the skillful leader: a focus on meaningful informal observation feedback using the progress adviser...
TRANSCRIPT
The Skillful Leader: A focus on meaningful informal observation
feedback using the
Progress Adviser Tool
Palm Springs Unified School District 10/9/14
Agenda
District Perspective on EvaluationPhilosophy of the Skillful LeaderIdentifying the Mediocre TeacherCommon LanguageFocus on Informal Feedback (Progress Adviser)
District PerspectiveDistricts were looking for the perfect evaluation
tool to enhance the evaluation process.Districts were needing to negotiate changes to
the evaluation process and forms as it fell within the scope of bargaining.
Superintendent and Board of Education pressuring to include student achievement data as part of the evaluation.
Teacher’s Union declaring that evaluation is worthless and nothing more than something to check off the list of things to do each year.
District PerspectiveThe “tool” does not make evaluation better or
more meaningful.The “tool” is only as good as the supervisor’s
ability to identify good instruction, speak to good instruction and write to good instruction.
A meaningful evaluation only happens if the person receiving the feedback understands the message and can refer back to the message upon reflection.
Why negotiate “language” that already exists either in the bargained process and/or Education Code.
District PerspectiveStandard Five of the California Standards for
the Teaching Profession (CSTP)Establishes and communicates learning goals
for all students.Collects and uses multiple sources of
information to assess student learningInvolves and guides students in assessing their
own learning.Uses the results of assessment to guide
instruction.
District PerspectiveStandard 5 continued….
Communicates with students and families about student progress.
Evidence of students progress towards appropriate standards and/or IEP goals.
Standard 5 Assessment DataStudent Data has always been allowed under Standard
5 (excluding norm referenced exams per the Ed. Code)
Very important on how to communicate the use of student data in the evaluation to avoid resistance and fear.
Crucial to not use the data alone as EBN….but to connect the poor data to strategies/systems that were poorly utilized or not utilized to improve the data/student learning.
Standard 5 Assessment Data5.2Collects and uses multiple sources of
information to assess student learning “Multiple sources” is not strictly defined
“Collects and uses” is directly connected to “assess student learning”
One has to support the other (Evidenced Based) Formal Assessment (Tests, Quizzes) Informal Assessment (Checking for Understanding) Summative (Grade Distribution, Grade Patterns)
Standard 5 Assessment Data5.4Uses the results of the assessment to guide
instructionWhat specific strategies were used (and why) to get the
student(s) to mastery?
What specific intervention was implemented (and why) to get the student (s) to mastery?
What grading pattern and at what point did the instructor make appropriate changes to the delivery of instruction to get students(s) to mastery? (Was the timing of the change efficient and appropriate or too late?)
Standard 5 Assessment Data5.5Communicated with students and families
about student progress.Is there evidence the teacher communicated with the
student regarding their lack of progress in a timely manner?
Is there evidence the teacher communicated with the parent regarding their child’s lack of progress in a timely manner?
Did the communication include effective “home to school” strategies or availability of “beyond the school day” support?
Philosophy of the Skillful LeaderThe Skillful Leader by Alexandre Platt & Caroline
Tripp
“If the teacher is performing poorly, I can better deal with that than I can deal with a teacher who
is just doing their job.”Harvard Study: Value-added teacher ranking
compared to Principal informal teacher ranking:
Top/Bottom 10% - Strong CorrelationMiddle 80% - Very Little Correlation
(Jacobs & Lefgren 2006)
Philosophy of theSkillful Leader
Excellent teachers & incompetent teachers share one quality - they are easy to identify - *See Profiles
Middle 80% hard to identify – Mediocre TeacherSkillful Leader definition of a Mediocre Teacher:
The inability to provide reliable, consistent and high quality teaching in every
classroom.
Sally FriendlySally Friendly profile
Positives
Solid management and routinesNice to all – well liked by staffMotivated and hard workerContributes to life of school
Sally FriendlyChallenges
Enormous effort – but ineffectiveTruly believes she’s doing the right thing for studentsWell liked by everyoneSystem has failed to provide effective feedback
Perfect example of generation of teachers focused on what teachers teach – not on what students learn.
Identifying the Mediocre Teacher
They can be pleasant, caring, organized, beautiful classroom - But do not provide But do not provide opportunities for higher level thinking opportunities for higher level thinking
They have minimal disruptions in class, students always quiet and busy - But focus is But focus is on activities (worksheets) not on learning on activities (worksheets) not on learning outcomesoutcomes
Additional MT Profiles“Whim Winger” – Lacks expertise in subject matter
& planning (plans lessons on the fly; assesses sporadically)
“Frank Steel” – Coach with an attitude (excellent coach, mediocre teacher; teaching driven by control,
not passion)
“Peter Passable” – Union activist, competent but resistant (sees no need to expand repertoire; active
union representation)
How does Mediocre Teaching Happen?
