Agenda Overview Selecting Areas of Expertise Interviews Focus Groups Rubric Document Reviews Scoring Site-visit Organization General Site-Visit Guidelines Classroom Walkthroughs –Only individuals conducting walkthroughs need to remain
Documents Rubric Review Forms –Principal and Teacher Leader Interview –Teacher Interview –Classroom Walk-throughs –Student Focus Group –Parent Focus Group Evidence Forms –Rubric Elements and Evidence Sources –Document Review Worksheets
Documents School Organization Forms –Guidance for Principals –Scheduling Forms for Interviews –Scheduling Form for Student and Parent Focus Groups –Permission Form for Student Participation –Request Form for Parent Participation –Rubric Elements Evidence Sources
What is the Comprehensive Success Review? Comprehensive review of school programming, student performance and processes –based on analysis of quantitative and qualitative measures national research on school improvement
Purpose Improve outcomes for students –by providing feedback for school success planning and implementation of effective practices feedback to improve LEA practices/support to schools
Goal Identify areas of strengths and challenges in the research-based elements Develop strategies to address the areas of need Include these needs, strategies and associated measures in the School Success Plan Inform continuous improvement process
Areas of Expertise for Document Review Leadership Budget and Resources Teacher and Student Class Assignment Curriculum and Instruction Assessment and Accountability Professional Development School Environment PIC/SPAC Parents and Community
Tasks Assignments Principal and Teacher Leader Interviews Must have administrative experience to interview principals Principal and Assistant Principal interviews conducted by contractors only Teacher Interviews Student Focus Groups Classroom Walk-throughs Must have classroom teaching experience PIC/SPAC Parent Focus Groups
Activity Complete Form –Areas of Expertise Select all areas in which you have expertise –Site-visit Tasks Select tasks corresponding to areas of expertise (you may select more than two tasks) Example: –Area of Expertise: Leadership –Task: Principal Interviews Example: –Area of Expertise: Curriculum and Instruction –Tasks: Classroom Walk-throughs and Teacher Interviews
Protocol for Principal and Teacher Leader Interviews Individual interviews 10 total interviews Interview the principal and all assistant principals –Contractors Only Interview teacher leaders Each interview approximately 90 minutes School will designate times and location(s) for interviews
Protocol for Teacher Interviews Individual interviews 10 teachers Each interview approximately 60 minutes School will designate times and locations for interviews
Guidelines for Interviews Respect all opinions/answers Make an effort to get quotes to support conclusions Stick to the questions –Dont get distracted and let people take over interview with extraneous information –Redirect interviewees who try to get off track Dont assume that one person who provides negative information is providing you with accurate information This is not the time to share your expertise
Interviewing Skills Be prepared Shake hands and introduce yourself Review purpose and timeframe Smile; convey interest Be positive Use good eye contact Use appropriate –tone of voice –body language Use appropriate listening skills
Interviewing Skills Probe for more information Re-state questions for understanding Do not lead the interviewee to a particular answer or provide an answer Take brief and reliable notes Thank the person for their time
Example Volunteer? Everyone else has two tasks 1.Observe the Interviewer Mentally note the interviewing skills 2.Take notes of Interviewee responses Use the worksheet to record
Discussion What positive interviewing skills were used during the example interview? What were the key points you recorded? –In teams of 3 to 4, check for consistency
Non-Example Volunteer? Everyone else has two tasks 1.Observe the Interviewer Mentally note the interviewing skills 2.Take notes of Interviewee responses Use the worksheet to record
Discussion What poor interviewing skills were used during the non-example interview? What were the key points you recorded? –In teams of 3 to 4, check for consistency
Review the Questions Take 5 minutes to read the questions Is there any question/content you do not understand?
Practice Interviewing - Directions Break into two groups –Principal and Teacher Leader Interview –Teacher Interview Find a partner and designate A & B Partner A is the Interviewer –Take 10 minutes asking questions and recording answers –Review notes Switch Roles - Partner B is the Interviewer –Take 10 minutes asking questions and recording answers –Review notes Take 5 minutes to provide feedback –Interviewing skills –Note taking skills Questions?
