1. DPAS II for Administrators: Training for Evaluators of District Leaders
Summer 2015

2. Session Outcomes
As a result of active participation, superintendents and other supervisors of district administrators will:
Be prepared to implement the DPAS II for administrators appraisal cycle for district administrators in SY15-16
Increase their understanding of Delaware’s definition of effective district administrator leadership and how that is reflected in the appraisal rubric
Increase their skills in key areas of evaluation, including:
assessing the quality of student performance targets for district administrators
helping administrators establish leadership practice priorities
providing accurate and actionable feedback to individual leaders
Have key action steps for implementing the evaluation system for district administrators
“These are our outcomes for today… Is everyone ok with these outcomes?”

3. Today’s Agenda Welcome and overview of the day
Review of Purpose of District Administrator Evaluation
Overview of the Guide for Evaluating District Administrators
Goal Setting
Assessing Leadership Practice
Implementation: Superintendents Sharing Practices
Close the day
“This is how we will proceed through the day…
[Note particularly how the experiences of superintendents will be woven through the day]
Is everyone ok with this agenda?”
(Timings in parentheses for facilitators only)
Welcome and overview of the day (10) – RoseAnn and Ben
Review agenda and outcomes
Review of Purpose of District Administrator Evaluation (45) – RoseAnn (with Susan and Matt)
Frame out the big ideas in the rubric and guide, especially the focus on building district coherence and providing effective service to schools
Susan and Matt: Share their theories of action for district improvement and how they use evaluation to support it
Overview of the Guide for Evaluating District Administrators (30) - Ben
Careful walkthrough of the guide
Goal Setting (60) - RoseAnn
Exercise: Practice writing and assessing the quality of Student Performance Targets and leadership practice priorities for district administrators
Susan and Matt: Share their approach to district-wide goal setting (e.g., Balanced Score Card) and how they use evaluation to support it
Lunch (60)
Assessing Leadership Practice (60) - Ben
Rubric study (effective column only) with focus on the big ideas outlined at the beginning: coherence, service
Discuss: Flexibility in Components 2 and 3 to limit the number of criteria depending on job responsibilities
Exercise: Individual action planning to determine who's in and who's out and which criteria to use   
Implementation Strategies: Sharing Practices (60) – RoseAnn (turning to Susan and Matt again)
Susan and Matt: Share current approach (including thoughts on evidence collection), identify opportunities and challenges with new system
Questions and initial planning
Close (10)
Evaluate the day

4. Review of Purpose of District Administrator Evaluation

5. Warm-up
Think about your own experience as a district administrator (other than in the superintendent role). Think about how you were evaluated. Write down your reflections on these questions:
What was the process?
How did your supervisor know how you were doing in your job?
What aspects of being an administrator were the focus of your evaluation?
In what ways was your evaluation helpful? In what ways was it unhelpful?
Turn to a neighbor and share your reflections.
8:40 – 8:50
“We want to start by having you think about your own experience being evaluated as a district administrator. Reflect on the questions on the screen and take some notes to yourself.”
After 2 minutes…
“Turn to a partner and share reflections”
After 4 minutes…
“Any reflections that you want to share?”
Take questions for 4 minutes.
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6. How Districts Organize for Success
Help leaders grow and succeed
Service to schools
Align actions to vision
“Research shows that strong central offices organize themselves to help schools – and particularly school leaders – succeed. This includes a few key ideas that are embedded in the guide and rubric:
Helping school leaders grow as professionals be successful in their roles
Providing high-quality, tailored services to schools – keeping schools at the center
Aligning actions to vision – ensuring that the leadership actions at all levels are connected concretely to a vision of improved student learning

7. Key Ideas in DPAS II for Administrators
Provides space for professional judgment
Supports professional growth
Communicates key messages about district leadership
Facilitates quality talent management
“The DPAS II model has four big ideas embedded in its design. EMPHASIZE COACHING AND SUPPORT & GROWING GREAT LEADERS
Provides space for judgment: DPAS II requires evaluators to observe the practice of administrators enough to make informed judgments about the quality and efficacy of practice. Sufficient evidence to make an informed judgement
Supports professional growth: Evaluators and administrators identify areas for growth and opportunities to enhance administrators’ skills and knowledge.
Communicates key messages about district leadership: The rubric is built to shine a light on a few attributes of effective districts, such as coherence and service to schools.
Facilitates quality talent management by having quality administrators in every school building. Evaluation systems are part of a managing talent through clear criteria for performance and credible evidence about administrator performance. Evaluators use this evidence to make important talent management decisions.

