewing specific leadership scenarios, you are able to identify evidence to ysupport performance levels within the FSLA.



Model Learning Activity Scoring 1.2

Performance Data

Where do you find evidence to determine if the leader demonstrates the use of

student and adult performance data to make instructional leadership decisions?

Handout p. 20

Learning Activity – Victor

Learning Activity – Victor



Reflection

How does this information enhance your learning about the matrix and leadership practices that demonstrate proficiency?

Learning Activity 6

Table Scoring of Scenarios for 4.2 and 4.3:

Middle School – EdwardElementary – Silas

High School - Candice

Handout pp. 21-23

Tables Score 4.2 & 4.3

4.2 Where do you find evidence to determine if the leader monitors, evaluates proficiency, and provides timely and actionable feedback?

4.3 Where do you find evidence to determine if the leader ensuresinstructional personnel receive recurring feedback on their proficiency on high effect size strategies?



Middle School Scenario 4.2 – Edward

Elementary Scenario 4.3 – Silas

Elementary Scenario 4.3 – Silas



High School Scenario 4.2 – Candice

High School Scenario 4.2 – Candice

Reflection

What have you learned from your colleagues about the leadership practices within the FSLA and the process of determining proficiency?



Connections to Connections to Teacher EvaluationTeacher Evaluation

Learning Activity 7As a table group talk through the similarities and differences between the new Principal Evaluation and Teacher Evaluation.

As a group create a non-linguistic metaphorical depiction of how these two evaluation systems will work together to improve student achievement and foster professional growth.

Handout p. 24

Objectives

Apply the Decision Making for Results: Data-Driven Decision Making process to monitor

leadership, teaching, and learning

Implement the Decision Making for Results: Data-

“The whole world is watching as we

provide more complex instruction, covering a wider range of skills,

to an increasingly diverse group of

students. It is not thesep g

Driven Decision Making process to monitor school improvement

RM 2

It is not these challenges that will

define our generation of teachers, however –

but our response.”

- Steven White, 2010



Feedback to the Presenter

Lisle GatesProfessional Development Associate

Questions and Discussion

Professional Development AssociateThe Leadership and Learning Center

[email protected]

LeadandLearn.com

Charlotte County School District Technical AssistanceTechnical AssistanceTechnical AssistanceTechnical Assistance

Florida School Leader AssessmentFlorida School Leader Assessment

Land O’Lakes , FloridaJune 4 - 5



Plus/Delta Results

+ ∆

Enduring Leadership TruthsTruth(s) Brief Descriptions

You Make a Difference Believe you can have a positive impact

Credibility Is the Foundation of Leadership

Others must believe in you

Values Drive Commitment People want to know what you stand for

Focusing on the Future Sets Leaders Apart

Imagining and articulating exciting future possibilities

You Can’t Do It Alone Leadership is a team sport

Kouzes, J. M., & Posner, B. Z. (2010). The truth about leadership: The no-fads, heart-of-the-matter facts you need to know. San Francisco, CA: Jossey-Bass.

You Can t Do It Alone Leadership is a team sport

Trust Rules The glue that holds individuals and groups together

Challenge Is the Crucible for Greatness

Changing the status quo

You Either Lead by Example or You Don’t Lead at All

Keep your promises and become role models for the values and actions you espouse

The Best Leaders are theBest Learners

Constant improvement fanatics

Leadership Is an Affair of the Heart

Leaders are in love with their constituents, their customers and clients, and the mission they are serving

In What Ways Do these 10 Enduring Leadership Truths

Align with FPLS?You Make a Difference

Credibility Is the Foundation of Leadership

Values Drive CommitmentValues Drive Commitment

Focusing on the Future Sets Leaders Apart

You Can’t Do It Alone

Trust Rules

Challenge Is the Crucible for Greatness

You Either Lead by Example or You Don’t Lead at All

The Best Leaders are the Best Learners

Leadership Is an Affair of the Heart



The Power of Feedback

“The single most powerful influence on enhancing achievement is feedback.”

(Hattie, 2009)

Rank Order these Seven Instructional Strategies

Instructional Strategies Rank OrderMeta-cognitive strategies

Reciprocal teaching

Feedback

Teacher-student relationships

Cooperative learning

Questioning

Teacher clarity



Rank Order these Seven Instructional Strategies

Instructional Strategies Rank OrderMeta-cognitive strategies 5

Reciprocal teaching 3

Feedback 1

Teacher-student relationships 4

Cooperative learning 7

Questioning 5

Teacher clarity 1

The Meaning of Feedback“Information provided by anagent regarding aspects ofone’s performance orunderstanding.”