Protocol for Student Focus Groups Two focus groups 10 students each Groups will be designated in advance by DDOE Both groups will be representative of school population School will designate time and location for groups Team interview –Two people will be scheduled for each student focus group –One facilitator and one recorder Each group approximately 45 - 60 minutes
Guidelines for Focus Groups Respect all opinions/answers Permit everyone a chance to talk –Dont allow one student in a group to dominate the conversation Make an effort to get quotes to support conclusions Stick to the questions –Do not get distracted and let people take over interview with extraneous information –Redirect students who try to get off track Dont assume that one student who provides negative information is providing you with accurate information This is not the time to counsel students
Facilitation Skills Be aware of physical environment –Arrange chairs/desks in a circle –Post ground rules in direct view of students –Have poster paper in direct view of students –Sit with students in same chair/desk type Have students wear name tags so you can direct questions or comments to student by name Orient the group to the purpose, timeframe and task Review Ground Rules
Facilitation Skills Model –respect –appropriate tone of voice –appropriate body language –appropriate listening skills Gently invite non-talkers to participate Probe for more information Re-state questions for understanding Read and analyze group dynamics and adjust as needed Summarize Information
Ground Rules Everyone participates Respect others when they are talking Respect everyone's opinion Be conscious of body language and nonverbal responses - - they can be as disrespectful as words Speak from your own experience instead of generalizing ("I" instead of "they," "we," and "you") Keep answers brief to allow time for everyone to share Stay focused on the questions No side conversations Everything that is said here stays here
Facilitation Skills Side Bar Conversations 1.A friendly reminder: Just a reminder we agreed to one conversation at a time. Point to the Ground Rules. 2.Direct the reminder: Make eye contact and re-state, One conversation at a time please. 3.Personalize it, John, do you have a clarifying question for Mary? or John, I can see that you have something to contribute; when Mary has finished well hear from you. 4.Make a direct request, John hold your comments until Mary has finished.
Facilitation Skills Veering off the Subject 1.Invoke the stay focused ground rule 2.Specifically re-focus on the question, Id just like to remind you that we are discussing (re- state the question). 3.Attempt closure, We are almost out of time for this question, what do we still need to add. 4.End question and move on, We have many questions to complete with only (amount) time left, lets move on to the next question.
Facilitation Skills Personal Attacks 1.Remind group of the ground rules - respecting others and their opinions 2.Re-direct by stating, Thomas, once Nancy finishes we would like to hear your answer to the question. 3.Confront student directly using firm words and supportive tone and stance, Thomas, please stop making personal comments towards others. 4.If attacks continue, have one facilitator return student to class.
Example Eight Volunteers? Everyone else has two tasks 1.Observe the Facilitator Mentally note the facilitation skills 2.Take notes of responses Use the worksheet to record
Discussion What positive facilitation skills were used during the example focus group? What were the key points you recorded? –In teams of 3 to 4, check for consistency
Non-Example Eight Volunteers? Everyone else has two tasks 1.Observe the Facilitator Mentally note the facilitation skills 2.Take notes of responses Use the worksheet to record
Discussion What poor facilitation skills were used during the non-example focus group? What were the key points you recorded? –In teams of 3 to 4, check for consistency
Review the Questions Take 5 minutes to read the questions Is there any question/content you do not understand?
Practice with Facilitating Student Focus Groups - Directions Break into groups of 8 Count off 1-8 Facilitators 1 & 2 –Take 5 minutes asking questions and recording answers Facilitator 1 Asks questions Facilitator 2 Records –Facilitator 1 & 2 switch roles and repeat Group Members play role of students –Facilitators 1 & 2 lead elementary students –Facilitators 3 & 4 lead middle school students –Facilitators 5 & 6 lead high school students –Facilitators 7 & 8 chose grade level
Practice with Facilitating Student Focus Groups – Directions continued Facilitator 1 begins with Question 1; Facilitator 2 picks up where Facilitator 1 ends, etc with all Facilitators Repeat 3 more times with Facilitators 3 & 4, Facilitators 5 & 6 and Facilitators 7 & 8 Take 10 minutes to provide feedback –facilitation skills –note taking skills Take 5 minutes to discuss how the facilitator can reword questions for student understanding without changing meaning or intent (provide examples) Questions?
