1. Copyright © 2013 November 2013 The Leader Evaluation and Professional Growth Program Module 1: Principal Observation Process

2.  Module 1: Principal Observation Process Participants learn about principal observations, the collection and analysis of observation data, and the sharing of timely, constructive feedback. All supervisors will participate in role playing of pre- and postconferencing and practice on video collecting observation evidence. Supervisors will begin the planning for the principal observation process.  Module 2: Interpreting Performance and Providing Feedback  Module 3: Making Sense of Evidence  Module 4: Responding to High-Priority Needs Module 1: Principal Observation Process 2

3.  Welcome and Connecting (60 minutes) Intended Outcomes The LEPG Model Suggestions for Pilot Implementation  Learning (130 minutes) Overview Prepare Collect Analyze Discuss Rate and Plan  Implementing (50 minutes) Putting the Observation Process Into Action Sharing With Principals  Follow-up (15 minutes) Agenda 3

4. Welcome and Connecting 60 minutes 4

5.  Welcome to the first LEPG Cohort session!  Get ready to share your: First name District/affiliation One word that describes you that begins with the first letter of your name Welcome and Introductions

6.  At the end of this session, participants will know and be able to Identify priority LEPG Standards and measures for this year of implementation Understand and explain the principal observation process Analyze, align, and rate observation evidence using the Instructional Feedback Observation Toolkit Understand and complete the pre- and postobservation process Intended Outcomes 6

7.  Nine Standards for leadership practice  Multiple measures The LEPG Model 1: Leadership of Results 2: Vision and Mission 3: Teaching and Learning 4: Knowledge of Students & Adults 5: Culture 6: Strategic Management 7: Advocacy 8: Ethics 9: Reflection and Growth MeasuresProfessional Practice Professional Growth School Conditions School Growth Learner Growth Sources of Evidence Observations and related conferences, artifact review, 360- degree survey results, SLO quality review Professional development plan review School climate survey results Review of progress toward school goals Schoolwide student learning measure results, school attainment of SLOs

8. Suggestions for Pilot Implementation 1.Identify focus Standards and categories of measures 2.Identify priority evidence sources and tools 8 Focus Standards 1: Leadership of Results 3: Teaching and Learning 5: Culture 9: Reflection and Growth Categories of Measures *Professional Practice Professional Growth School Growth *Learner Growth Measures Professional Practice (Standards 1, 3, and 5) Professional Growth (Standard 9) School Growth Learner Growth Sources of Evidence Two instructional feedback observations, streamlined 360-degree survey, SLO quality review Professional development plan/goal review Review of progress toward school goals Schoolwide student learning measure results, school attainment of SLOs

9. Standard 3. Teaching and Learning  Indicator 3-a, Instructional Focus: The leader ensures teaching and learning are the primary focus of the organization.  Indicator 3-b, Curriculum Implementation: The leader directs the implementation of a rigorous, relevant, and balanced curriculum.  Indicator 3-c, Common Framework: The leader guides development and implementation of common language for instructional quality. LEPG Standards and Indicators 9

10. Standard 5. Culture  Indicator 5-a, Expectation Setting: The leader inspires and nurtures a culture of high expectations.  Indicator 5-b, Relationship Building: The leader builds authentic, productive relationships that foster a collaborative spirit. LEPG Standards and Indicators 10

11. Observation Alignment Table 11

12. Modifications for Your District  What do you think about the suggestions?  What modifications do you want to make for this coming year of LEPG implementation? 12

13. Learning 130 minutes 13

14.  Observation Requirements and Recommendations TIF requires a minimum of two principal observations each year. Evidence collected from both observations will contribute to the principal’s final summative score. All observations should always result in feedback. Principal Observations: An Overview 14  What to Observe? MSFE recommends that, in year 1, all principals be observed using the Instructional Feedback Observation Protocol. Observation Setting: postobservation conference with a teacher Focus: the quality of the principal’s feedback and ability to implement the TEPG

15. “The post-conference cannot be treated as a bureaucratic formality; it is one of the most critical features of an effective teacher evaluation system if the goal is not just to measure the quality of teaching, but also to improve it.” ~ More than Measurement: Lessons Learned for Designing Better Teacher Evaluation Systems Instructional Feedback: Lessons- Learned from Implementation 15