8. Reflections Share reflections with a partner.
What is your for vision for your school district?
What are the key contributions of district leaders to the accomplishing the vision and pursuing the strategy?
How can you leverage the evaluation system to keep a focus on the vision and strategy?
How do you provide support to administrators to facilitate this?
Share reflections with a partner.
8:55 – 9:05
Give reading time. – 3 minutes Jot some notes
Sharing by administrators who piloted. Focus on last question and:
Ask: How do you provide support to administrators to facilitate this?
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9. Who Counts as a “District Administrator?”
DPAS-II Evaluation is required for…
DPAS-II Evaluation is not required for…
Licensed and certified administrators who oversee instruction
Administrators who supervise non-instructional aspects of school and district operations such as but not limited to, transportation, maintenance, finance, nutrition, discipline and personnel.
Who is in the grey area?
9:05 – 9:15
Quote the guide about who is in and who is out.
Read directions and give time for table discussion. Then ask for report-outs and take notes on key outstanding questions.
Point people to page 14 in the guide for types of administrators.
Take 3 minutes to sketch out who you think is in and who is out. Discuss at tables and be prepared to share questions and decisions.

10. Effective Leadership Brainstorm
Take 3 minutes on your own to list what it takes – skills, knowledge, habits, mindsets – to be an effective district administrator in your school district
Share and compare with your table group. Where are there similarities? Differences?
9:15 – 9:25
Read directions. Monitor time.
Do a brief gallery walk so that participants get a sense of the similarities and differences in defining effective leadership across the training participants. We will come back to these as we do a close read of the rubric.
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11. Toward a Shared Vision of Administrator Effectiveness
Practice based on each district’s definition of effectiveness
Practice supported
by a common definition
Practice supported by a common definition and shared practice
“Each of you has a definition of effectiveness that you’ve honed. The rubric is designed to help you collectively build a more shared definition of practice, and working together will increase the likelihood of that happening.

12. Overview of Guide for Evaluating District Administrators

13. Review each section. What are the “MUST KNOWS” in each section.
The Guide
9:30 – 10:15
10 minutes look at section
Chart minutes
Share – 30 with slides
Break up guide into sections - assign sections, share “What are the “MUST KNOWS” in each section
“We want to be sure you are familiar with all the steps and forms associated with the DPAS II system for administrators. We will walk through the guide and take questions of understanding along the way.”
Ask participants to take out their guides, along with a pen and sticky notes.
BREAK
Review each section. What are the “MUST KNOWS” in each section.

14. Recommendation: Start and end with district administrator evaluations.
Timing and Steps
Recommendation: Start and end with district administrator evaluations.
“Turn to page 4 in your guide. Here you will see a recommended timeline of the required steps…
Needs, schedules, and procedures vary among school districts and charter schools, so the dates represent a flexible range.”
Note: It is recommended that districts start and end with district administrator evaluations. This has two benefits. On the front end, it allows for the district to begin the process by setting district-wide goals for student achievement and priorities for school support before asking schools and school leaders to set their goals and strategies for improvement. On the back end, it allows superintendents and other district leaders to evaluate the effectiveness of support based in part of the effectiveness of school leaders.

15. Five Components of District Administrator Evaluation
1. VISION AND GOALS
2. TEACHING AND LEARNING
3. PEOPLE, SYSTEMS, AND OPERATIONS
4. PROFESSIONAL RESPONSIBILITIES
5. STUDENT IMPROVEMENT
“Turn to page 5. Here is where you see a substantive description of the 5 components that factor into a principal’s evaluation…”

16. Leadership Practice Components and Criteria
1. VISION AND GOALS
2. TEACHING AND LEARNING
Communicates the district's vision for high student achievement and college and career readiness
Develops, monitors, and adjusts strategies to meet goals of the district strategic plan
Builds a culture focused on service to schools and student outcomes
Advocates for cultural competence and a commitment to equity
Supports the development of rigorous curricula and assessments aligned to state standards
Supports quality instructional practices
Provides integrated data systems to allow schools and departments to accurately analyze student data and drive instructional practice
Utilizes professional learning to develop the capacity of all educators and school instructional leaders
3. PEOPLE, SYSTEMS, AND OPERATIONS
4. PROFESSIONAL RESPONSIBILITIES
Increases school leader and/or district staff effectiveness through evaluation and support
Enables schools and district to attract, hire, and retain top-quality candidates at all levels, including teachers, school leaders, and central office staff
Obtains, allocates and aligns resources in alignment with district plan
Establishes, monitors, and analyzes policies & systems from the district to the school level
Builds professional relationships and constructively manages change
Engages in self-reflection and on-going professional development
Demonstrates a persistent focus on proactive problem solving
Exhibits professionalism in service to all community stakeholder groups
“For each of the first four components – which together are the leadership practice components – this slide shows the more detailed criteria for evaluation.”

