SCDN Principal Evaluation Evaluation Through the Lens of the ISLLC Standards May 30, 2013 Michael Keany Evaluation Through the Lens of the ISLLC Standards May 30, 2013 Michael Keany

2 The ISLLC Standards: Improving Leadership Standards These six standards call for: 1. Setting a widely shared vision for learning; 2. Developing a school culture and instructional program conducive to student learning and staff professional growth; 3. Ensuring effective management of the organization, operation, and resources for a safe, efficient, and effective learning environment; 4. Collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources; 5. Acting with integrity, fairness, and in an ethical manner; and 6. Understanding, responding to, and influencing the political, social, legal, and cultural contexts. 2

Lesson Observation and Teacher Effectiveness The main reasons for principals to observe lessons and provide evidence based feedback are to: drive changes in teacher practice drive changes in teacher effectiveness 11 February 9, 2012 Session 1: Observing Lessons

Common features of Effective Lesson Observation Preparation by the principal, this may or may not include pre- conferencing with the teacher Collecting evidence - the lesson observation, part or whole of lesson Post observation feedback, which focuses on actionable change - ideally this should be done face to face Summative year evaluation to align evidence against the agreed upon rubric 8

What is Objective Evidence? 9 Teaching Learning Solutions defines ‘Objective Evidence’ as: Evidence that is quantifiable when appropriate, includes specific numbers and or references. The evidence is completely free of bias, opinions, summary statements and judgments.

Objective Evidence 9 OBJECTIVE Not influenced by personal feelings or prejudice Unbiased Something that can be known (as opposed to a “gut feeling”) EVIDENCE Prove or disprove Make plain or clear Indication or sign As a supervisor you will – of course – use your professional judgment throughout the process but by consistently using objective evidence and scoring it against the rubric you will be both fair and rigorous.

EVIDENCE VS. OPINION 1. 1.The teacher says today’s activities are an extension of the math unit The pacing of the lesson was slow, allowing for student restlessness, disengagement, and disruption The new table arrangement encourages concentration and controlled interaction with neighbor “I assure you that today’s lesson will be quite interesting” The teacher clearly has planned and organized for maximum effect The last activity, discussion of the key scene, was rushed The teacher said that the Civil war was a tragedy for U.S. civilization As the activity progressed, students started calling out, “What should we do next?” 9. 9.Some students have difficulty paying attention Students worked with a classmate in choosing key scenes and discussing the reasons for their choice.

8 Observing and Recording Objective Evidence A Live Lesson Lesson Objective: Students will be able to perform a simple card trick and use patter to simulate mind-reading. 18

14 What is the Work? Principals Driving Teacher Effectiveness 1. 1.The Principal Collects Objective Evidence 2. 2.The Principal Gives “Evidence-based Feedback” to the Teacher 3. 3.The Reflective Teacher Shifts her practice so that more students learn more.

February 9, 2012 Session 2: Recording Evidence Types of Observations/Evidence Verbatim scripting of teacher or student comments: “Bring your white boards, markers and erasers to the carpet and sit on your square.” Non-evaluative statements of observed teacher or student behavior: –Teacher presented the content from the front of room. Numeric information about time, student participation, resource use, etc.: [9:14 – 9:29] Warm-up. 8 of 22 Ss finished at 9:20, sat still until 9:29. An observed aspect of the environment: –Desks were arranged in groups of four with room to walk between each group. Developed by TLS, Inc. FFT-Based Rubrics 9

11 Questions to Consider 1=Teacher2=Principal3=Principal Evaluator As Principal: What evidence did you see of teaching “the shift” to the Common Core standards? What “stretch” might you suggest to this teacher to improve her teaching? As Principal Evaluator: What suggestions might you make to the principal to sharpen his/her evidence collecting? (Evidence?) What suggestions might you make to the principal about her/his communication skills? (Evidence?)

The Rectangular Table Grade 6, Math, Geometry Common Core Standards: Math.6.G.1

13 Questions to Consider 1=Teacher2=Principal3=Principal Evaluator As Principal: What evidence did you see of teaching “the shift” to the Common Core standards? What “stretch” might you suggest to this teacher to improve her teaching? As Principal Evaluator: What suggestions might you make to the principal to sharpen his/her evidence collecting? (Evidence?) What suggestions might you make to the principal about her/his communication skills? (Evidence?)

Multiple Ways of Observing Lessons There are a number of ways to observe lessons. These include: walkthroughs focused observation whole lesson observation peer observation video 7 February 9, 2012 Session 1: Observing Lessons

In summary 13 Principal evaluators shadow principals observing lessons and providing feedback so that the evaluator can: obtain objective first hand evidence of the principal’s ability to lead learning in the school February 9, 2012 Session 1: Observing Lessons

February 9, 2012 Session 2: Recording Evidence What is Evidence? - Review Actions, by teacher or students Statements or questions, by teacher or students Observable features of the classroom Developed by TLS, Inc. FFT-Based Rubrics 10

February 9, 2012 Session 2: Recording Evidence What is Learning? Focus on recording evidence of cognition: How did students: acquire new knowledge and skills, develop their ideas…. consolidate their knowledge, skills and ideas.. apply their knowledge, skills and ideas.. extend their knowledge, skills and ideas.. and have met the learning objective for the lesson 11

Four Steps 15

February 9, 2012 Session 5: Gathering Feedback for Teaching Six minimum requirements for high quality classroom observation 1. 1.Choose an observation instrument that sets clear expectations Require observers to demonstrate accuracy before they rate teacher practice When high-stakes decisions are being made, multiple observations are necessary Track system-level reliability by double scoring some teachers with impartial observers Combine observations with achievement gains and student feedback Regularly verify that teachers with stronger observation score also have stronger student achievement gains on average. 17

February 9, 2012 Session 2: Recording Evidence Observing Lessons THE HEALTH WARNING! We observe all the time, which means that it is easy to do, but hard to do objectively Remember We tend to see what we want to see We have to be aware of and avoid bias, particularly personal idiosyncrasies We have to avoid preconceptions Observation should be objective not subjective This enables feedback to be given which is based upon objective evidence End of year evaluations will then be rooted in evidence and based on agreed criteria 12

The Evaluation Process Collecting Evidence Coding the Evidence Against the Rubric Planning the End of Year Conference Setting the Principal’s Goals for the Next Year Collecting Evidence Coding the Evidence Against the Rubric Planning the End of Year Conference Setting the Principal’s Goals for the Next Year

22 © 2012, Community Training and Assistance Center *Please see caveat Key Take-aways Helping Your Evaluator “See” Lead Up Collect Your Own Evidence Work Symbiotically Plan Your Year Prepare to Avoid Problems - Produce Better Results The Devil is in the Details - Know Them Know What You Don’t Know 6

This workshop presentation and this morning’s keynote will be available on School Leadership This workshop presentation and this morning’s keynote will be available on School Leadership A special group has been created to allow access to these materials and to continue learning after the conference and throughout the year. evaluation evaluation