Hattie & Timperley (2007, p. 81)

The Aim of Providing Feedback

What do I know and what can I do?

What can I teachothers (and myself) about what I know and can do? do?

What do I not know and what can I not do?

can do?



Ways to Receive Feedback

A peer can provide an alternative

strategy

A peer can provide an alternative

strategy

A book can provide

information to clarify ideas

A book can provide

information to clarify ideas

A rubric can clarify

performance criteria

A rubric can clarify

performance criteria

A supervisor can provide

corrective information

A supervisor can provide

corrective information

strategystrategy criteriacriteria

A principal can look up the answer to

evaluate the correctness of

response

A principal can look up the answer to

evaluate the correctness of

response

d = 0.4

A Barometer of Influences

Zone of Desired Effects

What teachers accomplish in a

typical yearThe greatest impact

on student achievement

outcomes

Students could have

achieved w/o schooling



A one standard deviation increase A one standard deviation increase is typically associated with is typically associated with advancing children’s achievement advancing children’s achievement by two to three years by two to three years

Hattie, 2009

1.0 ES

Instructional Strategies andthe related Effect Size

Instructional Strategies Effect SizeSelf-reported grades/student expectations (assessment capable)

Classroom discussion

Feedback

Teacher clarity

Reciprocal teaching

Self-verbalization & self-questioning

Peer tutoring

Instructional Strategies andthe related Effect Size

Instructional Strategies Effect SizeSelf-reported grades/student expectations (assessment capable)

1.44

Classroom discussion 0.80

Feedback 0.75

Teacher clarity 0.75

Reciprocal teaching 0.74

Self-verbalization & self-questioning 0.64

Peer tutoring 0.55



With an ES of 0.75 andan expected yearly

growth of ES 0.40 wecan see that effectivef db k lfeedback can nearlydouble student learning

Teacher’s

Student’sTo Interact

DegreeProficient

Feedback IsNOT Linear

Teacher’sInstruction

Feedback Spiral

Modify

DeepensKnowledge &

Skills

Teacher’s Instruction

StudentInteraction

Degree ofProficiency

Practices



How is effectivefeedback like an this energytornado?

Purpose of Feedback

UnderstandingIs to reduce discrepancies b t tbetween current understandings and performance and a goal



Effective Feedback Must Answer Three Major Questions

1. Where am I going–(what are the goals)?

2. How am I doing—(what progress is

Hattie, 2011

(what progress isbeing made towardthe goals)?

3. Where to next—(what are my next steps to achievethe goal)?

Learning Activity 8.

Consider the evaluation feedback you have given in the past. In light of the

research, what might you change in the

future with regard to feedback?

Handout p. 26



Three Cognitive Coaching Moves

Delayed Response Delayed Response

Rephrasing

Exploring

Handout pp. 27-29

“The first three process skills (delaying response, rephrasing, and exploring) are foundational

skills in a group member’s toolbox. Moreover, highly ff i h lleffective groups have a well-

established pattern of routine, proficient use of these essential

skills during group work.”

3.0

Wait Time Research

When these periods of teacher silence lasted at least three seconds, many positive things

1.5

positive things happened to students’ and teachers’ behaviors and attitudes

Teacher “wait time” rarely lasted more than 1.5 seconds in typical classrooms

Handout pp. 27



Positive Impact On Students

Length and correctness of student responses

The number of “I don’t know” or no answer

The number of volunteered, appropriate answers by larger numbers of students

The scores of students on academic achievement tests

Handout p. 27

Questioning strategies tend to be more varied and flexible

Decrease the quantity and

Positive Impact On Teachers

Increase the quality and variety

Ask additional questions that require more complex information processing and higher-level thinking on the part of students

q y yof their questions

Learning Activity 9If you had to explain to someone who was not

present in today’s seminar the concept of

delaying responsedelaying response, what might be some key points you would want to make? Share

your thoughts with your neighbor.



