tennessee administrator evaluation -...

Tennessee Administrator Evaluation

Summer 2013

Tennessee Administrator Evaluation Rubric 2013

Do Now!

As you think about the Tennessee Administrator Evaluation Rubric. . . • What excites you about the possibilities?• What concerns you about the unknown?

Use your notebook to write your thoughts.

Then, prepare to introduce yourself and share your reflections with 2-3 colleagues.

2


Core Values

We all have room to improve. Because the stakes of our work are significant, we must honestly reflect on our practice and work to continuously get better.

The rubric is designed to present a rigorous vision of excellent leadership. The expectation is not perfection. The scaling is built to allow for honest conversations about areas for growth.

We score leadership practices, not people. Every leader’s practices will have strengths and areas for improvement. The rubric is not a checklist of leader actions. Instead, observers should look for the effectiveness of leader actions based on evidence of educator and student actions and learning.

3


Core Values cont.

We support improvement best when we link feedback with ongoing learning. We all need to own our development and look for ways to learn from each other’s strengths.

As evaluators, we too must improve. In particular, we should look to continuously strengthen our vision of excellent leadership and our practice giving feedback.

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Overview of the Day

Today we will. . .

Examine the TN Administrator Evaluation Rubric within the state’s key thrusts:

• Common Core State Standards (CCSS) • Response to Instruction and Intervention (RTI).

Analyze the TN Administrator Evaluation Rubric’s indicator descriptors.

Utilize the TN Administrator Evaluation Rubric to:• Analyze principals’ practice• Determine what evidence is and is not present• Identify key areas to support the principals’ growth

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Participant Expectations

Participate actively

Be open to new ideas

Trust the process

Engage fully in observing the principals

Honor time limits

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Parking Lot

As questions come up, please use the “parking lot” near the exit to post your questions and/or comments during breaks.

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Agenda

Context Setting and ProcessContext Setting and Process

The Ripple EffectThe Ripple Effect

Getting to Know the RubricGetting to Know the Rubric

TILS and Student EffectTILS and Student Effect

The Principal StoryThe Principal Story

Increasing Principal Effectiveness via SupportIncreasing Principal Effectiveness via Support

Rubric Deep Dive

Quantitative Refresher

Red, Green, or Yellow Light?Red, Green, or Yellow Light?

Session Evaluation and Closing

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We Lead to Improve. . .

Tennessee’s Competitiveness

Only 21% of adults in TN have a

college degree.

TN ranks 46th in 4thgrade math and 41st in 4th grade

reading nationally.

54% of new jobs will require post‐

secondary education.

Only 16% of high school seniors in TN are college

ready.

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TILS and Common Core State Standards

Student Readiness for Postsecondary Education and the Workforce is

WHY we lead

Common Core State Standards provide a vision of excellence for WHAT we prepare educators to lead

TILS provides a vision of excellence for HOW we lead

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Administrator Evaluation Overview

Qualitative Evidence collections

based on administrator evaluation rubric

Quality of Teacher Evaluation

Growth measure School-wide TVAAS

Achievement measure Goal set by administrator

and evaluator

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Process

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Administrator Evaluation Process

Similar to teacher evaluation, but different

Over time rather than a snapshot

Many ways to collect evidence, observing is still important

Feedback conversation rather than post-conferences

Self-reflections and surveys

Growth and achievement choices similar to teacher process

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Administrator Evaluation Process

1st Semester1. Evidence Collection2. Growth and Achievement Choices3. Self-reflection4. Feedback Conversation and Scoring

2nd Semester1. Evidence Collection2. Surveys3. Completion of Teacher Observations4. Feedback Conversation and Scoring

Summer1. Bridge Conference

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Changes to Administrator Evaluation Process

Scores entered in CODE after each feedback conversation, averaged for final observation average

All indicators scored on 1-5 scale

Self reflection required prior to first feedback conversation

Quality of Teacher Evaluation not weighted separately

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Changes to Administrator Evaluation

Bridge conference after student outcome data is returned

Evidence collection occurs over time, must include at least one visit to school

Removal of “Formative Assessment” component

Teacher Perception Survey added as option for survey component

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Emphasis on Evidence Collection

Ongoing evidence collection

• Practices, observations, outcomes

• Intentional observation of specific activities

• Focus on quality of results, not quantity of activity

Have a plan for finding the information you need

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Examples of Evidence Collection

Conversations with stakeholders

Intervention schedules and plan

Formative assessment data

Instructional practices changing in school

Observations of teacher observation process

Observations of PLCs

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What is a Bridge Conference?

