1. Aligning Academic Review and Performance Evaluation (AARPE)
Virginia Department of Education
Office of School Improvement
Aligning Academic Review and Performance Evaluation (AARPE)
Session 4
Technical Assistance Sessions for Selected Divisions

2. Technical Assistance Initially Offered 2014-2015 1 of 5
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 2014-2015 2 of 5
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 2014-2015 3 of 5
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 2014-2015 4 of 5
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 state contractor 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.

6. Technical Assistance Initially Offered 2014-2015 5 of 5
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
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?

8. Next Steps To be completed by: Session 41.

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

10. Standard 1: Instructional Leadership (Principal) 1 of 2
Sample Performance Indicators:
1.1 Leads the collaborative development and sustainment of a compelling shared vision for educational improvement and works collaboratively with staff, students, parents, and other stakeholders to develop a mission and programs consistent with the division’s strategic plan.
1.2 Collaboratively plans, implements, supports, monitors, and evaluates instructional programs that enhance teaching and student academic progress, and lead to school improvement.
1.3 Analyzes current academic achievement data and instructional strategies to make appropriate educational decisions to improve classroom instruction, increase student achievement, and improve overall school effectiveness.
1.4 Possesses knowledge of research-based instructional best practices in the classroom.
1.5 Works collaboratively with staff to identify student needs and to design, revise, and monitor instruction to ensure effective delivery of the required curriculum.
1.6 Provides teachers with resources for the successful implementation of effective instructional strategies. .

11. Standard 1: Instructional Leadership (Principal) 2 of 2
Sample Performance Indicators:
1.7 Monitors and evaluates the use of diagnostic, formative, and summative assessment to provide timely and accurate feedback to students and parents, and to inform instructional practices.
1.8 Provides collaborative leadership for the design and implementation of effective and efficient schedules that protect and maximize instructional time.
1.9 Provides the focus for continued learning of all members of the school community.
1.10 Supports professional development and instructional practices that incorporate the use of achievement data and result in increased student progress.
1.11Participates in professional development alongside teachers when instructional strategies are being taught for future implementation.
1.12 Demonstrates the importance of professional development by providing adequate time and resources for teachers and staff to participate in professional learning (i.e., peer observation, mentoring, coaching, study groups, learning teams).
1.13 Evaluates the impact professional development has on the staff/school improvement and student academic progress.

12. Principal Standard 1 Look Fors Activity
Step One: Assigned Pairs – Brainstorm examples of “Look Fors” for your assigned Principal Performance Standard 1 Sample Performance Indicator(s).
Step Two: Table Groups – Combine your list of “Look Fors” into one unduplicated list and have one person from your table save it to the presenter’s jump drive. Include the names of all participants at your table at the bottom of your list.
Step Three: Table groups report out (with group feedback).

13. Standard 2: School Climate (Principal) 1 of 2
Enhancing Teacher Quality: Questioning
Standard 2: School Climate (Principal) 1 of 2
Sample Performance Indicators:
2.1 Incorporates knowledge of the social, cultural, leadership, and political dynamics of the school community to cultivate a positive academic learning environment.
2.2 Consistently models and collaboratively promotes high expectations, mutual respect, concern, and empathy for students, staff, parents, and community.
2.3 Utilizes shared decision-making and collaboration to build relationships with all stakeholders and maintain positive school morale.
2.4 Models and inspires trust and a risk-tolerant environment by sharing information and power.
2.5 Maintains a collegial environment and supports the staff through the stages of the change process.
2.6 Addresses barriers to teacher and staff performance and provides positive working conditions to encourage retention of highly-effective personnel.
TQR Teacher Quality Resources, LLC (c) 2005

14. Standard 2: School Climate (Principal) 2 of 2
Enhancing Teacher Quality: Questioning
Standard 2: School Climate (Principal) 2 of 2
Sample Performance Indicators:
2.7 Develops and/or implements a safe school plan that manages crisis situations in an effective and timely manner.
2.8 Involves students, staff, parents, and the community to create and sustain a positive, safe, and healthy learning environment that reflects state, division, and local school rules, policies, and procedures.
2.9 Develops and/or implements best practices in schoolwide behavior management that are effective within the school community and communicates behavior management expectations to students, teachers, and parents.
2.10 Is visible, approachable, and dedicates time to listen to the concerns of students, teachers, and other stakeholders.
2.11 Maintains a positive, inviting school environment that promotes and assists in the development of the whole student and values every student as an important member of the school community.
TQR Teacher Quality Resources, LLC (c) 2005

15. Principal Standard 2 Look Fors Activity
Step One: Assigned Pairs – Brainstorm examples of “Look Fors” for your assigned Principal Performance Standard 2 Sample Performance Indicator(s). Step Two: Table Groups – Combine your list of “Look Fors” into one unduplicated list and have one person from your table save it to the presenter’s jump drive. Include the names of all participants at your table at the bottom of your list. 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 assigned Performance Standard 2 Sample Performance Indicator. Step Four: Table groups report out (Whole Group Feedback). Assign a Reporter to present the list. While the Reporter shares out, the Recorder makes all changes to the list in the and sends the final list to (INSERT ) (Group feedback.)

