Aligning Academic Review and Performance Evaluation (AARPE) Virginia Department of Education Office of School Improvement Aligning Academic Review and Performance Evaluation (AARPE) Session 3

Technical Assistance Initially Offered 2014-2015 1 of 4 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 the division’s observation tools. (District and School Leadership)

Technical Assistance Initially Offered 2014-2015 2 of 4 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 the division’s tools. (District Leadership) To enhance feedback skills of building and district leaders.

Technical Assistance Initially Offered 2014-2015 3 of 4 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.

Technical Assistance Initially Offered 2014-2015 4 of 4 Roles/responsibilities District staff will lead this professional development for principals of all second year accredited with warning schools. Update from division leaders 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 state 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 Partner (LTP) will support AARPE training in their work with building leaders and other staff.

Technical Assistance Initially Offered 2014-2015 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.

Essential Questions How do the components and criteria of the selected academic review tools align with the Teacher and Principal Performance Evaluation Standards lesson observation tool? How do we use these tools for school improvement? How do we know we are making progress? What are the next steps?

Next Steps (Completed by Session 3) School division report of completed next steps

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

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

What is inter-rater reliability? In AARPE this looks like…. Team of People: Principal District representative OSI-approved personnel Focusing on in Round 1: Standard 1 Look Fors Standard 3 Look Fors Inter-rater reliability is the consistency between the evidence collection of two or more observers.

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

Inter-rater Reliability Protocol Protocol Step 1: Individual: Using your Round 1 evidence documents that you brought today, complete Part I of the Inter-rater reliability Protocol document (pages 1-8) to include noting the specific Look Fors you observed for both Standards 1 and 3 for each of the four teachers. Protocol Step 2: Partner with your observation team (defined as the staff members who participated in the school-based observation session). Each member shares the Look Fors observed (per teacher/per standard). Discuss any differences (per standard/per teacher). Each member completes the protocol tool pages 9-10. Protocol Step 3: On your protocol handout, pages 11-14, list the specific questions that the principal will ask the teacher. Share your list with observation team. Protocol Step 4: Whole group debrief. Each group shares the following for both Standards 1 and 3: (Record responses on the chart paper provided and post when completed.) a) Differences found in Look Fors for Standards 1 & 3 b) Solutions to avoid these differences in Round 2 c) 2-3 of the feedback questions you’ve agreed upon and why they are important to the teacher feedback cycle.

Enhancing Teacher Quality: Questioning Standard 5: Learning Environment The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning. Sample Performance Indicators: 5.1 Arranges the classroom to maximize learning while providing a safe environment. 5.2 Establishes clear expectations, with student input, for classroom rules and procedures early in the school year, and enforces them consistently and fairly. 5.3 Maximizes instructional time and minimizes disruptions. 5.4 Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic. 5.5 Promotes cultural sensitivity. 5.6 Respects students’ diversity, including language, culture, race, gender, and special needs. 5.7 Actively listens and pays attention to students’ needs and responses. 5.8 Maximizes instructional learning time by working with students individually as well as in small groups or whole groups. TQR Teacher Quality Resources, LLC (c) 2005

Standard 5 - Look Fors Teachers Step One: Individual Work - Look through your observations, walkthroughs, and/or written feedback and highlight and label (5.1, 5.2, etc.) any examples of “Look Fors” for Performance Standard 5 Sample Performance Indicators. Step Two: Table Groups– Brainstorm additional examples of “Look Fors” for each Performance Standard 5 Sample Performance Indicator. Create one unduplicated list to be sent to the facilitator’s email by your Recorder. (ENTER FACILITATOR EMAIL) Step Three: Facilitators share combined lists and assign indicator to each table. Table group discusses examples and determines a final list of sample “Look Fors” for each Performance Standard 5 Sample Performance Indicator. Step Four: Table groups report out. (Group feedback)  

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

Classroom, School, Division How Do We Know We Are Making Progress? 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

Framework for Inter-Rater Reliability Work Who: Principal, AARPE Key Division Leader, OSI-approved personnel When: One day between Session 2 date and Session 3 date One day between Session 3 date and Session 4 date One day between Session 4 date and Session 5 date These 3 days are identified by the principal, AARPE Division Leader, and OSI-approved personnel and considered as non-negotiable. What: Recommendations: 4 – 30 minute AND 4 – 15 minute walkthroughs The school division’s forms will be used by all division staff. (Note: OSI-approved personnel will use VDOE sample observation form and the division’s walkthrough form.) 4. Debriefing: Formal debriefing will be conducted at the next scheduled AARPE session.

Next Steps: Division Feedback Skills Purpose: To enhance feedback skills of building and division leaders. Questions to consider: Who provides feedback to principals (formal and informal)? What tools are used to provide feedback? How are the Principal Performance Standards incorporated in the feedback? How often is feedback provided in writing? How is feedback monitored? What written expectations exist? What professional development is in place to enhance division leaders’ feedback skills? Next Session: Division leaders need to bring samples of written feedback provided to principals.

Next Steps (Completed by Session 4) 1.

Reflection Principals: What changes will you make as a result of today’s work?    2. Division Staff: What changes will you make as a result of today’s work?