A summative conference reviewing qualitative evaluation data and student outcome data

A formative conference setting individual growth plans and school goals

Should be combined with other summer meetings such as school improvement planning or goal-setting meetings

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Survey Menu of Options

Teacher Perception Survey

Local stakeholder surveys

Student engagement surveys

School climate surveys

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Agenda







Rubric Deep Dive




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Save the Last Word: Article Analysis

While you are reading, note powerful parts of the article!

Mark places that you agree with the text, argue with an idea, or aspire to incorporate something into your own practice.

At the end of the article, choose the sentence you found the most powerful.

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Save the Last Word

In groups of 3 – 4 (half a table):

One person reads his or her line aloud to the group.

Have each person in the group respond to the quote or comment from the person starting the round.

The reader gets the “Last Word” to explain his or her data or article point and respond to others’ reactions.

This cycle repeats until all members have shared.

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Agenda







Rubric Deep Dive




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Getting to Know the Rubric

Rubric Stats 7 Standards 22 Indicators Multiple descriptors for each indicator

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Pgs. 14‐20


Getting to Know the Rubric

Take a few minutes to flip through the rubric and consider:

• Why is the rubric structured as it is?• What relationships do you notice among indicators?• What do you notice about the levels of performance as you

read from left to right?• How are teacher leadership and student outcomes

incorporated?

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Optional Indicators: Teacher Evaluation

It is expected that all administrators play a role in teacher evaluation.

Administrators not currently certified for teacher evaluation should get trained and certified if they have not already.

Unless there is a compelling reason for an exception to this expectation, all administrators should be scored on indicators 1-5.

Tennessee Administrator Evaluation Rubric 2013 27


Optional Indicators

Indicators 16, 17, 18 and 21 are optional indicators for administrators whose duties do not include the practices outlined within these indicators:• Recruitment, hiring and staffing• Retention and leadership development• Budget • Staff diversity

Many assistant principals will not be scored on these indicators.

Unless there is a compelling reason for an exception, principals should be scored on the optional indicators.


Break10 minutes



Agenda







Rubric Deep Dive




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Leadership Dimensions and Mean Effect Size

Dimension Avg. Effect

1. Goal setting, communicating, and monitoring learning goal; involving staff and others in the process for clarity and consensus

.42

2. Aligning resource selection and allocation to priority teaching goals; including provision of appropriate expertise through staff recruitment

.31

3. Protecting time for teaching, reducing external interruptions, promoting safe and orderly environment

.27

4. Direct involvement in supporting and evaluating teachers through regular class visits, ongoing feedback; direct oversight of curriculum through school‐wide coordination

.42

5. Promoting and participating with teachers in formal and informal professional learning

.84

Source: The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types,” by Robinson ,Lloyd, Rowe, 2008, Educational Administrator Quarterly, 44(5), p. 656.

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Quality of Teacher

Evaluation

1. Accurately calibrates evidence to the rubric. Student Achievement

Effect

.42

.84

2. Effectively communicates the importance, intent and process of evaluation to educators.

3. Provides accurate, high quality feedback to teachers about instructional practices.

4. Uses data to reflect on evaluation trends.

5. Performs the process of teacher evaluation with fidelity.

Instructional Leadership

6. Vision and goals Student Achievement

Effect

.427. Assessment planning

8. Challenging content

9. Instructional delivery


Continuous Improvement

10. Modeling continuous improvement Student Achievement

Effect

.42

.84

11. Data‐driven decision‐making

12. Professional learning support

Culture of Teaching and Learning

13. Culture Student Achievement

Effect

.42

.27

14. Stakeholder engagement

15. Communications


Talent and Operations Management

16. Recruitment, hiring and staffing Student Achievement

Effect

.3117. Retention and leadership development

18. Budget

19. Operations

Diversity 20. Inclusiveness Student Achievement

EffectNot

captured

21. Staff diversity

Ethics 22. Fairness and integrity Student Achievement

EffectNot

captured


Leadership Dimensions and Mean Effect Size Debrief

• What are your thoughts about the potential to increase principal effectiveness using administrator evaluation?