16. 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

17. Standard 5 - Look Fors Teachers
Step One: Assigned Pairs – Brainstorm examples of “Look Fors” for your assigned Teacher Performance Standard 5 Sample Performance Indicator(s).
Step Two: Table Groups – Combine your list of “Look Fors” into one unduplicated list and have one person from your table save it to the presenter’s jump drive. Include the names of all participants at your table at the bottom of your list.
Step Three: Facilitators share combined lists and assign one indicator to each table. Table group discusses examples and determines a final list of sample “Look Fors” for the specific Performance Standard 5 Sample Performance Indicator assigned to their table. Assign a Recorder to type the list in an .
Step Four: Table groups report out (Whole Group Feedback). Assign a Reporter to present the list. While the Reporter shares out, the Recorder makes all changes to the list in the and sends the final list to (INSERT )

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

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

20. 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

21. Inter-rater Reliability Protocol
Protocol Step 1: Individual: Using your Round 2 evidence documents that you brought today, note the specific Look Fors you observed for both Standards 1 and 3 for each of the four teachers. Use a highlighter or some other method to mark the Look Fors right on your documents. (Refer to Standard 1 and Standard 3 Look For documents)
Protocol Step 2: Partner with your observation team. 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 1-2. (How closely did your written documentation align with the Look For documents?)
Protocol Step 3: On your protocol handout, pages 3-6, list specific questions that the principal could ask the teacher based upon the evidence you recorded during the observation. Be prepared to read the evidence-based observation statement that led to the question. Share your list with observation team. Record these questions on the chart paper provided and post when completed.
Protocol Step 4: Whole group debrief. Each group shares the following for both Standards 1 and 3: a) differences found in look fors for Standards 1 and 3; b) solutions to avoid these differences in Round 3; c) 2-3 of the feedback questions you’ve agreed upon and how these questions will lead to improved student achievement. (When reporting, read the evidence-based statement first, then read the question that you would ask the teacher based upon the evidence you recorded during the observation.)

22. Inter-rater Reliability Next Steps
Select one of your “best” observations from those you worked on today.
Partner with someone from another table. Determine Partner A and Partner B.
Exchange observations with your partner and spend a few minutes reading your partner’s observation .
When prompted, Partner A will provide uninterrupted feedback to Partner B about the “evidence” on Partner B’s observation form.
Repeat Step 4 with Partner B providing feedback to Partner A.
Hints: Remember part of our purpose is to observe based upon a “metric,” in this case the performance standard look fors. Provide feedback about the written “evidence” included on the observation. How will your feedback help your partner document evidence?

23. 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?

24. 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

25. Framework for Inter-Rater Reliability Work
Who: Principal, AARPE Key Division Leader, Contractor
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 Contractor 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: Contractor 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.

26. Next Steps (Completed by Session 5)

27. Division Leadership
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?

28. Division Leadership Activity
Step One: Individual Work - Review the feedback that you brought with you today. With the Principal Look Fors, revise written feedback to provide more evidence-based feedback. (Write revised feedback on a separate piece of paper.)
Step Two: Exchange what you have written with someone at your table.
Step Three: Provide written feedback on what you receive. Does the written feedback:
Avoid terms that express judgment?
Avoid words that imply quantity?
Stick to the five senses?
Indicate Who, What, When, Where, How? (Remember you do not have to describe everything, but the more descriptive you are, the more teachers will get from the feedback and the more evidence you will have for the summative rating.)
Step Four: Incorporate feedback into final product on a clean sheet of paper. When finished, place the final document in the center of your table. Facilitators will collect and redistribute to other tables.
Step Five: Group Presentations – Each participant will share the revised observation feedback with their table. Tables will provide feedback based upon bullets in Step Three.
Next Steps: Personal reflection: What are my strengths and challenges based upon the work from today?

29. Next for Steps for Division Leadership
Next Steps: Personal reflection: What are my strengths and challenges based upon the work from today? Division use: How can this be applied to practices in the division?