17. Assessing Leadership Practice (Components 1-4)
Highly Effective
Expert level of performance across components + build the capacity of others to lead
Effective
Effective leadership practices across components
Needs Improvement
Knowledge and awareness of effective leadership practices, but not consistent execution
Ineffective
Unacceptable levels of performance on one or more components
“Page 8 describes the levels of performance for assessing leadership practice. These four levels are articulated in a rubric, which we will discuss later.
* Expected performance for administrators is described at the effective level.
* What differentiates highly effective performers is the demonstrated ability to build the capacity of others.

18. Assessing Student Improvement (Component V)
Part
Description
Possible Measures
Possible Points
Method for Calculating Points A
Improvement in Student Scores on State Administered Assessments in ELA and Mathematics
None for SY 15-16
0 for SY 15-16
N/A
B, Section 1
Improvement in rate of students meeting goals on ELA and Mathematics assessments
State approved assessments of ELA and Math
0-50
Locally-Determined
B, Section 2
Improvement in rate of students meeting goals on other local priorities
State-approved measures, other state-recommended measures, current success plan measures pertaining to student performance, or other district priority student achievement measures
“Pages 9 and 10 describe the process for assessing student improvement. This is the same as last year, with Part A on hold.”

19. Key Steps: Goal-Setting
Two goals (ELA/Math + Other)
Measure, baseline data, and target
Student Improvement (Required)
Leadership actions connected to criteria
Indicators of success
Leadership Priority Areas (Recommended)
“The first step in the process is goal-setting, which is described on page 11 (and forms on pages 36 and 37)…
“Two parts:
* Student improvement goals: Here the administrator chooses specific student performance measures and sets targets for improvement on those measures. These form the basis for assessing the principal in Component V . This is required.
* Priority Leadership Areas: Here the administrator identifies areas of his/her practice where improvement would contribute both to his/her overall growth as a leader and to the accomplishment of the student performance goals. The priorities should focus on specific criteria in the DPAS II for Administrators Rubric. This is strongly recommended.
Note: Later, when superintendents are sharing their practices, they should describe how they determine groups of students for district administrators.

20. Five Components of District Administrator Evaluation
1. VISION AND GOALS
2. TEACHING AND LEARNING
3. PEOPLE, SYSTEMS, AND OPERATIONS
4. PROFESSIONAL RESPONSIBILITIES
5. STUDENT IMPROVEMENT
“One really important design feature is this:
Everyone is evaluated in the same way on 1, 3 and 5. This is because…
Everyone, regardless of role, contributes to setting and or implementing vision and goals
Everyone, regardless of role, must uphold the same set of professional responsibilities
Everyone, regardless of role, contributes to improving student achievement
Because jobs differ, district administrators and their supervisors need to decide what criteria to include for components 2 and 3
As described in the guide, these are still part of the evaluation of all district administrators, but together, administrators and their evaluators have discretion; they can agree to exclude some of the criteria
At minimum, the evaluation must include 6 leadership actions for component 2 and 6 leadership actions for component 3
You can see this indicated on the forms.”
TAKE A MOMENT TO HAVE PARTICIAPANTS LOOK AT THE FORMS AND CHECK FOR UNDERSTANDING.

21. Key Steps: Evidence Collection
Direct Observation
The evaluator is physically present where the administrator is present and leading
Indirect Observation
The evaluator is observing systems that but operate without the leader present
Artifacts
Materials that document administrator practice
Department Data
Concrete results of a leader’s work
“Page 13 describes the next step, which is evidence collection.
Multiple sources - one primary evaluator; others may contribute evidence
Brief reminder that the guide outlines four types of evidence. All are relevant. With principals, we made a point of emphasizing that direct and indirect observation tend to be underdeveloped and underutilized. For district administrators, there are plenty of opportunities for direct and indirect observation. The challenge – and the opportunity – is to focus on specific areas of work, especially those that are connected to goals and priority leadership areas.
Direct observation of administrator practice
The evaluator is physically present where the administrator is present and leading
Indirect observation of administrator practice
The evaluator is observing, reviewing, or speaking with stakeholders about systems or processes that have been developed and implemented by the administrator but operate without the leader present
Artifacts
Materials that document administrator practice
School data
Concrete results of a leader’s work

22. Key Steps: Evidence Collection
“There are two resources for evidence collection: On page 38 is a form for observations.
Starting on page 25 is the rubric of practice:
You can see here how the rubric is structured…”

23. Key Steps: Evidence Collection
Principal Supervision
Curriculum, instructional materials, and assessment
Student support and/or targeted student populations
“It’s clear that there are many configurations of administrator jobs in DE districts. But there are three big categories. See page 14 for a description of these categories. After the rubric, the examples of evidence break along these lines.”

