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YOUR “EVALUATION” EXPERIENCE If you have been with FCS for 2+ years…. What was or describe your performance management (EVALUATION) experience during.

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Presentation on theme: "YOUR “EVALUATION” EXPERIENCE If you have been with FCS for 2+ years…. What was or describe your performance management (EVALUATION) experience during."— Presentation transcript:

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2 YOUR “EVALUATION” EXPERIENCE If you have been with FCS for 2+ years…. What was or describe your performance management (EVALUATION) experience during the last 2 years with this district:  What was the process?  What was the engagement with your supervisor(s) like?  What form was used?  What was the value for you? If you have been with FCS for 2+ years…. What was or describe your performance management (EVALUATION) experience during the last 2 years with this district:  What was the process?  What was the engagement with your supervisor(s) like?  What form was used?  What was the value for you?

3 Performance Management System Next Steps for Forsyth County Schools Strategic Plan (People) FCS attracts and retains the most talented and effective employees in K-12 education. Our Theory of Action Effective performance management is the result of supervisors setting goals, making sure expectations are clear/monitored, and providing frequent feedback to help all employees perform more successfully. When these activities are firmly instituted (with fidelity), employee work quality advances resulting in improved outcomes for students. Strategic Plan (People) FCS attracts and retains the most talented and effective employees in K-12 education. Our Theory of Action Effective performance management is the result of supervisors setting goals, making sure expectations are clear/monitored, and providing frequent feedback to help all employees perform more successfully. When these activities are firmly instituted (with fidelity), employee work quality advances resulting in improved outcomes for students.

4 1 st FOCUS AREA (Capacity Building) – leverage the following to build organizational capacity and understanding among managers, supervisors, and employees (infrastructure).  The Message - PM is about development/growth, conversation/feedback, opportunity, not singularly evaluative…not punitive.  The Skills – train all (supervisors/employees) on conversation/feedback, progressive discipline, corrective action documentation.  The Tools – develop/refine and train all on (Teacher Keys, Leader Keys, Performance Keys)  The Resources – create a PM web-site where managers and employees can reference for up-to-date information or to extend their understanding of PM in FCS…… implement an electronic PM solution/tool for TKES/LKES/PK…….. build a Professional Development structure that will provide access for all employees to learning opportunities that will support professional growth or remediation  The Data – establish human capital metrics that will inform and enable greater accountability

5 Corrective Action Corrective action is a lever within the performance management process that is used to assist an under- performing employee in improving/mitigating a noted skill deficient/behavior that is negatively impacting work productivity and/or the work environment. Corrective action is not a pathway to separation but will result in such if the required improvements are not made by the employee. Exit Separation of Employment Corrective Action Increased Monitoring Development Plan Documentation Performance Management Process Ongoing Conversation/Feedback Improvement Evident Improvement not Evident

6 2 nd FOCUS AREA (Capacity Building) – leverage the following to build organizational capacity and understanding among managers, supervisors, and employees (infrastructure). Teacher Keys (TKES) –  Used to assess the performance of classroom teachers.  Generates a Teacher Effectiveness Measure Score  FCS is only piloting the Teacher Assessment on Performance Standards (TAPS) section for FY14.  Fully implemented in FCS by Leader Keys (LKES) –  Used to assess the performance of principals and assistant principals.  Generates a Leader Effectiveness Measure Score  FCS is only learning how to use the LKES during FY14  Fully implemented in FCS by Performance Keys (PK)  To be Forsyth County Schools developed  Modified version of Fulton County tool  Rates goal attainment and work capacity/behaviors  Used to assess the performance of all non-classroom teachers and non- administrative school staff, and all system and operational staff  Piloted/implemented school year