16.  Teacher postobservation conferences are a critical link! Connects evidence and ratings to concrete changes in instruction and their impact on student learning Crucial opportunity for teachers to reflect and collaborate to identify strategies to improve Rare opportunity for principals and teachers to engage in an in- depth, highly analytical discussion centered on instructional practice Instructional Feedback: What the Research Tells Us 16 References: Balcazar, F., Hopkins, B. L., & Suarez, Y. (1986). A critical objective review of performance feedback. Journal of Organizational Behavior Management, 7(3/4), 65–89; Kluger, A. N., & DeNisi, A. (1998). Feedback interventions: Toward the understanding of a double-edged sword. Current Directions in Psychological Science, 7, 67–72; Shute, V. (2007). Focus on formative feedback (Research Report). Princeton, NJ: ETS. Retrieved from http://www.ets.org/Media/Research/pdf/RR-07-11.pdf

17.  Principals vary widely in their skill and ability in providing instructional coaching and feedback—many struggle with: Asking high-level questions Prompting teacher reflection Ensuring a balanced or teacher-driven conversation Identifying and modeling concrete, actionable changes in practice. Connecting feedback to individualized supports and professional growth planning  Principals need training, support, and on-going coaching to provide high-quality instructional feedback Instructional Feedback: What the Research Tells Us 17

18. Five-Step Observation Process  Step 1, Prepare: Preobservation meeting (with principal)  Step 2, Collect: Observation of principal and teacher during postobservation conference  Step 3, Analyze: Coding, alignment of observation data, and assessment of performance  Step 4, Discuss: Postobservation meeting (with principal)  Step 5, Rate and Plan: Consideration of observation evidence in LEPG Rubric scoring Principal Observation Process 18

19. Observation Forms and Tools  Form 4, Preobservation  Toolkit: Instructional Feedback Observation (includes an updated Form 5)  Form 6, Postobservation Principal Observation Forms 19

20.  Schedule and Communicate Work with principals to identify postobservation conferences to attend. Try to observe conferences with both new and experienced teachers. Notify the teacher you will be attending. Ensure that the teacher understands you will be observing principal’s work, not the teacher’s performance. Plan 45 minutes for the observation and 20 minutes for a postconference with the principal. 1. Prepare 20 Do not surprise the principal and teacher by showing up unexpectedly to observe a teacher evaluation postconference.

21. 1. Prepare—Preobservation Meeting (Form 4) Supervisor will…Principal will…  Review “documentation” and align to LEPG Rubric indicators  Review preobservation questions  Ask questions and take notes  Collaboratively identify and document specific indicators of focus for the conversation or observation  Submit documentation two days prior  Review and respond to questions  Review professional goal(s) and identify indicators of focus  Share responses to questions  Collaboratively identify and document indicators of focus for the conversation or observation 21

22. Purpose  The preobservation protocol is an opportunity to discuss the observation process and for a principal to share evidence of observation data collection and feedback preparation. Review of a Sample (Handout 1)  Look at the sample with a partner.  Discuss: Does it seem like this principal had a productive preobservation conversation? Why or why not? What do you think is the most important outcome of a preobservation conversation? How can you set yourself up for success? 1. Prepare—Preobservation Meeting (Form 4) 22

23. Think about a teacher evaluation postobservation conference: What things could you observe? What are the most important to observe? Why? 2. Collect: Instructional Feedback Observation Rubric 23

24. The Instructional Feedback Observation Rubric helps you answer the questions:  What does high-quality instructional feedback look like?  What is the difference between instructional feedback that generates no change and feedback that leads to steady improvements?  What effective practices do instructional leaders use in generating collaborative, productive conversations with teachers about their performance? 2. Collect: Instructional Feedback Observation Rubric 24

25. Instructional Feedback Observation Rubric—Six Observation Indicators 25 456 123 Use of Data During Feedback Sessions Timing of Feedback Types of Questions Focus on Instruction Planning for Improvement Using Data in Ratings

26. Review pages 5–7 in the Toolkit with a partner.  Highlight words or phrases that need to be defined.  Discuss: What is an example of this in practice?  For each indicator (1–6), share your best example with the whole group. Activity: The Six Observation Indicators in Practice 26

27. What are four types of evidence you can collect in an observation? Collecting Observation Evidence: Review of Types of Evidence 27

28. Collecting Observation Evidence: Review of Types of Evidence 28 Verbatim: Principal: Why did you choose to ask that question? Numeric: Principal made eye contact with Mr. S 4–5 times. Factual summaries: Principal pointed to rubric and observation notes. Observed: Postobservation protocol was filled out.