24. Key Steps: Mid-Year Conference
Critical Questions: • What actions has the administrator taken to accomplish goals? • What positive accomplishments would the administrator share? • What evidence exists of progress toward goals? • What resources/supports does the principal need to help accomplish their goals?
“Page 15 describes the next step – required this year – which is the mid-year conference.
This is a chance to check in on progress and ask critical questions.
See pages 39 and 40 for the forms to use.”

25. Key Steps: Summative Evaluation
“The last step in the process is summative evaluation, which starts on page 16.
Here you can see the ways in which leadership practice and student improvement combine into summative ratings.
See also the form for summative rating, which starts on page 41.

26. Processing
Take a few minutes to read back through the guide. Then we will take questions to ensure your understanding.
QUESTIONS?
APPROXIMATELY 10:15 OR LATER
Give reading time. Take questions.
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27. Goal-Setting: Assessing the Quality of Student Improvement Goals
10:30
“Now we are going to work on goal setting. Having ambitious, attainable goals is critical to effective performance management…

28. Alignment of Improvement Goals
State of Delaware
accountability system and goals
District
performance targets and multi-year goals
School
Administrator
Student improvement goals
Teacher
Student performance measures
“It is critical to communicate the vision of driving coherence for district priorities all the way through the system. The superintendent’s priorities need to be front and center in the development of goals to increase alignment of major initiatives around the goal of student achievement; by strengthening the linkage between teacher and student improvement goals, administrator student improvement targets, school improvement plans, and district standards and goals, the system gains a focused and aligned effort.

29. Guiding Principles for Goal-Setting
DOE Policy statement
Select the right measures
Set the right targets
Determine how progress to goals will be assessed mid-year and EOY
Identify leadership priority areas connected to goals (Recommended)
“A strong student improvement goal demonstrates a clear through line.
Select the right measures: We recommend that the process for selecting measures occur between an administrator and his/her evaluator and that the evaluator bring a clear point of view to the conversation about the measures that are central to top district priorities.
Set the right targets: Targets should be clear enough so that the administrator and her supervisor know what success looks like. It is important to note the examples we will look at are all single year targets, so that they can support annual administrator evaluation.
Determine how many targets need to be met to reach proficiency: DPAS II for Administrator Evaluation outlines the importance of the administrator and evaluator collecting interim data on the SPMs to inform a mid-year formative conversation (which is an opportunity to assess progress and, as needed, adjust targets) and summative data to inform summative ratings.

30. Sharing Best Practices: Goal Setting
Some of your colleagues are here to share their perspectives on setting goals.
Walk through your process for setting district goals and describe how evaluation connects to that work?
What prep work do you and your administrators do in advance?
How do you make the links between student improvement goals and leadership performance areas?
Walk through your own process for assessing the quality of student improvement goals.
Additional questions?
10:45 – 10:55
Invite superintendents to share their perspective. Open the floor to questions.
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31. The Student Improvement Goal “Quality” Test
How does the goal address a critical area of growth for the students influenced by the work of the district administrator?
Does one goal align to a state-approved measure B assessment, and is the other goal clearly focused on improving a key student outcome?
Is the target informed and driven by past performance? Describe.
Data Analysis
Explain how the goal demonstrates alignment to district priorities.
Does the goal provide an opportunity for the targeted schools or student groups to move in a coordinated effort toward increases in student achievement? Provide a rationale.
Alignment
Explain how the assessments help you track progress on the goals and what important benchmarks exist throughout the year.
Explain how the measures allow you to track growth in addition to attainment, particularly if the goal calls for it.
Measures
“A high-quality goal passes the test in the four categories above: Data analysis, alignment, measures, strategies. Transparent, clear thinking must “sit behind” a goal that is rigorous and high quality. These guiding questions support that thinking process.
Describe how the administrator identified strategies (Components I-IV) will support the target that has been set.
Have the targeted schools set goals that are aligned to the district administrator’s goals, or does the district administrator goal roll up from school-level goals?.
Strategies