7 Teacher Assessment on Performance Standards (TAPS) Student Growth and Academic Achievement Surveys of Instructional Practice TAPS is a rubric-based evaluation method using ten (10) quality performance standards for teachers. PLANNING 1. Professional Knowledge 2. Instructional Planning INSTRUCTIONAL DELIVERY 3. Instructional Strategies 4. Differentiated Instruction ASSESSMENT OF AND FOR LEARNING 5. Assessment Strategies 6. Assessment Uses LEARNING ENVIRONMENT 7. Positive Learning Environment 8. Academically Challenging Environment PROFESSIONALISM AND COMMUNICATION 9. Professionalism 10. Communication SELF-ASSESSMENT Goals/Expectations Setting RATING/POINTS Exemplary (3), Proficient (2), Developing/Needs Improvement (1), Ineffective (0) (Per Teacher) For teachers of tested subjects, this component consists of a student growth percentile/value-added measure. For teachers of non-tested subjects, this component consists of GaDOE-approved Student Learning Objectives utilizing district achievement growth measures. Student surveys will inform the TAPS Three developmentally different surveys ( Grades 3-5; 6-8; 9-12) Survey questions aligned with TAPS standards Open window for administration from October-April Administered by certified specialist using electronic platform Surveys are anonymous; no comments Teacher Keys (TKES)

8 Leader Assessment on Performance Standards (LAPS) Student Growth and Academic Achievement Governance and Leadership LAPS is a rubric-based evaluation method using eight (8) quality performance standards for school leaders. SCHOOL LEADERSHIP 1. Instructional Leadership 2. School Climate ORGANIZATIONAL LEADERSHIP 3. Planning and Assessment 4. Organizational Management HUMAN RESOURCES LEADERSHIP 5. Human Resources Management 6. Teacher/Staff Evaluation PROFESSIONALISM AND COMMUNICATION 7. Professionalism 8. Communication PROFESSIONAL GROWTH PLAN Goals/Expectations Setting RATING/POINTS Exemplary (3), Proficient (2), Developing/Needs Improvement (1), Ineffective (0) (Per School) For tested subjects, this component consists of a student growth percentile/value-added measure. For non-tested subjects, this component consists of GaDOE- approved Student Learning Objectives utilizing district achievement growth measures. The Governance and Leadership component consists of a climate survey, as well as measures of student attendance and retention of effective teachers. Teachers/staff take survey using GaDOE electronic platform Survey questions aligned with LAPS standards Districts select a two-week period between February 1 and March 15 to administer Surveys are anonymous; no comments Surveys will provide points toward LEM score Survey results analyzed by GaDOE and reported to principal and evaluator Leader Keys (LKES)

9 Performance Goals ( Contribution to the work of the District) Leadership Essentials (Behaviors/Knowledge)Surveys (Future Consideration) Goal setting can clarify the duties and responsibilities associated with a particular job; identify the kinds of organizational and personal outcomes required for work success; and can specify the kinds of feedback and support needed to achieve success. SMART goals make for smart organizations Specific – What should be achieved? Measurable – How will you know if the goal has been reached? Measures outcomes….. Attainable – Can you accomplish? Relevant – Does it matter to the overall mission? Time-bound– By when? Scope of Goals Department Team/Group Individual Ratings Achieved Goal Did Not Achieve Goal Describe how the employee must act; what the employee must know; and what the employee must be able to do in order to perform successfully in the job. Rating Exemplary Proficient Developing Not Demonstrated As we refine our processes, system leaders will eventually have additional contributors to their overall performance appraisal. Department Survey A survey to principals to garner feedback on service and responsiveness 360 Degree Assessment Typically, performance appraisal has been limited to a feedback process between employees and supervisors. However, with the increased focus on teamwork, employee development, and customer service, the emphasis has shifted to employee feedback from the full circle of sources/stakeholders. The 360 is a multiple-input approach to performance feedback. Performance Keys (PKES) Forsyth County Schools Developed

10 Leadership Essentials Competencies Embraces Change to Drive Improvement Continually seeks and champions ways to drive improvement by demonstrating sound judgment and a willingness to challenge the status quo to increase district success. Creates Value for Our Customers Strives to understand customer needs and collaborates with others to identify and address the priorities that will deliver customer focused solutions that align with FCS's values. Develops Our Capability Helps build a collaborative learning community by supporting the professional development of others and pursuing opportunities to increase personal skills and ability. Leads by Example Authentically works with others in a way that builds credibility, mutual respect and encourages transparent conversations and ownership for results.