29. With an elbow partner, review Handout 2 to determine whether the provided statements are evidence or opinion.  If evidence, determine which type of evidence.  If opinion, rewrite the statement to be evidence and determine the type.  Be prepared to share with the whole group. Collecting Observation Evidence: Reviewing Evidence Statements 29

30. Quick Break 30

31.  Prepare to watch part of a postobservation instructional feedback meeting: get out your pen and paper and/or computer.  As a whole group, we will share ideas for taking good notes and practice cross-referencing with the rubric to note which observation indicators we observed. Tips Write/type quickly and think of a few shortcuts (T = teacher, P = principal, etc.). Don’t be neat (not yet). Note what the principal says (especially questions asked), teacher responses, and source of evidence in the discussion. Try to capture all four types of evidence. Activity: Collecting Observation Evidence 31

32.  Review your observation notes with a partner and look for these characteristics: Do the notes capture similar information? Do the notes capture what the principal says, the questions asked, the teacher’s responses, and sources of evidence used? Do the notes capture all four types of evidence? Activity Debrief 32

33. Coding  Return to the notes immediately after the observation session to analyze and rate.  Review your running record and the teacher evaluation documents and “code” the notes: coding = connecting what you observed with the descriptions in the observation indicators in the rubric.  Choose a method that works for you: highlighting, writing the observation indicator number in brackets [4] by the text, et cetera.  Use the “Quick Reference: Observation Indicators” to making coding easier. 3. Analyze: Coding Observation Notes and Select Ratings 33

34. Observation Rating  Review the coded notes (evidence) you have marked for each observation indicator. Compare your evidence to Handout 4.  As a group, we will review the evidence and select a score.  Consider three characteristics of your evidence: Depth—To what extent was the interaction limited, perfunctory, or superficial? Frequency—Are the majority of the interactions at one level? Or is there a mixture? Use counts taken from your notes to determine the correct performance level. Duration—Is the interaction or practice you observed relatively short or long in proportion to the total amount of time you observed? 3. Analyze: Coding Observation Notes and Select Ratings 34

35. 4. Discuss: Postobservation Protocol (Form 6) 35 Supervisor will…Principal will… Review observation notes and align to LEPG Rubric indicators Review postobservation questions Ask questions and take notes (Part 1) Share evidence, alignment, strengths, and opportunities for growth (Part 2) Collaboratively identify and document plan for growth (Part 3) Self-assess against observation protocol Prepare for and share responses to postobservation questions (Part 1) Review and identify areas of strength/growth (Part 2) Jot down notes for growth plan (Part 3) Collaboratively identify and document plan for growth (Part 3)

36.  Review of a Sample (Handout 5) Look at the sample with a partner. Discuss: – Does it seem like this principal had a productive postobservation conversation? Why or why not? – What do you think is the most important outcome of a postobservation conversation? – How can you set yourself up for success? 4. Discuss: Postobservation Protocol (Form 6) 36

37.  Model the practices described in the Instructional Feedback Observation rubric Principal Coaching Tips 37  Principals learn best when feedback is: Tied to specific leadership standards – What should performance look like? How does the evidence differ from this expectation? Specific, detailed, and fact-based – What evidence do you have to support your claim? Timely and frequent – Can the feedback be used to make adjustments tomorrow? – How often are principals receiving feedback? Constructive – What strategy or approach can you suggest as a next step? – What additional supports does the principal need?

38. 4. Discuss: Postobservation Coaching Stems ParaphrasingClarifyingReviewingPraising Making Suggestions  So…  In other words…  I heard you say…  Can you give me an example…  What do you mean by…  I noticed…  When you did X, I saw students to Y…  This worked well because…  Sometimes it’s helpful to…  When I conducted conferences, I…  I wonder what would happen if…  I saw a principal do… 38

39. Lunch 39

40. Implementing 45 minutes 40

41.  What will be some of the challenges to implementing the principal observation process in your district? Administrative or Logistical Challenges Cultural Challenges Other challenges? Putting the Observation Process Into Action 41

42.  What information will you share with your principals to help them prepare for the observation process?  How will you share this information? Sharing With Principals 42

43. Follow-up 10 minutes 43

44.  Complete at least three principal observations by the next meeting. Focus on gathering evidence and sharing it with the principal Don’t worry too much about specific feedback about their feedback  Bring any evidence or lessons learned from the observations to share (anonymously) with a colleague. Principal Observations 44

45. Sheri Leo 630-453-1284 sleo@air.org American Institutes for Research 20 North Wacker Drive Suite 1231 Chicago, IL 60606-2901 45 Jenni Fetters 312-283-2403 jfetters@air.org