Lead Evaluator for Principals

Part I, Series 1June 25, 20128:30 – 11:30

Dawn Shannon and Barb Phillips

Define the required components of lead evaluator training for principal evaluation

Describe the decisions your district has negotiated about the principal APPR

Identify options for districts based on APPR decisions described by other districts.

Explain the decisions made by your district regarding the “evidence collection” process for the 60 points based on the rubric.

Define the types of evidence that could be gathered during school visits.

Define the regulations regarding goal setting. Describe how “informal goal setting” might assist districts in data collection process.

Explain criteria for quality evidence and how this is used in principal evaluation

Compare current practices with recommended practices. Describe the implications for your district.

At the end of this session, you will. . .

1. New York State Teaching Standards and/or ISLLC 20082. Evidence-based observation techniques 3. Use of the student growth percentile model and the value-added growth model4. Use of rubric(s) selected by the district used for evaluation5. Use of any other assessment tools used to evaluate, including, but not limited

to: structured portfolio reviews; student, parent, teacher and/or community surveys; professional growth goals and school improvement goals, etc. 

6. Use of locally selected measures of student achievement 7. Use of the Statewide Instructional Reporting System.8. The scoring methodology utilized to evaluate a teacher or principal, including

how scores are generated for each subcomponent and the scoring bands (HEDI)9. Specific considerations in evaluating teachers and principals of English language

learners and students with disabilities.

NINE Required Elements of Lead Evaluator Training

•State provided Growth Score*0 – 20* GROWTH

•Locally Selected measures of student achievement0 – 20*

LOCAL

•Based on a state approved rubric 0 – 60

RUBRIC

What are the required elements of the PRINCIPAL’s APPR ?

Elementary/Middle ◦ Results of student growth measured by 4-8 ELA

HS◦ Results of principal student growth percentile as applied to

State assessments and/or graduation rates

OTHER? Does a principal need an SLO?

SLO will be the other comparable growth measure in buildings in which fewer than 30% of students take

4-8 ELA, Math, and/or HS courses with state or Regents assessments.

20% GROWTH (or 25% Value Added)

20% Locally Selected Measures of Student Achievement (or 15%)

Elementary/Middle•Achievement levels on state tests (% proficient or advanced – ELA/Math 4-8

•Growth or achievement for subgroups (SWD,ELL) on ELA/Math 4-8

•Growth or achievement of students in ELA/Math grades 4-8 at specific performance levels (i.e. Level 1)

•Student Performance on any District-Wide locally-selected assessments approved in teacher evaluations

High School• Percent of cohort achieving specified scores on Regents exams ( or Regents-equivalents)

•Graduation rates (4,5,6) or drop out rates

•Graduation % with Advanced designation and/or honors

•Credit accumulation or other strong predictor of progress toward graduation

•Student Performance on any District-Wide locally-selected assessments approved in teacher evaluations

What decisions has your district negotiated regarding the local 20%?

Requirements:Multiple measures

At least 31 of 60 points based on multiple school visits by supervisor, trained evaluator.

At least one must be unannounced

ANY remaining points based on goals

ALL leadership standards must be addressed at least once a year

OTHER 60 points THE RUBRIC

1. The first goal must be related to improving teacher effectiveness, based on:

A. Improved retention of high performing teachersB. Correlations of student growth scores to teachers

granted vs. denied tenureC. Improvements in proficiency rating of the principal on

specific teacher effectiveness standards in the rubric

2. Any other goals must be quantifiable, verifiable improvements in academic results or the schools learning environment(i.e. student or teacher attendance)

60 points – rules for goal setting

• Evidence of goals must include at least two of the following:

Structured feedback from teachers, students, and/or families using a State-approved tool (each constituency is one source)

School visits by OTHER trained evaluators

Review of school documents or recordsNOTE: Multiple documents count

as 1 source of evidence

Required sources of evidence for goals. . .

How can goals be helpful in the process of collecting evidence for the 60 points?

Considerations for goal setting. . .

What decisions has your district negotiated regarding the 60%?

Which rubric?

Which types of evidence?

What are the characteristics of your rubric?

How is it organized?

How are the leadership strands defined?

Go to your rubric. . .

Observing a principal during a pre-conference, an observation, and a post conference

Observing a principal during a team DDI/PLC meeting

Observing a principal in a faculty meeting, community group meeting

Observing a principal in a student group session/meeting

Other. . .

What types of evidence can be collected during “visit”?

Select one context for collecting data in a visit.

Describe what kind of evidence the evaluator would collect?

What will the conditions for success be?

What are qualities of effective evidence?

Observable

Accurate

Representative

Sufficient

(remember: free of bias, opinion, not a summary)

Evidence Collection

Select the part of your rubric that best aligns with ISLLC STANDARD 2:

Advocating, nurturing, and sustaining a school culture and instructional program

conducive to student learning and staff professional growth.

___________________________________________Examine the smallest category (indicators, elements) that

define the levels of excellence.

What are the characteristics of the “proficient/effective” score?

What are the differences between the effective and highly effective? Effective and developing?

What would be examples of EVIDENCE for each?

Select the part of your rubric that best aligns with STANDARD 3:

Ensuring management of the organization, operation, and resources for a safe, efficient, and effective

learning environment___________________________________________Examine the smallest category (indicators, elements)

that define the levels of excellence.

What are the characteristics of the “proficient/effective” score?

What are the differences between the effective and highly effective? Effective and developing?

What would be examples of EVIDENCE for each?

How is this system of evaluation different from current practice in your district?

What structures will you need to have in place to ensure that this evaluation process is successful?

Reflection. .

At the next session, we will. . .

Evaluate examples of evidence, justify the quality of the evidence, and categorize the evidence on the rubric

Next steps. .. .

Thank you!

We appreciate the opportunity to work with you today!

Please take a moment to give us feedback!

We will see you again on July 2!

Dawn and Barb