Architecture of A Rephrase

Reflect ContentReflect Content

Replicate EmotionReplicate Emotion

Retain ThoughtRetain

Thought

Rephrase

Handout p. 27-28

Handout p. 28

3 Types of Rephrasing

& C

lari

fy

Org

aniz

e

str

acti

onIn other words

You are concernedabout

So, you areexploring twopossible goals,one in mathand the other

In other words,a (n) _______for you is…

Shifting up:

Ack

no

wle

dg

e

Su

mm

ariz

e &

O

Sh

ift

Lev

el

of

Ab

sabout

You regret

and the otherin science…

It seems as ifyou are suggesting asequence to your hiringprocess…

Shifting up:value, belief,goal, orassumption

Shifting down:example, step,action, oroption

Handout p. 27-28



Exploring Through Questions

Handout p. 29

The “Exploring” through asking questions process skill joins “Delaying Response” and “Rephrasing” within group

members’ toolboxes to enable them to serve as facilitators of growth for their colleagues and to aid in the

successful completion of collaborative tasks…

Open Up Thinking

Two Types ofQuestions

Focus Thinking



Critical Attributes of An Invitational Question (Open Thinking)

Approachable voice Plural forms Exploratory phrasing

Questions thatFocus Thinking Help

Eliminate…

Vague nouns and pronouns V b Vague verbs Comparators Rule words

Universal qualifiers

Skillful coaching by the principal’s

supervisor supports the

leader in accessing internal

resources and capacities for self-directed learning.In this sense, the

h “ f ”coach “referees” the leader’s thinking and

supports construction of

new understandings

to keep their performance

on track. Handout p. 30-31



Planning Conversation

MapPlanning QueriesPotential Queries

Evidence of Success Queries

Strategies and Resources

Queries

Potential FactorsQueries

The FSLA Conversation Map

Handout p. 30-31

The FSLA Conversation Map



Reflective Questions

Handout p. 30-31

Learning Activity 10Look back at the 4.2 or

4.3 scenarios you reviewed as a table

group yesterday. Discuss with a partnerDiscuss with a partner how you might use the reflective questions for

4.2 and 4.3 to encourage growth for

these leaders.

Deliberate Practice



Clearly Focused

and SufficientlySufficiently

Simple

Handout p. 32-33

Describing A Focus Issue

• Focuses on classroom instruction or on leadership practices

• Clearly describes a significant problem in student (your Gap and Cause for Gap Statement) and ad lt performanceStatement) and adult performance

• Is actionable

• Links to a broader strategy of improvement (from your Single Plan)

• Is high-leverage

Sample Focus Issue

Elementary School Example

Research clearly states that Instructional leadership provided by the principal is second to the leadership of the teacher in the classroom and its impact on student achievement. With the newly adopted Marzano teacher evaluation model I am expected to model a deep understanding of the Art and Science of Teaching Framework. My self-assessment indicates a gap in the knowledge and skills identified in Domain 2, Proficiency Area 3: Effectiveknowledge and skills identified in Domain 2, Proficiency Area 3: Effective school leaders work collaboratively to develop and implement an instructional framework that aligns curriculum with state standards, effective instructional practices, student learning needs, and assessments and Proficiency Area 4: Effective school leaders recruit, retain, and develop an effective and diverse faculty and staff; focus on evidence, research, and classroom realities faced by teachers; link professional practice with student achievement to demonstrate the cause and effect relationship; facilitate effective professional development; monitor implementation of critical initiatives; and secure and provide timely feedback to teachers so that feedback can be used to increase teacher professional practice.



Sample Focus Issue

High School Example

Our Florida Algebra 1 End-of-Course data shows that only 30% of our students enrolled in Algebra 1 are earning a score in Achievement Level 3 or higher. Students must achieve this level of proficiency to receive high school credit for Algebra 1. Data from the math department PLC indicates that 40% of students enrolled in Algebra 1 courses are regularly not demonstrating proficiency on the priority standards as measured by common formativeproficiency on the priority standards as measured by common formative assessments administered on a monthly basis. We have speculated that the lack of proficiency on the Algebra 1 End-of-Course assessment is directly related to lack of progress toward the standards throughout the year. Additionally, we have not engaged in-depth study about what instructional practices may need to be employed to positively influence student progress toward meeting the standards of Algebra 1. Our math professionals may not fully understand how to apply what the research says about which math interventions demonstrate a positive effect size, particularly in mathematics.