11 What is the current state of Teacher/Staff performance in FCS? 99.7% = “Satisfactory” The failure of evaluation systems to provide accurate and credible information about individual teachers’ instructional performance sustains and reinforces a phenomenon referred to as the Widget Effect. The Widget Effect describes the tendency of school districts to assume classroom effectiveness is the same from teacher to teacher. This decades-old fallacy fosters an environment in which teachers cease to be understood as individual professionals, but rather as interchangeable parts. In its denial of individual strengths and weaknesses, it is deeply disrespectful to teachers; and indifference to instructional effectiveness……Put simply, they fail to distinguish great teaching from good, good from fair, and fair from poor. Performance Management System Next Steps for Forsyth County Schools

12 K-12 Performance Management (Best Practice vs. Current Conditions) Expectation Setting Assessment Calibration Feedback Outcomes Best Practice Includes validated teaching standards, student performance results, instructional strategies and professional behaviors. Includes personal and professional growth goals set by educator/supervisor. Data systems - to track student growth and teacher and school performance. Self assessment -multiple ratings 360°feedback from colleagues, students, supervisor & parents. Includes student performance data review. Uses a technology platform/solution. System in place centrally to ensure the evaluation is fair, predictable, consistent, and actually done by supervisors. Discussion of student performance results, strengths and areas for development. Refine individual development plan based on feedback. Standardized practice for addressing low performance. Career management and opportunities based on Performance. Recognition and rewards for high performers. Targeted support for under-performers. Strategy and procedure for dismissal of incompetent educators. Current Conditions Pass out evaluation document not aligned to performance outcomes – just the observations All about the form (manage by form) No/Ineffective data systems Inconsistently done by supervisor. Binary (Pass/Fail) which breeds mediocrity. Cumbersome process to release poor performers. Evaluation documents are often in paper form and submitted to a central location. Data collection is manual, hence rarely is analysis done to ensure calibration or rater reliability. Completed evaluation document (task oriented). Some conversation but often no meaningful feedback is provided. No differentiated pay. No strategy for mediocre performers. Passing on incompetence rather than pursuing dismissal. Dismiss less than 1% of teaching force/year. from the ASPEN INSITUTE

13 K-12 Performance Management (Best Practice vs. Current Conditions) Expectation Setting Assessment Calibration Feedback Outcomes What is Happening in Forsyth County 5 Year Strategic Plan Performance Management System launched with all employees setting work goals TKES/LKES require teachers and school leaders to self assessment against performance standards Central department surveys will be completed by district leaders to assess performance and service Truenorthlogic –an electronic (PM) management solution Seek to improve the time spend monitoring and supporting teacher performance Provide all employees training on conversation and feedback …. Stressing a culture of ongoing feedback with leaders modeling the behavior Establishing a systemic PD strategy and investing funds to purchase an electronic PD solution that will enable FSC to tailor PD to our employee’s needs and provide greater access and tracking capability. All employees trained on the Corrective Action process New PM solution will provide us a performance based distribution of our employees.… quantifying the high potential/highly productive Improve employee selection and develop growth opportunities and pipelines for career advancement Education Resource Strategies (ERS)

14 Distinguishes/Differentiates employee performance (not all just satisfactory) Enables you/us to work on identified weakness (improvement opportunities). Focused professional development that builds our capacity Creates an opportunity for differentiated compensation structures Creates professional pathways that enables advancement in the organization Creates a work environment that is predicated on high expectations, trust, collaboration, and active engagement from all. We provide our STUDENTS with an “ Exemplary ” opportunity to learn and succeed What’s in it for the employee

15 15 Forsyth County TKES/LKES Training TKES Day 1Day 2Day 3 August 19 (Room 380) August 26 (Room 380) August 20 (Room 101) August 27 (Room 101) June 11 (Rooms 350, 380) August 21 (Room 380) LKES Day 1Day 2 August pm (Executive Conference Room) August 30 (Executive Conference Room)

16 QUESTIONS?? Suggested Readings Aspen Institute.....Human Capital Management K12 Education The Widget Effect The Irreplaceable


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