Individual TeacherProblems
Supervisor Shortcomings
Institutional Shortcomings
Don’t point fingers: Institutional &
Supervisor shortcomings have insulated Mediocre
Teaching
All of us must own the problem!
Debilitating Beliefs
Diminished expectations for adult learning.
“What can you expect? That’s just the way she is, she’s been like that for 20 years.”
Debilitating Belief #1
Debilitating Beliefs
Diminished aspirations for achievement and opportunity.
“That may work for Richtown School. They have all the money and parent support.”
Debilitating Belief #2
Debilitating Beliefs
Inappropriate problem definition & unrealistic goal setting
“I wish I could fire them all.”
“If we could only get rid of tenure and unions.”
Debilitating Belief #3
Debilitating Beliefs
Negative assumptions about costs and benefits.
Supervisor’s fear of fracturing relationships with staff, disrupting the positive climate of the school – leading the supervisor to ‘back
off’ or ‘look the other way’
Debilitating Belief #4
Unpromising Practices Unpromising Practice 1: Transferring problems
Tailoring classes
Transferring staff
Results:
Short-term solution
Transferring problems creates resentment
Temporarily ‘minimizes damage’ – but mediocrity continues
Unpromising PracticesUnpromising Practice 2: Enabling mediocrity
through work assignments
Assigning fewer/easier duties for the mediocre teacher
Assigning ‘high profile’ duties for reliable/responsible teacher
Results:
Work assignments reveal the supervisor’s performance expectations – not all staff are held to same accountability
Unpromising Practices Unpromising Practice 3: Evaluations based on
limited data
Evaluating based on 1 or 2 visits all year/using vague and general/interchangeable feedback
“Mrs. Smith creates a comfortable environment” “Mr. Gomez is a real veteran teacher”
Results:
Vague writing & limited data promote & protect mediocrity
Evaluator Impressions
Unpromising Practices Unpromising Practice 4: Assigning inappropriate weight
to data unrelated to instruction & learning
Socially active – Sunshine Committee; distributes birthday cards; brings doughnuts on Fridays
Prioritizes activities – after-school programs; coaching; talent show director
Results:
The ‘Halo Error’ & ‘Leniency Effect’
Almost inevitably, teachers whose classroom performance is mediocre, but who sustain the extracurricular or social life of the school, will have received good to excellent evaluations.
Unpromising PracticesUnpromising Practice 5: Evaluations with mixed
messages and tentative writing
“The teacher’s warm rapport and quickness to praise made for a happy environment. While they love being called on, it would seem that children are somewhat reluctant to give reasons for
their answers and may need to be stretched. It is suggested that you try popsicle sticks and maybe rewards for thinking, which would be entirely consistent with the delightful way in which
you motivate youngsters.”
Results: Communicates everyone is excellent No urgency to change Negatively impacts supervisor’s credibility
Confronting Mediocrity
1.Conviction Institutional belief that EVERY child deserves and can
have expert instruction
2. Competence Develop supervisory competence, utilize multiple data
sources, avoid fluff - use Evidence Based Narratives
3. Control Take control of your time, nothing is more important
than instructional improvement
The Three C’s
PSUSD ProcessInitial training of Skillful Leader concepts
Employee Roster, Selection of 2 Mediocre Teachers for the year
Skillful Reflection, & Skillful Road Map
Training focused on observation feedback - Evidence Based Narratives
Principal review of colleague observation summaries
Feedback from HR on Mediocre Teacher final evaluations
2014-15 Focus on Informal Feedback/Progress Adviser
Formal Observation #1
Formal Observation #2
Final Evaluation
Progress Adviser Progress Adviser
Progress Adviser Data & Conference Summaries
Skillful Evaluation Process
Progress AdviserProgram Demonstration:
Mr. Brad Sauer – Principal/James Workman Middle School (PSUSD)
Mr. Kevin Crye – Vice President of Client Services
(Progress Adviser)
Skillful LeaderThe reality is, the only thing that stands
between a student and a mediocre teacher is the evaluator.
Thank you!Mr. Mauricio Arellano, Asst. Supt. HR – Palm Springs Unified
[email protected]. Kevin Crye, Vice President of Client Services – Progress Adviser
[email protected] Signoret, Ed.D., Director of Certificated Human Resources – Palm Springs Unified
[email protected]. Brad Sauer, Principal James Workman Middle School – Palm Springs Unified