1. Hosted by Presented by John Nori President of Envision: Breakthroughs in Learning Leveraging Teacher Evaluation for a Culture of Growth Sharon McCarthy NASSP Consultant

2. A few details… Technical problems: Call Rich 703-860-7259 Tweeting? @NASSP Use hashtag #nasspwebinar facebook.com/principals

3. Leveraging Teacher Evaluation for a Culture of Growth A webinar with NASSP & Sharon McCarthy

4. Sharon McCarthy @ienvision

5. TodaysMeet https://todaysmeet.com/teachevalssp Closed backchannel Microblogging Post reflection; questions; comments; practices

6. What

7. Leveraging what we HAVE to do to CREATE the system we want

8. Why

9. We can be compliant or we can leverage for authentic improvement Principal eval Model for teachers so they can do same for students

10. How: Today’s Goals

11. How Feedback fundamentals Differentiation Decision and alignment protocol Reflective protocol

12. Presuppositions You are invested in your teachers’ growth You have accepted your evolved role as an authentic leader of learners; communities of practice People always do the best they can in any situation

13. Coaching for Peak Performance Know your outcome Take action (a goal without action is a hallucination!) Sensory Acuity Behavioral Flexibility

14. Defining Roles In a system of authentic learning and growth, what is the role of the evaluator? What is the role of the teacher? Has this been openly and honestly shared with staff?

15. Evaluator’s Responsibilities The data from evals drives PD – what kind of support do individual teachers, smattering of teachers, whole staff need? Prevention – what supports do you have in place for your “new” teachers – whether new to your school or new to the profession?

16. Evaluator’s Responsibilities What are you doing to ensure you stay current? How will you ask the individuals on your staff how they like to receive feedback?

17. TodaysMeet https://todaysmeet.com/teachevalssp Please post your thoughts, reactions to the roles of evaluator and teacher? What are you doing currently that is suggested in these roles? What would you like to do? Who will assist you?

18. Leverage and Decision Tool Coaching Planning career School improvement planning Self-alignment

19. Neurological Levels of Change Identity Beliefs/Values Capabilities Behaviors Environment “You can’t solve a problem at the same level it occurs.” - A.Einstein

20. Neurological Levels of Change Environment: where when with whom “You can’t solve a problem at the same level it occurs.” - A.Einstein

21. Neurological Levels of Change Behaviors: what one does – how we recognize one another “You can’t solve a problem at the same level it occurs.” - A.Einstein

22. Neurological Levels of Change Capabilities: our abilities – self actualization requires growth “You can’t solve a problem at the same level it occurs.” - A.Einstein

23. Neurological Levels of Change Values: what is important to us; source of conflict “You can’t solve a problem at the same level it occurs.” - A.Einstein

24. Neurological Levels of Change Beliefs: what create our reality – has nothing to do with what is real “You can’t solve a problem at the same level it occurs.” - A.Einstein

25. Neurological Levels of Change Identity: I am… insert nouns or adjectives “You can’t solve a problem at the same level it occurs.” - A.Einstein

26. Neurological Levels of Change Identity Beliefs/Values Capabilities Behaviors Environment “You can’t solve a problem at the same level it occurs.” - A.Einstein

27. How do your beliefs about student learning/growth drive your grading practice? How do your beliefs about student learning/growth drive your evaluation practice?

28. TodaysMeet https://todaysmeet.com/teachevalssp Please post your thoughts, reactions to the leverage/decision model – Neurological Levels

29. Feedback Essentials Connected to a goal Timely Specific Differentiated Actionable Ongoing Consistent

30. Giving Authentic Feedback Requires: Technical skill Rapport Honesty Persistence Courage Differentiation

31. Feedback Essentials Differentiated –Coach –Mentor –Counselor

32. Coach For the consistently effective, highly effective teacher

33. Coach Future oriented Questions Reflective Capitalizes upon & enhances cognitive processes Develop new competencies Verge

34. Mentor For a teacher rated effective or partially effective

35. Mentor has answers transfer of knowledge offers advice and solutions

36. Counselor For teachers who are chronically partially ineffective or ineffective

37. Counselor focus on past to present Issues Plan outlining actions and steps teacher must take to achieve individual as well as school goals (corrective action plan; time bound; artifacts/data of growth)

38. Counselor Out of the profession with dignity Have you determined the corrective action plan template matches your eval instrument?

39. TodaysMeet https://todaysmeet.com/teachevalssp Reflect on practice: In what role are you most comfortable? What role would cause you to stretch the most?

40. Tool for Growth: Feedback Matrix

41. Feedback Matrix Expected Positive Unexpected Positive Expected Negative Unexpected Negative

42. Quadrant #1 Expected Positive How can I celebrate this aspect of myself? How can I use this skill to improve other areas of my practice? How can I use this skill to help others who are not as strong?

43. Quadrant #2 Unexpected Positive Why was I surprised to hear this? What previous experiences might have caused me to forget or dismiss this strength or ability? How will I celebrate this newly discovered skill? How can I use this skill to improve my life?

44. Quadrant #3 Expected Negative What actions have I already taken to address this concern? How successful were those actions? What else do I need to examine and/or change to achieve the results I want? If I don’t make the necessary changes, how will this impact my job or life?

45. Quadrant #4 Unexpected Negative What other info do I need to make sense of this feedback? What support do I need to deal with the implications? What plan can I put in place to make small, achievable changes in the short term? How will improving this impact other areas of my job or life?

46. Finally – a technical skill Dr. Eric Berne’s Voices Child Parent Adult

47. Voices Positive parent or child is fine

48. Negative Child Defensive, victim, whining Elicits negative child or negative parent in the other. Manipulative and maintains conflict

49. Negative Parent Authoritative, judgmental, directive (often interpreted as disrespectful) Elicits others’ negative child or negative parent Maintains conflict

50. Adult Non-judgmental, factual, mostly questions Elicits others’ adult voice or models resolution skills for others Voice of resolution

51. Berne’s Voices in Schools Many adults don’t have an Adult voice. (80% of discipline referrals come from 11% of the staff). Parent voice STOPS behavior. Adult voice changes behavior. Students have a low tolerance for teachers who use a Child’s voice

52. TodaysMeet https://todaysmeet.com/teachevalssp Please post your thoughts: How would you approach another who mainly uses a negative parent, child voice? How would you want to be approached?

53. TodaysMeet https://todaysmeet.com/teachevalssp Please post: What are three things you plan to do, based on this webinar, in your school/district?

54. Thank You! The good news is the work you do matters! The bad news is it matters everyday! Sharon McCarthy ienvision@mac.comienvision@mac.com

55. Thank you for giving me the opportunity to be with you today! To schedule a presentation in your school or district, please contact Carolyn Glascock1-800-253-7746 xt. 202Email: glascockc@nassp.orgglascockc@nassp.org