1. Aligning Academic Review and Performance Evaluation AARPE Session 5 Virginia Department of Education Office of School Improvement

2. Technical Assistance Initially Offered 2014-15 1.Overview and Purpose To improve instruction and instructional leadership practices by strengthening the alignment between the Performance Standards for Teachers and Principals and the Lesson Planning, Lesson Observation, Professional Development, and Leadership Academic Review Tools. To develop sample evidence for the sample performance indicators in Teacher Performance Standards for professional knowledge, instructional delivery (planning), assessment of and for learning, and learning environment. The sample evidence for each performance indicator will become a tool that can enhance division observation tools. (District and School Leadership) 1.Overview and Purpose To improve instruction and instructional leadership practices by strengthening the alignment between the Performance Standards for Teachers and Principals and the Lesson Planning, Lesson Observation, Professional Development, and Leadership Academic Review Tools. To develop sample evidence for the sample performance indicators in Teacher Performance Standards for professional knowledge, instructional delivery (planning), assessment of and for learning, and learning environment. The sample evidence for each performance indicator will become a tool that can enhance division observation tools. (District and School Leadership)

3. Technical Assistance Initially Offered 2014-15 1.Overview and Purpose (continued) To develop sample evidence for the sample performance indicators in the Principal Performance Standard for instructional leadership. The sample evidence for each performance indicator will become a tool that can enhance division tools. (District Leadership) To enhance feedback skills of building and district leaders. 1.Overview and Purpose (continued) To develop sample evidence for the sample performance indicators in the Principal Performance Standard for instructional leadership. The sample evidence for each performance indicator will become a tool that can enhance division tools. (District Leadership) To enhance feedback skills of building and district leaders.

4. Technical Assistance Initially Offered 2014-15 2.Outcomes Each participant will Set clear and measurable goals for his/her work. Implement action steps with fidelity. Monitor and provide feedback. Adjust based upon monitoring and data. Repeat the cycle. 2.Outcomes Each participant will Set clear and measurable goals for his/her work. Implement action steps with fidelity. Monitor and provide feedback. Adjust based upon monitoring and data. Repeat the cycle.

5. Technical Assistance Initially Offered 2014-15 3.Roles/responsibilities Principals/district staff will use their own work as a starting point and will bring a predetermined number of completed walkthrough feedback forms and formal observation documents to each session throughout the year. Principals, appropriate district staff, and OSI-approved personnel will conduct monthly walkthroughs and formal observations per the established timeline. District staff will support and monitor principals’ delivery of professional development on the sets of sample evidence developed to appropriate school staff. Lead Turnaround Partners (LTPs) will support AARPE training in their work with building leaders and other staff. 3.Roles/responsibilities Principals/district staff will use their own work as a starting point and will bring a predetermined number of completed walkthrough feedback forms and formal observation documents to each session throughout the year. Principals, appropriate district staff, and OSI-approved personnel will conduct monthly walkthroughs and formal observations per the established timeline. District staff will support and monitor principals’ delivery of professional development on the sets of sample evidence developed to appropriate school staff. Lead Turnaround Partners (LTPs) will support AARPE training in their work with building leaders and other staff.

6. Technical Assistance Initially Offered 2014-15 4. Professional Development Norms Arrive on time and stay the entire session. Be an active participant. (Complete in-session and between-session work.) Reserve school/district/personal business for established breaks. Maintain confidentiality. Use large sticky notes to indicate additional professional development needed/desired. 4. Professional Development Norms Arrive on time and stay the entire session. Be an active participant. (Complete in-session and between-session work.) Reserve school/district/personal business for established breaks. Maintain confidentiality. Use large sticky notes to indicate additional professional development needed/desired.

7. Essential Questions 1.How do the components and criteria of the selected academic review tools align with the Teacher and Principal Performance Evaluation Standards lesson observation tool? 2.How will we continue to use these tools for school improvement? 3.Are we making progress? How do we know? (evidence of this) 4.What are the next steps? 1.How do the components and criteria of the selected academic review tools align with the Teacher and Principal Performance Evaluation Standards lesson observation tool? 2.How will we continue to use these tools for school improvement? 3.Are we making progress? How do we know? (evidence of this) 4.What are the next steps?

8. Next Steps To be completed by Session 5 1.By Session, principals, OSI-approved personnel observations and 4 – 15 minute walkthroughs 2.ALL: Bring copies (paper or electronic) of all observations and walkthroughs to Session 5 TA 3.Continue PD at the school and at the division level. Additional next step: All principals bring 2 PAPER copies of formal observations. 1.By Session, principals, OSI-approved personnel observations and 4 – 15 minute walkthroughs 2.ALL: Bring copies (paper or electronic) of all observations and walkthroughs to Session 5 TA 3.Continue PD at the school and at the division level. Additional next step: All principals bring 2 PAPER copies of formal observations.

