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Central Office Administrator Development and Evaluation Adaptations for Central Office Administrators.

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Presentation on theme: "Central Office Administrator Development and Evaluation Adaptations for Central Office Administrators."— Presentation transcript:

1 Central Office Administrator Development and Evaluation Adaptations for Central Office Administrators

2 Connecticut State Department of Education Objectives for Session Participants will… Understand how to implement the Connecticut Guidelines as they pertain to CO administrators Become familiar with resources to support district implementation Understand the role central office administrators play in creating district coherence 2

3 Connecticut State Department of Education Why Adaptations Were Developed Legislation requires that all 092 administrators be evaluated. The CT Guidelines and the SEED model for 092 evaluation were clearly developed with building based administrators in mind. In order to meet requirements in a coherent and meaningful way, appropriate adaptations needed to be made to the guidelines.

4 Connecticut State Department of Education How the Adaptations Were Developed A special work group convened in May educators experienced in varied central office roles served on the work group. The work group used a “critical friends” approach to reviewing the work for each of the 6 defined areas of 092 central roles. The work group engaged other practitioners in reviewing and providing feedback. The SDE vetted the recommendations and convened a meeting with both work group members and other stakeholders. Further refinements were made. These recommendations were made available in the fall of 2014 for a permissive pilot.

5 Connecticut State Department of Education Big Ideas in the State Model Focus on what matters most Emphasize growth over time Leave room for judgment Consider Implement- ation at least as much as design 5

6 Connecticut State Department of Education The Foundations Of Administrator Evaluation Focuses on what matters most: student learning, leadership practice, supporting and developing teachers, school and program leaders Uses multiple measures of leadership effectiveness Applies to administrators in a position requiring an 092 endorsement 6

7 Connecticut State Department of Education Components Of Evaluation 7 ANNUAL SUMMATIVE RATING ANNUAL SUMMATIVE RATING OUTCOME RATING PRACTICE RATING Teacher Effectiveness Outcomes

8 Connecticut State Department of Education Leadership Practice (40%) CT Leadership Standards form the basis for the analysis of professional practice. For central office administrators the weighting can adjusted to reflect roles and responsibilities. The weighting of performance expectations can be determined at the district level within Guideline parameters. 8

9 Connecticut State Department of Education The CT Leadership Standards Based on the Interstate School Leaders Licensure Consortium (ISLLC) standards 6 Performance Expectations: – Vision, Mission and Goals – Teaching and Learning – Organizational Systems and Safety – Families and Stakeholders – Ethics and Integrity – The Education System 9

10 Connecticut State Department of Education Evidence Collection For Practice Rating Minimum of: Two site visits Four observations for any administrator new to their district, school, their position, or who has received ratings of Developing or Below Standard Site visits: Frequent & Purposeful 10

11 Connecticut State Department of Education Stakeholder Feedback (10%) Feedback from stakeholders can be gathered in a variety of ways: Surveys (most common method) Focus groups Interviews Feedback enables administrator to collect data relevant to leadership practice Sample questions for central office role are available at ctseed.org 11

12 Connecticut State Department of Education Stakeholder Feedback Function PrincipalsTeachersParentsStudentsOthers Special Ed. X X X Curriculum XX Personnel X X Business X X Athletic Dir. X Coaches Adult Ed. X X 12

13 Connecticut State Department of Education STUDENT LEARNING: Indicators of Student Learning (45%) Central office administrator Broad discretion for a minimum of two student learning goals: Indicators may be - group of schools, -group of students -subject area most relevant to the administrator’s job responsibilities Through the ESEA Flexibility Renewal process, the CSDE is requesting continued flexibility from the US Department of Education, at least through the school year, regarding the requirement to incorporate the state test as a measure of student growth in educator evaluation for teachers and administrators in tested grades and subjects. 13

14 Connecticut State Department of Education Teacher Effectiveness Rating (5%) The proposed adaptation for determining a rating is based on the percentage of principals, assistant principals, directors and teachers who meet or exceed their student learning targets. 14

15 Connecticut State Department of Education Evidence collection Evidence is derived from three main sources: observation of the administrator during leadership activities the examination of artifacts of the administrator’s work information gathered through supervisory conferences. 15

16 Connecticut State Department of Education Your Turn With a partner discuss: – Goal setting process – Evidence for professional practice – Expectations for achieving a proficient level for the professional practice rating 16

17 Connecticut State Department of Education Focus Area 17 A focus area: identifies an area in which an administrator wants to improve includes action steps to move practice in support to the improvement of teaching and learning supports the administrator in the accomplishment of their Student Learning Indicators and Stakeholder Feedback target is not required under the CT Guidelines

18 Connecticut State Department of Education Case Study Review the case study Make note of connections between artifacts and Leadership Standards Discuss your observations and generate ideas for additional artifacts 18

19 Connecticut State Department of Education Planning Considerations With your Professional Development and Evaluation Committee (PDEC): -discuss required student learning goals -discuss the approach to the evaluation of professional practice: weighting of Performance Expectations -discuss stakeholder feedback survey or process -include at least one central office administrator on the PDEC 19

20 Connecticut State Department of Education Coherence How can the system for evaluation and professional development for central office administrators contribute to coherent practices in school districts or otherwise connect to the central theme of this conference? 20

21 Connecticut State Department of Education Contact information Michael Galluzzo Betty Osga Sharon Fuller Assistant Executive Educational Consultant Educational Consultant Director, CAS Talent Office, CSDE 21


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