• What are your thoughts about the potential to increase student achievement by increasing principal effectiveness?

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Indicator “Speed Dating” Preparation

You are now the indicator you were assigned. Review your

indicator so you are confident about who you are. Write a “bio” of

your indicator. Here’s a sample…

Hi. I’m Continuous Improvement, Indicator 11, but many people call me by my nickname‐Data‐driven Decision‐making. If you hang around me, you’ll find that I make sure all of my teachers review data regularly. Not only do I use all kinds of important data to help teachers help students, but also at my highest levels, I distribute the leadership of data analysis and monitoring to teachers. So, don’t be surprised if you see data displays throughout my building that note student achievement increases!

My link to the CCSS is that I’m always in use with the standards to determine students’ mastery.

Clearly, I support RTI by helping teachers develop re‐teaching plans and individualized support for students when they need more help to master standards.

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Pgs. 3‐4


Indicator “Speed Dating” - Dating Rounds

You’ll have 15 minutes to go on approximately 3 dates. During each date, you

will find a partner and introduce yourselves as your indicator. Write down the

connections that you have with your “date.”

Guiding Questions: What “attracts” you to your “date”?How can you work together to support leaders, teachers, and students? If your indicators happen at the highest levels, what are the effects on teachers and students?

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Indicator “Speed Dating” Debrief

• What new insights were revealed to you through this activity?

• How do these “connections” support instructional leaders?•• How did this activity help you begin to process the Tennessee

Administrator Evaluation Rubric?

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Agenda







Rubric Deep Dive




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The Principal Story

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Pgs. 5‐10

Lunch12:30pm-1:30pm

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The Principal Story

In your group, respond to the following questions:

1. What standards and indicators can be matched to the evidence?

2. Choosing 1-2 indicators within an identified standard, how would you rate the principal based on current evidence?

3. What additional evidence (observation/artifacts) do you need to score the same indicators over time?

4. How would you support increasing the principal's effectiveness in these indicators?

5. Be prepared to share!

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Pgs. 5‐10


AgendaContext Setting and ProcessContext Setting and Process






Rubric Deep Dive




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Increasing Support Through Questions

1. Read the article summary and note where you- Argue, Agree, and Aspire to include a practice in your own leadership (10 minutes)

2. With an elbow partner, discuss your 3 “A”s from the article. Note how you would approach the coaching conversation with 1 of the principals from A Principal Story (10 minutes)

3. Be prepared to share with the whole group! (10 minutes)

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Pgs. 12‐13








Rubric Deep Dive




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Station 1- 15 minutesStation 2- 10 minutesStation 3- 10 minutesStation 4- 5 minutes

Rubric Deep Dive Carousel Activity

In your small group, respond to the following each round: Do the indicators describe the major practices and

outcomes to be effective in the standard? Is there anything missing, if so what? What additional examples of evidence would you want to

see over time to rate the indicators effectively? What should districts/ state do to support principals'

effectiveness in this standard?

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Rubric Deep Dive Carousel Debrief

Now that your facilitator has reviewed the main points captured in each Standard Station. . .

What concerns you about the unknown?

What excites you about the possibilities?

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Break10 Minutes

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Rubric Deep Dive




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Administrator Evaluation Overview

Growth measure School-wide TVAAS

Achievement measure Goal set by administrator

and evaluator

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Growth vs. Achievement

Growth measures progress from a baseline Ex. John grew faster than we would have predicted based on his

testing history.

Achievement measures proficiency Ex. John scored a 98% on his test.

