1. Supervision and Evaluation: Investing in Excellence Fresno Unified Is a Performance-Based Organization Namita S. Brown, Partner Fagen Friedman & Fulfrost

2. Module 1 Purpose  Build leadership competency and confidence in supervision and evaluation processes  Outline steps for writing meaningful and relevant evaluation documents  Understand and be responsible for ensuring effective and timely evaluations 2

3. FUSD Evaluation Goals  Recognize the performance of outstanding employees  Enhance and improve performance through communication that is direct, clear, honest, immediate, frequent, and evidence based  Align professional growth to employee strengths and areas of improvement  Provide an avenue for informal and formal communication that builds relationships  Promote overall school improvement and progression toward District and site performance goals and targets 3

4. FUSD is a Performance-Based Organization  Board policies drive expectations for performance management  Leadership Standards, California Standards for the Teaching Profession, and classified job descriptions are the foundation for supervision of employees  Evaluations are a critical factor in all personnel decisions  Evaluations are based upon results as they relate to standards, student growth, and the FUSD data dashboard  Promotion and retention decisions are based upon evaluation data that is written in CEIJ format (Claim, Evidence, Impact & Judgment ) 4

5. Board Policies Professional Learning  Community of learners  Fulfill FUSD’s educational mission Accountability  Shared leadership  Flows in multiple directions 5

6. How Performance Management Supports Supervision and Evaluation in FUSD  Performance management drives employee behavior to align with the organizational goals and objectives  Performance management systems serve two primary purposes for an organization –Employee decision making – the evaluation appraisal is used for promotions, transfers, assignments, or employment status decisions –Employee development – the evaluation/performance appraisal is used to guide the training, job experiences, mentoring, coaching, and other developmental opportunities for employees 6

7. Skillful Leaders in FUSD 7

8. Supervision and Evaluation  Think about your most recent evaluations –What were the key learnings from your most memorable supervision and evaluation experiences? –How frequent were the interactions between your supervisor and you? –What was missing? –What was the impact? 8

9. Sharpen Your Focus and Purpose  How are you utilizing the Leadership Coaching Questions? http://www.fresnounified.org/dept/hr/employees/Documents/Leadership- Coaching-Questions.pdf  What sources of data are collected and how are they used in supervision and evaluation?  What process do you use to connect student goals and targets and/or department or district performance goals and targets to employee evaluations? 9

10. 10 Preparing Career Ready Graduates

11. FUSD Students Count on Our Employees 11

12. 12 Keep it Positive and Productive

13. Legal Framework 13

14. Evaluation Education Codes It is the intent of the Legislature that governing boards establish a uniform system of evaluation and assessment of the performance of all certificated personnel (Education Code §446601 et. seq.) 14

15. Certificated Education Codes 44660, 44662  Governing Board sets a uniform system of evaluation and assessment 44663, 44664  Timelines 44932, 44938  Teacher (certificated) dismissal  90-day notice  45-day notice 15

16. Management Evaluation Authority  Board Policy and Administrative Regulation 4315  Classified management employees are evaluated based on proficiency standards established for their position. Working with evaluators, management employees should integrate their own professional goals and objectives with those of the District. Evaluations should: –Identify and commend effective performance –Counsel and assist management employees to improve performance –Document, appropriately, the basis for promotion, transfer, demotion, suspension or dismissal 16

17. Classified Evaluation Authority Board Policy/Administrative Regulation 4215  Examine evaluation articles contained in Collective Bargaining Agreements 17

18. Evaluation Who and How Often?  Certificated (Education Code, 44660 et. seq.)  Temporary and probationary annually  Permanent at least every two years  Classified (Administrative Regulation, 4215)  Permanent at least every two years  Probationary classified are evaluated at 5 and 11 months  Management (Education Code, 44662c)  Annually, all management complete self assessment and develop a Professional Development Plan  During an evaluation year, the employee receives the evaluation at the end of the year 18

19. Awarding Tenure/Permanent Positions  High stakes decision  Reliability is important 19

20. Evaluations Grievable or Not Grievable?  Evaluation processes and timelines Yes  Evaluation content No 20

21. Skillful Leaders: The FUSD Way Leadership Standard 1 Skillful Supervision and Evaluation The leader will demonstrate the knowledge, skills, and abilities to skillfully supervise and evaluate staff performance and support performance improvements throughout the organization 21

22. Ensure Reliable Results Supervision: To provide feedback that informs practice and facilitates professional growth Evaluation: To provide an evaluation of overall performance that determines employment status (promotion and retention) Reliability: Results reflect consistent aspect of employee’s practice Validity: Observations are related to work outcomes; targets, student achievement data 22