32. District Student Improvement Goal: An example
By June 2016, 85% of 2nd and 3rd grade students district-wide will reach or exceed their RIT projected growth score in English Language Arts as measured by the NWEA/MAP assessment.
Time bound to June, but set up to track progress on NWEA/MAP benchmark administrations throughout year.
Reading level set up to monitor and measure student growth. This goal also addresses grades not tested in state assessment data.
Use handout to connect “quality test” to the goal. Follow along with the explanation as each appears on the screen.
Assessment measure has three administrations which allows for monitoring benchmark growth toward goal. Grade level goals are clearly outlined.
Setting ambitious goals for students early on is instrumental in moving toward district goal of every child reading at grade level in 3rd grade

33. Work Session: Write Student Improvement Goals
Set goals and targets for an administrator you supervise. Step 1: Consider your District’s goals for district-wide improvement. Step 2: Write one or two student improvement goals for the administrator within the context of a District goal. Step 3: Reflect on how well the goals you set meet the requirements of the quality test.
11:00 – 11:10
Give directions and provide context for what will happen by walking through the steps. The steps are previewed on the slide.

34. Give Feedback | Get Feedback
Take your Goal Setting Forms and…
Find a partner from a different table who you do not know or have not worked with today
Each partner will get 5 minutes to explain their completed forms (rationale, connection to District goals, etc).
After the measures/targets are shared the partner will ask clarifying questions, apply the “quality test”, and identify strengths
Return to your seat to refine your measure after the “quality test”
11:10 – 11:20
Describe the process, then have people pair. Keep close attention to time and switch partners after five minutes.

35. Checking for Understanding
What strikes you as critical when carrying out this process in your own district? What needs to be in place to get a robust goal-setting process ready to go for ?
What questions, concerns, ideas do you have about goal setting?
11;20 – 11:30
Ask participants to quick write answers to these questions and then talk with a partner, with facilitators floating.
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36. LUNCH

37. Assessing Leadership Practice
12:40

38. Standards and Rubric Connection
DPAS II Component
Delaware Administrator Standards
(Six ISLLC)
1. Vision and Goals
A vision of Learning
2. Teaching and Learning
School Culture and Instructional Program
3. People, Systems and Operations
The Management of Learning
4. Professional Responsibilities
Family and Community Collaboration Ethics
Societal Context
“We also want you to know that the rubric is anchored by Delaware Administrative Standards, which align with the Interstate School Leaders’ Licensure Consortium (ISLLC) Standards, aligning the evaluation of school and district administrators with student learning and school improvement. DPAS II for administrators is grounded in research and an understanding of leader performance in high-achieving schools.
In 1998, the State Board of Education approved the Delaware Administrator Standards. In 2002, the Professional Standards Board and the State Board, recognizing the close correlation between the two sets of standards, adopted the standards for educational leaders developed by the Interstate School Leaders Licensure Consortium (ISLLC) as the Delaware Administrator Standards. The ISLLC standards were revised in 2008 and in 2009; the Professional Standards Board adopted the revised ISLLC standards.
Take a look at this table and see how each ISLLC standard is represented in the DPAS II component and rubric. The DPAS II system provides a strong focus on teaching and learning.

39. Rubric Design Directly linked to ISLLC standards.
Reference rubric starting on page 28 and observation form on page 54
Walk through annotated components.
Directly linked to ISLLC standards.
Each component has four criteria and are the basis upon which the performance of an administrator is evaluated.
Each criterion has four performance levels described in the rubric.

40. Content and Language of the Rubric
Provides lens for evaluating administrators
Articulates new performance descriptors for highly effective and effective leadership
Provides common language to describe leadership practice
Puts focus on evidence to describe level of performance
Orients feedback toward professional growth with descriptors
Walk through key points on slide.
Note especially that the structure and language of the rubric is intentional in its design to provide clear descriptions of proficient practice and to provide support for administrators striving to improve their practice.

41. Understanding the Effective Column of the Rubric
“Understanding and using the rubric will evolve over time. A good place to start is to read the effective column and identify the big ideas.