Research-based Elements Leadership for Learning 1.Leadership 2.Budget and Resources 3.Teacher and Student Class Assignment Teaching and Learning 4.Curriculum and Instruction 5.Assessment and Accountability 6.Professional Development Connections to Learning 7.School Environment 8.Parents and Community
Activity Choose your top two areas of expertise Note on your yellow form Read the two corresponding sections of the rubric Note any questions you have about the meaning of each criteria
Protocol for Document Review Evidence determined by school in advance Evidence located in designated area Review evidence for your two designated sections Multiple team members reviewing same sections Do not request additional evidence items –If you do not find sufficient evidence, make a note and discuss with team during scoring Review evidence items as time permits during the school visit
How do you search for Evidence? Designated area will have multiple documents –Locate documents pertinent to your element Document names may not be the same as listed on Document Review Worksheet –Do not review all documents Evidence items may cut across multiple rubric elements (e.g., success plans, student handbooks) –Plan for shared use of documents Record your comments on the Document Review Worksheet
How do you record information to support the rubric? Comments should be limited and brief –Focused on generating strengths and challenges Only record pertinent information –Take brief notes Some items make only take a check mark (e.g., Mission and Vision statement appear in the Success Plan) –Use bullets, phrases, check marks
Practice Documenting Evidence - Directions Break into your 1 st Expertise Area –Leadership –Budget and Resources –Teacher and Student Class Assignment –Curriculum and Instruction –Assessment and Accountability –Professional Development –School Environment Move to table with corresponding table tent Break into small teams of 3 or 4 Discuss questions you noted from Rubric Activity Share and Review documents (located under table tent) –Take 10 minutes to review 1 to 2 documents
Practice Documenting Evidence – Directions continued Take notes using your Document Review Worksheet –Take 5 minutes recording notes related to 2 or 3 areas on the worksheet Exchange notes and provide feedback on clarity and thoroughness –Take 3 minutes to review a team members notes –Take 7 minutes to discuss as a team Return documents under table tent Move to your 2 nd Expertise Area Repeat process Questions?
Process Individual Reflection –Focus on Strengths and Challenges –Triangulate data Interviews Focus Groups Classroom Walk-throughs Document Reviews Designate Facilitator, Scribe, Time Keeper Team Collaboration –Following Rubric Elements Discuss strengths and challenges for each criterion based on data collection Record statements of agreement
Guidelines Respect all team members Allow time for each team member to provide input Stay on Task Be committed to time and process Be positive School Information and Discussion is not shared outside of team
Outcomes for Day 2 - Scoring Rubric complete with strengths and challenges for each criteria Next steps for team members
Documents Principal Responsibilities Principal Scheduling Forms –Principal and Teacher Leader Interviews –Teacher Interviews –Focus Groups Permission Form for Student Participation –Sample or Use your own Request Form for Parent Participation –Sample or Use your form or method
Procedures Arrive at the school at the designated time Meet in the front office and Sign-in Wear identity – if you do not have a badge, the school will provide a name tag Turn off your cell phone, Blackberry, etc. Meet with the team leader for assignment, directions and schedule Stick to your schedule and assigned areas of the building During non-assigned time (time you are not conducting interviews, walk-throughs, or focus groups) review evidence in designated location Take breaks and lunch during non-assigned times Check-in with the team leader prior to leaving the building
Guidelines Information gathered as part of the visit must be treated as confidential –Do not share with colleagues –Nothing should become a topic of gossip Be respectful of peoples time and of the culture of the school and district Be a thoughtful guest –Try to disrupt the school process as little as possible Dont regale people with stories of what you did in your school or district Keep to the schedule –Be respectful of staff and student time –Follow the timetables –Be prompt and efficient Respect other team members Arrive on time
Protocol for Classroom Walk-throughs Multiple team and individual walk-throughs –40 - 100 walk-throughs in all Team walk-throughs –One DDOE or contracted staff and One district office staff Individual walk-throughs –DDOE staff –Contracted Staff Each walk-through approximately 10 minutes Walk-throughs cover –teacher experience –content –grade level –course levels Copies of lesson plans will be available at pre- determined location
Guidelines for Walk-throughs Be respectful to the educational process –Be quiet in the hallways –Be invisible in the classrooms Do not engage in conversation Be conscious of body language Respect the 10 minute observation rule Cover as many classrooms as possible –You will be assigned content area(s) –Develop your individual or team schedule to cover different sections/levels of assigned content area different portions of class periods –You may visit the same classroom more than once
Discussion of Form In teams of 3 to 4, discuss each section in detail –Draw on your own experience –Share examples of what each looks like in practice –Gather consensus on what the strengths and the challenges will be Share in large group