1. For a Lasting Impact Barry Groves, Superintendent (Retired) Steve Hope, Associate Superintendent (Retired) Mountain View Los Altos High School District

2.  A. To share an employee assessment system that help create a successful district  B. To share research on employee assessment  C. To provide insight on things that you might do to implement a more effective system

3.  Steve and I are old (with 45 years of district office experience) and wise (maybe)  Steve actually worked and finetuned the MVLA system as HR person for 18 years  The system resulted in granting tenure to about 75 percent of applicants  Tenured teachers think that the system has improved their practice  We have implemented some cool stuff: merit pay for classified, student achievement and student survey inclusion, a unique administrative evaluation form, excellent new teacher stuff  We can say anything that we want because we don’t have a boss!

4.  Hiring, assessing, and nurturing high quality personnel is the most important thing that we do  The key to assessment is not in adopting good forms, but rather creating the conditions to institute high standards for all  If you do not have unwaivering support from the Board, Superintendent, HR and site administrators, the system will never be optimal  Getting good teachers in front of kids is the most important work that we do

5.  We believe that we have something valuable to share  Barry has been involved in this since the 1980s, and when he was a teacher  Wrote two books (100,000 copies sold)  Managing the Incompetent Teachers (it is free online Bridges and Groves) and the Incompetent Teacher  We believe passionately in pubic education

6.  Districts don’t provide site administrators with support, feedback or incentives  Districts don’t take steps to ensure that principals have the skills and knowledge to evaluate teachers and use that information productively  Districts don’t spend enough time, effort and resources to ensure that teacher evaluation is being used effectively to help everyone

9. Certificated

10.  Establish standards with high expectations  Use data to reinforce conclusions related to performance  Invest time with greatest potential for affecting student experience ◦ Probationary/temporary teachers ◦ Unsatisfactory permanent teachers  Collect and share data related to the process  Constantly train evaluators to effectively implement your system

11.  Option 1 – Use of multiple sources of data (initial approach)  Option 2a – Streamlined version of Option 1 (address overwhelmed administrators)  Option 2b – Professional Development Team (create meaningful experience that affects instruction) ◦ Considerations supporting development of options for satisfactory veteran teachers  Limited Resource of time for administrators  Return on investment of time to create lasting affect on instructional practices  Need to create documentation of performance of probationary/temporary teachers and of weak tenured performers

12.  Option 1 ◦ Multiple Sources of Data  Set goals/objectives based on Board adopted standards for effective teaching (after reviewing prior evaluation)  Observations (minimum of 3)  Review of Data Sources (student performance, student achievement data, teacher products, instructional methods, curriculum of course, student survey, and out of class responsibilities)  Summary and Conclusions and final rating of Satisfactory or Unsatisfactory

13. A Strongly Agree B Agree C Neutral D Disagree E Strongly Disagree F Don’t Know

14. ◦ Streamline by Reducing Multiple Sources of Data  Set goals/objectives based on Board adopted standards for effective teaching (after reviewing prior evaluation)  Observations (minimum of 2)  Summary and Conclusions and final rating of Satisfactory or Unsatisfactory Issue: ◦ Both 1 and 2 perceived as fill out the form exercise by tenured staff ◦ Time commitment by administrators and return on investment of time.

15.  Professional Development Team ◦ Establishes Objectives ◦ Identifies activities Related to Attainment of Objectives ◦ Delineates evidence of Progress ◦ Provides Review Dates and Timelines  Mid Year Check In  Final Summary and Conclusions ◦ Evaluatee Assessment of Efforts ◦ Comments by team members ◦ Final comments by evaluator and selection of Satisfactory or Unsatisfactory  Most likely to create long lasting change in the classroom

17.  Evaluatee: The first time I used rubrics with students was their Mi Ninez projects. …I think this helps students see what I am looking for in their written work and where they need to improve. I did not have the usual questions upon returning their essays.  Team member: I had the same experience when I returned essays using our newly developed rubric. We will continue to develop and refine our use of rubrics in Spanish.

18. Adoption of Strong Expectations and Training

19.  Establishment of high expectations for all employees  Adoption of clear rubrics for judging performance  Consistent, ongoing training for all administrators in implementation ◦ Use of data to inform training efforts  Classified and Certificated ◦ Practice use of protocols as a group and as site team

21.  “This district takes professionalism seriously and clearly communicates its expectations to its teachers and empowers them to improve …”  “Expectations are high. Faculty likes to support each other to excel. Student needs come first.”  “This is a highly professional district that values its teachers, cares about students and expects the best from both.” (Quotes from probationary/temporary teachers in MVLA)

22.  Use of Data to ◦ Ensure consistency of evaluation results across the district and across evaluators ◦ Calibrate use of rubric levels in the evaluation process ◦ Collectively and intentionally focus on what is being evaluated ◦ Ensure consistency in implementation of the evaluation process  Use of other resources e.g., BTSA coach (silent scribing)  Next are some examples used in training efforts

26. AV Average Marks 2.002.080.562.271.282.30 LA Average Marks 1.571.641.801.771.651.59 MV Average Marks 1.271.411.291.251.170.93

28.  Sample of Board adopted standards with evaluator identified evidence for each standard to support consistent data collection and observation.

30.  All teachers experiencing Option 1 process are surveyed to provide feedback to site evaluator teams on their perception of the process.

32.  I have come full circle on administrator evaluations  I use to require administrators to create a thick binder of information chronicling the year with metrics and exhibits  Regular face-to-face check ins and discussions about performance  I now use a format that is simple, effective, and efficient

34.  Inflated ratings- a problem in all industries NYC – 2014 – Less than one percent were not in the highest ranking  Procrastination and Rationalization  It’s too timely It’s too time consuming My staff morale will deteriorate The next teacher will be worse  Buck Passing  Instructional leadership

35.  Establish “Excellence in Teaching” as a high priority  Adopt and publish reasonable criteria  Adopt sound procedures uniformly applied  Provide support to new and struggling teachers  Ensure that appraisers have the requisite skills  Provide appraisers with resources  Hold appraisers accountable for evaluation

36. Similar Approach

39.  In 2007-08 – 95% of district classified were eligible to receive merit pay.  In 2007-08 - 80% of the district was receiving merit pay  Training provided to evaluators on use of rubric and job descriptions  In 2014-15 – 66% are receiving merit pay

40.  We hope that you heard things that will help you think about your work  We hope that you heard a practice that you might talk about to people in your district  We hope that you found this time to be productive and useful  Getting good teachers in front of kids everyday is the most important work that we do

41.  Barry Groves – brgroves@gmail.combrgroves@gmail.com  Steve Hope – steve.hope@mvla.netsteve.hope@mvla.net  Website - http://www.barryrgroves.com/http://www.barryrgroves.com/