Selecting Growth Targets

Growth Target

Explanation

Growth Target #1

An issue that addresses a school improvement need related to student learning and either selected by the district or approved by leader’s supervisor. The focus should be on complex issues that take some time to master such as providing observation and feedback of high-effect size instructional practices.

Growth Target #2

An issue related to a knowledge base or skill set relevant to instructional leadership selected by leader).

Growth Targets#3&4

Optional: additional issues as appropriate. The addition of more targets should involve estimates of the time needed to accomplish targets 1 and 2. Where targets 1 and 2 are projected for mastery in less than half of a school year, identify additional target(s).

Growth TargetImpact of Your Work

Level Description

Elementary School

Results from the FSLA Staff Questionnaire will show an increase in the percentage of teachers responding either agree or strongly agree on the following indicators (3.6) The leader monitors the effectiveness of classroom teachers and uses contemporary research and the district’s instructional evaluation system criteria and procedures to improve student achievement and faculty proficiency on the FEAPs; and, (4.2) The leader monitors, evaluates proficiency, and secures and provides timely and actionable feedback to faculty on the effectiveness of instruction on priority instructional goals, and the cause and effect relationships between professional practice and student achievement on those goals.

High School

Increase the percent of students enrolled in Algebra 1 earning a score in Achievement Level 3 or higher on the Florida Algebra 1 End-of-Course assessment from 30% to 50% by spring of 2013.



Anticipated Gains

Anticipated GainsHope to Learn

Level Description

Elementary School

Increased student achievement outcomes as a result of improved pedagogical practices that more effectively utilize instructional time and resources.Enhance and improve coaching and reflecting conversations focused on instructional practices designed to assist teachers in articulating their selection of specific targeted strategies based on g p g gtheir student data. Increased principal and teacher confidence in the role that meaningful coaching and reflecting conversations can play in changing teacher’s impact on student achievement.

High School Our math professionals will have a greater understanding of those instructional practices that are highly related to increases in student achievement and those that have a negative impact on student achievement.Our math professionals will be able to maximize the growth and performance of students by replicating these highly effective practices.

Plan of ActionTheory of Action Statement

Level Description

Elementary School

If I implement a well defined targeted coaching model plan that promotes a deeper understanding of researched based pedagogical practices with ongoing actionable feedback regarding professional practice then, teachers will effectively implement high yield instructional practices that lead to increases in student achievement.

High School If we engage in an in-depth study of those instructional practices followed by proficient implementation of those practices then we will increase student achievement.



Progress PointsMonitoring and Charting Progress

Level Description

Elementary School

Increase the percentage of staff who implement at the proficient or higher-level (selected) high yield instructional strategies Increase the percentage of just-in-time professional development support provided to teachers monthly that directly relates to improved instructional practice. Increase the number of minutes spent monthly applying and assessing the proficient or higher use of interpersonal discussion-dialogue skills.

High School Increase the percentage of math professionals who have reviewed research related to effect sizes of instructional practices and have implemented at the “Proficient” or higher levels (select) instructional practices.Increase the percentage of math professionals who are using the results of their frequent monitoring to make adjustments to math instruction that increases student achievement.

Learning Activity 11Consider the elements of Deliberate Practice we have reviewed. As a table team compare and contrast the Deliberate Practice component of the new evaluation system to the previous practice of Administrative Growth Plans. Capture your thinking on chart paper using a Venn diagram, double bubble map or some other graphic format. Be prepared to share out your findings.

“The research suggests that when professional development efforts are focused on a few key elements [e.g., improving feedback assessmentfeedback, assessment practices, etc.] the yield in student achievement is greater than…the flavor-of-the-month approach in which fads replace effectiveness.”



Scoring Scenarios

Learning Activity 12

Individual Scoring of Scenarios for 7.1 and 10.2:

High School – JosephMiddle School – Patricia

Handout pp. 34-35

Individuals Score 7.1 and 10.2

7.1 Where do you find evidence to determine if the leader develops other leaders and models trust, competency, and integrity to positively impact growth and potential in other leaders?

10.2 Where do you find evidence to determine if the leader engages in professional learning to improve professional practice and demonstrates improvement based on previous evaluations and feedback?



High School Scenario 7.1 – Joseph

High School Scenario 7.1 – Joseph

Middle School Scenario 10.2 – Patricia



Middle School Scenario 10.2 – Patricia

Reflection

What have you learned from your colleagues about the leadership practices within the FSLA and the process of determining proficiency?