Video Series on TVAAS is available at : http://team-tn.org/teacher-model under the heading “Understanding TVAAS.”

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Administrator Evaluation Growth Choices

Administrators will use school-wide growth scores

There are many school-wide growth score measures

Administrators should choose school-wide composite unless there is a compelling reason to choose a more focused measure

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15% Measure Overview

The 15% measure is a yearly goal set by the educator and his/her evaluator that is based on current year data.

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Spirit and Process of the 15% Measure

Relationship to core beliefs• If our focus is on improving the lives of students, then we

have to approach the selection of the measure with that in mind.

To make the 15% meaningful, the evaluator and educator work together to identify a measure. • If there is a disagreement between the administrator and the

evaluator, the evaluator’s decision stands.

The process should involve determining which measure most closely aligns to the educator’s job responsibilities and the school’s goals.

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Process of Selecting the 15% Measure

Things to watch for: Measures that are unrelated to an educator’s

instructional responsibilities. Ex. A principal choosing 4th grade social studies.

Scales that are not rigorous or reflective of expectations. Ex. If last year’s P/A% for Social Studies was 90%, the scale

below would not be rigorous or reflective of expectations.

1 2 3 4 5

0‐20% 20‐40% 40‐60% 60‐80% 80‐100%

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Best Practices in Administrator Achievement Choices

Choosing an AMO target for achievement is a common practice

Many administrators choose a school-wide TVAAS measure Achievement can be a place to choose a more focused school-

wide measure• Ex: School-wide Literacy for an administrator focused on literacy

Avoid choosing grade and subject level achievement measures without a compelling reason• Ex: 4th grade Social Studies

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Agenda







Rubric Deep Dive




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Green Light, Yellow Light, or Red Light?

Green- Good to Go! Explain what makes you “green” about the process.

Yellow- Not There Yet, But Slowly on the Way! Explain why you’re “yellow” about the process and share what will relieve your caution so you can move to green.

Red- Stop! Road Blocks! Explain what road blocks are in your way and share what you need to remove them.

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Agenda







Rubric Deep Dive




59


Core Values

We all have room to improve. Because the stakes of our work are significant, we must honestly reflect on our practice and work to continuously get better.

The rubric is designed to present a rigorous vision of excellent leadership. The expectation is not perfection. The scaling is built to allow for honest conversations about areas for growth.

We score leadership practices, not people. Every leader’s practices will have strengths and areas for improvement. The rubric is not a checklist of leader actions. Instead, observers should look for the effectiveness of leader actions based on evidence of educator and student actions and learning.

60


Core Values cont.

We support improvement best when we link feedback with ongoing learning. We all need to own our development and look for ways to learn from each other’s strengths.

As evaluators, we too must improve. In particular, we should look to continuously strengthen our vision of excellent leadership and our practice giving feedback.

61


ResourcesE-mail:

Questions: [email protected]

Feedback: [email protected]

Training: [email protected]

Websites:

NIET Best Practices Portal: Portal with hours of video and professional development resources. www.nietbestpractices.org

TEAM website: www.team-tn.org

Training website: http://tn.gov/education/team/training.shtml

Weekly TEAM Updates

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Expectations for the Year

Please continue to communicate the expectations of the rubrics with your principals and assistant principals.

If you have questions about the rubrics, please ask your district personnel or send your question(s) to [email protected].

You must pass the certification test before you begin any observations.• Conducting observations without passing the certification test is

a grievable offense and will invalidate observations.• Violation of this policy will negatively impact administrator

evaluation scores.

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Immediate Next Steps

MAKE SURE YOU HAVE PUT AN ‘X’ BY YOUR NAME ON THE ELECTRONIC ROSTER!• Please also make sure all information is correct.• If you don’t sign in, you will not be able to take the certification test

and will have to attend another training. There are NO exceptions!

Within the next week, you will be receiving an email to invite you to the portal.• Email: [email protected] with any problems or questions.

You will need to pass the certification test before you begin your observations.

Once you pass the certification test, print the certificate and submit it to your district HR representative.

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