9. Main Areas for Evidence Collection during Observations Where are we? Standard 1: Professional Knowledge Standard 2: Instructional Planning Standard 3: Instructional Delivery Standard 4: Assessment of/for Learning (formative assessment) Standard 5: Learning Environment Standard 6: Professionalism Standard 7: Student Academic Progress Standard 1: Professional Knowledge Standard 2: Instructional Planning Standard 3: Instructional Delivery Standard 4: Assessment of/for Learning (formative assessment) Standard 5: Learning Environment Standard 6: Professionalism Standard 7: Student Academic Progress

10. Establishing Inter-rater Reliability Calibrate evidence collection during initial training Conduct tandem observations and performance reviews with multiple evaluators Calibrate evidence collection during initial training Conduct tandem observations and performance reviews with multiple evaluators The Met Project, 2013

11. Documenting Evidence Tips – Did You… Avoid terms that express judgment (“neat classroom,” “fun activity,” “caring attitude”) Avoid words that imply, but do not specify, quantity (“most,” “few,” “several”) Stick to the five senses Remember Who, What, When, Where, How Avoid terms that express judgment (“neat classroom,” “fun activity,” “caring attitude”) Avoid words that imply, but do not specify, quantity (“most,” “few,” “several”) Stick to the five senses Remember Who, What, When, Where, How

12. Inter-rater Reliability Protocol  Protocol Step 1: Individual: Complete page 1 on the protocol handout.  Protocol Step 2: Partner with your table team. Each member shares their page 1 response with the table team. OSI-approved personnel will go last and will note commonalities between schools.  Protocol Step 3: Using your Round 3 evidence documents that you brought today, note the specific Look Fors you observed for each of the four teachers. Use a highlighter or some other method to mark the Look Fors right on your documents. Select 3 evidence-based observation statements recorded for each teacher. On your protocol handout, in the Evidence column, pages 2-5, write the specific evidence that is on the observation form. In the Conferencing Questions column, write the question that you would ask the teacher based upon the evidence you recorded during the observation.  Protocol Step 4: As a table, select one question from the Conferencing Questions column for each participant and record the questions on the chart paper provided.  Protocol Step 5: Whole group debrief. Participants will read the evidence recorded during the observation for the question recorded on the chart paper.  Protocol Step 1: Individual: Complete page 1 on the protocol handout.  Protocol Step 2: Partner with your table team. Each member shares their page 1 response with the table team. OSI-approved personnel will go last and will note commonalities between schools.  Protocol Step 3: Using your Round 3 evidence documents that you brought today, note the specific Look Fors you observed for each of the four teachers. Use a highlighter or some other method to mark the Look Fors right on your documents. Select 3 evidence-based observation statements recorded for each teacher. On your protocol handout, in the Evidence column, pages 2-5, write the specific evidence that is on the observation form. In the Conferencing Questions column, write the question that you would ask the teacher based upon the evidence you recorded during the observation.  Protocol Step 4: As a table, select one question from the Conferencing Questions column for each participant and record the questions on the chart paper provided.  Protocol Step 5: Whole group debrief. Participants will read the evidence recorded during the observation for the question recorded on the chart paper.

13. 5 Corners Activity Principal chooses one inter-rater reliability observation to share. (Principal sets the context.) Principal shares his/her evidence-based feedback to the group as if speaking to the teacher. When finished, the principal then listens as group members offer feedback on the principal’s feedback. Principal chooses one inter-rater reliability observation to share. (Principal sets the context.) Principal shares his/her evidence-based feedback to the group as if speaking to the teacher. When finished, the principal then listens as group members offer feedback on the principal’s feedback. Group members listen attentively and take notes as needed as principal shares feedback. When the principal finishes, group members (with OSI- approved personnel going first) will offer verbal feedback. The round is completed when group members have given feedback. Role of PrincipalRole of Group

14. Questions to Consider: How Do We Know We Are Making Progress? 1.Are we focusing on teaching and learning in terms of measurable student progress? 2.Have we developed a process for progress monitoring at the classroom level, the school level, and the division level? 3.Do we make adjustments based upon progress monitoring? 1.Are we focusing on teaching and learning in terms of measurable student progress? 2.Have we developed a process for progress monitoring at the classroom level, the school level, and the division level? 3.Do we make adjustments based upon progress monitoring?

15. Classroom, School, Division Set clear and measurable goals. Implement action steps with fidelity. Monitor and provide feedback. Adjust based upon monitoring and data. Repeat the cycle. Set clear and measurable goals. Implement action steps with fidelity. Monitor and provide feedback. Adjust based upon monitoring and data. Repeat the cycle. How Do We Know We Are Making Progress?

16. My Next Steps 1. Name:

17. Next for Steps for Division Leadership 1.

18. Additional Inter-rater Reliability Visits Additional days of IR visits with the OSI-approved personnel based on the number of 2 nd year warned, 3 rd year warned, Denied Accreditation or Conditionally Accredited schools in the division Debriefing will take place at the site using the IR Protocol Documents and Process Additional days of IR visits with the OSI-approved personnel based on the number of 2 nd year warned, 3 rd year warned, Denied Accreditation or Conditionally Accredited schools in the division Debriefing will take place at the site using the IR Protocol Documents and Process