Category Weighting

Student Growth 50%

Illustrative Model for Principal Evaluation

Measure

Leadership Practice Score

50%




After considering the Illustrative Model for Principal Evaluation,

discuss as a group howdiscuss as a group how you can focus on growth

within the FSLA even when challenges with

regard to student achievement are

present.

Scoring Scenarios


Individual Scoring of Scenarios for 7.1 and 10.2:

Middle School – MarthaElementary – Mary Beth

Handout pp. 36-37



Individuals Score 7.1 and 10.2

7.1 Where do you find evidence to determine if the leader develops other leaders and models trust, competency, and integrity to positively impact growth and potential in other leaders?

10.2 Where do you find evidence to determine if the leader engages in professional learning to improve professional practice and demonstrates improvement based on previous evaluations and feedback?

Middle School Scenario 7.1 - Martha

Middle School Scenario 7.1 - Martha



Elementary Scenario 10.2 – Mary Beth

We must not “fail to recognize that the development of the knowledge and skills

required for exemplary leadership performance takes time, practice,

feedback, coaching, and evaluation. By identifying, documenting, and replicating y g g p g

the strengths of our most effective leaders, organizations will build

confidence, improve morale, and lay the foundation for generations of

successful performance.”Reeves (2009) p. 100

Dilbert’s Theory of Change



Closing the Implementation Gap Research

The critical variablefor professional

learning is

Quality and Quantity

Reeves (2010). Transforming professional development into student results. Alexandria, VA: ASCD.

“Six functions wereSix functions were deemed necessary for

making changehappen…”

Hall, G. E., & Hord, S. M. (2010). Implementing change: patterns, principles, and potholes (3rd ed.). Boston: Pearson.

Friends of Promise Guard the Road to Success…

1. Develop and communicate a shared vision of the initiative

2. Plan and provide resources

3 P id f i l d l t3. Provide professional development support

4. Monitor and check on progress

5. Provide continuous assistance

6. Create a context supportive of the initiative



Managing Procedures, Timelines, Roles and Managing Procedures, Timelines, Roles and ResponsibilitiesResponsibilities

• Gain control of time

• Prioritize What is Important

Conduct a Time• Conduct a Time Audit

• Link leadership time to student achievement

Time Management Tips

• Find one time management system and stick with it

• Answer email only twice a day

• Answer only urgent and important mail daily; save the yrest for a weekly review time

• Schedule a one-hour “project work time” in your calendar for each major project

• Keep a prioritized “to do” list



Other Resources

http://www.mindtools.com/

http://www.toodledo.com/

Time Management Ideas

Time Management Tool

p

Priority Management – Kim Marshall Articlehttp://www.marshallmemo.com/articles/Time Management PL Mar 08.pdf

Ideas from The Breakthrough Coach


As a table team share and chart ideas for

managing time, procedures, timelines,

roles and responsibilities related to the new

evaluation systems.

A Wish for LeadersI sincerely wish you will have the

experience of thinking up a new idea, planning it, organizing it, following it

through to completion and then havingthrough to completion, and then having it be magnificently successful!



I also hope you go through the same process and have it “Bomb

Out!”

I wish you could know how it feels “to run” with all your heart and lose

horribly.

I wish you could achieve some great good for mankind, but have nobody

know about it except for you.



I wish you would find something so worthwhile that you deem it

worth investing your life.

I hope you become frustrated and challenged enough to begin to push back the very barriers of your own

personal limitations.

I hope you make a stupid, unethical mistake and get caught red-handed

and are big enough to say these words: “I was wrong.”



I hope you give so much of yourself that some days you

wonder if it’s worth it all.

I wish you a magnificent obsession that gives you reason for living and purpose and direction and plan and

life.

I wish for you the worst kind of criticism for everything you do,

because that makes you fight to achieve beyond what you normally

wouldwould.



I wish for you the true experience of LEADERSHIP!

Earl Reum


Handout p. 38

Next Steps & ClosureNext Steps & Closure



Lisle GatesProfessional Development Associate

Questions and Discussion

Professional Development AssociateThe Leadership and Learning Center

[email protected]

LeadandLearn.com



Documents

Land O’Lakes , Florida June 4 - 5yourcharlotteschools.net/departments/documents/HR/charlotteLeaders/...Land O’Lakes , Florida June 4 - 5 ... • Includes indicators based upon