23. Skillful Leaders Set a Positive Tone Regarding Evaluations 1.How do you engage each individual in identifying their strengths and areas of improvement? 2.What is the process at your site or department to communicate expectations, goals, and outcomes in relation to supervision and evaluation? At the beginning of the year:  Review and follow all Collective Bargaining Agreements  Craft a beginning of the year memo to all employees outlining purpose, expectations for supervision and evaluation 23

24. 24 A Positive Tone Regarding Evaluation Empowers Employees to Own Their Improvement Empower and encourage your employees to generate their own questions, engage in dialogue, and make sense of their evaluation data in order to set and monitor their professional development targets and goals

25. Evaluation Components  Conferences (pre, post and ongoing) –Pre: set goals and targets –Post: reflect on observations and data –Ongoing: reflect on data and informal observations  Observations (formal and informal) –Formal: pre-arranged with employee –Informal:during day-to-day supervision  Analysis of data tied to evidence 25

26. Pre Conferences During the pre-conference, discuss:  Their goals for the year  The data they have created or identified to develop these performance goals and targets  How they will measure and monitor successful attainment of these performance goals and targets 26

27. Ongoing Conferences  The individual employee should guide the discussion and take primary responsibility for drawing conclusions and identifying next steps  The employee and supervisor should jointly gather and identify and apply data to goals 27

28. Post Conference During the post-conference, consider/discuss:  Use evidence/data to guide the conversation  Provide time and space to collaboratively analyze the evidence and its impact  Jointly debrief next steps and evidence/assessment  Match improvement steps to strengths and areas of need  Link gaps in performance to professional learning, goal setting, and targets 28

29. Observations Skillful Leaders know that great observations promise lay in its use of a developmental tool Skillful leaders know that observations are most impactful when they are used as a tool to help develop strong employees. 29

30. Prior to Observations  Clearly communicate the purpose of observations with the employee  Identify what multiple sources of data will be collected, by whom, and when and how often prior to the observations  Share with the employee what data sources will be collected and discussed 30

31. During Observations  Collect evidence during observations  Collect literal notes that contain data points that will translate into evidence  Literal notes should include what the employee is saying and doing; use quotes from teacher and students  Literal notes should include what other stakeholders interacting with the employee are saying and doing; use quotes 31

32. Following Observations  Communicate with the employee early, often, and in multiple modes and focus on results and performance goals and targets  Discuss relevant work product(s) that demonstrate employee’s skills and knowledge (data, analysis of data, work product)  Identify success indicators utilizing standards and competencies  Calibrate your ratings with the employee, tied to standards and competencies; acknowledge how the employee is performing  Be transparent and clearly communicate regarding the areas in need of improvement  Assess and monitor for patterns and actions that align to District performance goals and targets 32

33. Writing Effective Evaluations Claim, Evidence, Impact and Judgment (Rating)  Claim tied to standards and/or competencies  Evidence based on data and aligned to the claim that makes visible to the employee both strengths and areas of improvement  Impact aligned to Claim and Evidence and tied to impact on student learning and/or the learning environment  Judgment aligned to the Claim, Evidence, and Impact 33

34. “Judgment” is the Rating on the Evaluation  Is it aligned to Evidence?  Is the Evidence collected over time?  Is the Evidence language clear, and does it contain data?  Are performance patterns visible to the employee?  Does the Impact align to the Claim, Evidence, and rating?  What support is provided to the employee over time? 34

35. 35 Practical Pointers  Clearly communicate with the employee, regarding employee performance  Provide feedback that is based on Evidence, meaningful and immediate  Be honest and supportive. Difficult conversations are easier when tied to Evidence and data, and anchored by a desire to help others improve  Describe in writing what the employee should be doing vs. what they are doing  Include data on the evaluation that has been previously discussed with the employee

36. Practical Pointers  The Law: Adhere to timelines, CBA, and/or Education Code  Use the correct forms  Reliable: Conduct enough observations to justify the rating  Valid: Collecting enough Evidence to justify the “J” rating  John Hancock! 36

37. FUSD Evaluation Goals  Recognize the performance of outstanding employees  Enhance and improve performance through communication that is direct, clear, honest, immediate, frequent, and evidence based  Align professional growth to employee strengths and areas of improvement  Provide an avenue for informal and formal communication that builds relationships  Promote overall school improvement and progression toward District and site performance goals and targets 37

38. 38 HR.Online is created through a partnership between the Fresno Unified School District's HR Department, the Fresno County Office of Education and Fagen Friedman & Fulfrost LLP, leaders in education law Preparing Career Ready Graduates