42. Find the Big Ideas in Component 1
Read carefully down the effective column and take notes on two things.
What are the big ideas in Component 1?
What are the big cross-cutting themes?
Glance at the Highly Effective column. What changes to get an administrator to this rating?
Chart the “Big Ideas” at your table.
12:45 – 2:15 to cover all Components
Read instructions.
Give time for careful reading and note-taking.
Get people to stand up and find partners across the room and get them to just focus on question 2.
Ask them to switch a couple of times, finding new partners.
Then ask the group to share some ideas.
Ideas to be sure get surfaced:
Building capacity
Service to schools
Alignment to vision
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43. Examples of Evidence
What would be some key pieces of evidence that you may observe, gather, or discuss for Component 1?
Reference page 38
On the “Big idea” chart, write these examples.
Share with another group.

44. Find the Big Ideas in Component 2 & 3
Read carefully down the effective column and take notes on two things.
What are the big ideas in Components 2 & 3?
What are the big cross-cutting themes?
Glance at the Highly Effective column. What changes to get an administrator to this rating?
Chart the “Big Ideas”
Read instructions.
Give time for careful reading and note-taking.
Get people to stand up and find partners across the room and get them to just focus on question 2.
Ask them to switch a couple of times, finding new partners.
Then ask the group to share some ideas.
Ideas to be sure get surfaced:
Building capacity
Service to schools
Alignment to vision
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45. Examples of Evidence
What would be some key pieces of evidence that you may observe, gather, or discuss for Components 2 and 3?
Reference page 38
On the “Big idea” chart, write these examples.
Share with another group.

46. Find the Big Ideas in Component 4
Read carefully down the effective column and take notes on two things.
What are the big ideas in Component 4?
What are the big cross-cutting themes?
Glance at the Highly Effective column. What changes to get an administrator to this rating?
Chart the “Big Ideas”.
Read instructions.
Give time for careful reading and note-taking.
Get people to stand up and find partners across the room and get them to just focus on question 2.
Ask them to switch a couple of times, finding new partners.
Then ask the group to share some ideas.
Ideas to be sure get surfaced:
Building capacity
Service to schools
Alignment to vision
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47. Examples of Evidence
What would be some key pieces of evidence that you may observe, gather, or discuss for Component 4?
On the “Big idea” chart, write these examples.
Share with another group.

48. Checking for Understanding
What strikes you as important about the rubric and the ideas embedded in it?
What strikes you as challenging?
What other questions, concerns, ideas do you have about the rubric?
Until 2:30
Ask participants to quick write answers to these questions and then talk with a partner, with facilitators floating.
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49. REVISITING Who Counts as a “District Administrator?”
DPAS-II Evaluation is required for…
DPAS-II Evaluation is not required for…
Licensed and certified administrators who oversee instruction
who supervise non-instructional aspects of school and district operations such as but not limited to, transportation, maintenance, finance, nutrition, discipline and personnel.
Who is in the grey area?
Reminder that page 14 has descriptions of types of administrators.
Reminder that page 52 is the middle page of the goal-setting form and has opportunities to exclude criteria.
Read directions and allow time for individual study, then ask for comments.
REFER TO HANDOUT EARLIER IN THE PACKET
Get out your list of who is in and who is out. Determine based on your rubric study if you would move anyone in or out. Note the criteria you would use in Component 2 and Component 3 for each.

50. Five Components of District Administrator Evaluation
1. VISION AND GOALS
2. TEACHING AND LEARNING
3. PEOPLE, SYSTEMS, AND OPERATIONS
4. PROFESSIONAL RESPONSIBILITIES
5. STUDENT IMPROVEMENT
Based on who is “in” the evaluation system, which criteria might you eliminate considering their job responsibilities?

51. Implementation: Strategies of Superintendents
2:45

52. Sharing Best Practices
Some of your colleagues are here to share their perspectives on implementing district administrator evaluation.
Walk through your process for collecting evidence throughout the year.
With frequent interaction that comes with the close work of district administrators, how do you capture evidence?
How and when do you hold conversations to check on progress? At mid-year or more frequently?
What are the most complex cases you have when it comes to evaluating your district
Additional questions?
Invite them to share their perspective. Open the floor to questions.
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53. Getting Ready for Implementation
Take 15 minutes to sketch out key action steps for yourself?
What do I need to communicate now to administrators I supervise?
What actions do I need to take before the school year starts?
What questions do I still have?
Find a new partner and share your action steps.
Facilitators will float to give feedback and address questions.
3:00 – 3:30
Give writing time. Divide the room for early adopters and facilitators to listen in and provide counsel.
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54. Close the Day

55. e Complete evaluation form, please Wrap up
Thank you so much for your contributions today!
Shannon Holston
Dr. Tammy Croce
Dr. John Kreitzer
9 min
Collect the session feedback form.