SIP Monitoring and Evaluation

1. SIP Monitoring and Evaluation

2. What is School Improvement? • “When you talk about school improvement, you are talking about people improvement.” • “Focusing on people is the most effective way to change any organization.” The Principal as Staff Developer by Richard DuFour & Timothy Berkey

3. What is School Improvement? • “A key to school improvement is the willingness & ability of the Principal to assume the role of staff developer to… alter the professional practices, beliefs, & understandings of school personnel toward an articulated end.” The Principal as Staff Developer by Richard DuFour & Timothy Berkey

4. How can Principals, APs, & Leadership Team members become Staff Developers? • 1’ for Everybody Writes*to answer the above question. • 1’ for Numbered Heads Together**: • Participants number off in teams. • Participants put heads together. • Participants share what they wrote with their team: • Team members revise their writing as needed as they listen to their team members. • Facilitator selects a number; participants with that number respond. *TE 2.f; **TE 2. c & e

5. How can Principals, APs, & Leadership Team members become Staff Developers? • Create consensus on the school you are trying to become. • Principals must be able to describe their vision in clear & compelling terms. • Identify, promote, and protect shared values. • Principals must be able to describe the specific behaviors & attitudes that must be evident by teachers & staff to accomplish the school’s vision. The Principal as Staff Developer by Richard DuFour & Timothy Berkey

6. How can Principals, APs, & Leadership Team members become Staff Developers? • Monitor the critical elements of the school improvement effort. • Principals must pay attention to both the instructional process* & student outcomes**. • Ensure systematic collaboration throughout the school. • Principals must take steps to ensure that collaboration becomes the norm within their schools.TE: *2.c & e; **2.d

7. How can Principals, APs, & Leadership Team members become Staff Developers? • Provide one-on-one staff development. • Principals must use their Teacher Evaluation process to increase teachers’ instructional expertise* by providing teachers with their next steps. • Provide PD programsthat are purposeful and research based. • Principals must insist that PD is directly related to their schools’ vision. TE: *2.c & e

8. How can Principals, APs, & Leadership Team members become Staff Developers? • Promote individual and organizational self efficacy. • Principals must model an unwavering faith in the ability of their teachers to improve their instruction* & consequently their students’ achievement. • Stay the course. • Principals must support & sustain the effort to implement an instructional strategy until it is institutionalized. TE: *2.c & e

9. How can Principals & APs retain effective teachers? • 1’ for Everybody Writes* to answer the above question. • 1’ for Numbered Heads Together**: • Participants number off in teams. • Participants put heads together. • Participants share what they wrote with their team: • Team members revise their writing as needed as they listen to their team members. • Facilitator selects a number; participants with that number respond. *TE2.f **TE 2.c & e

10. What do teachers want??? (Public Agenda, 2010) • Administrators who back & support teachers • 74% Gen Y Teachers (born between 1975-1995) • 77% Older Teachers (born before 1975) • A principal who frequently observes in classrooms and gives teachers detailed feedback on how they’re doing. • 70% Gen Y Teachers • 61% Older Teachers

11. What do teachers want??? (Public Agenda, 2010) • Administrators who enable a lot of collaboration among teachers with guidance from other instructional experts in developing lesson plans • 68% Gen Y Teachers • 67% Older Teachers • Administrators who prepare teachers to adapt or vary their instruction to meet the needs of a diverse classroom • 65% Gen Y Teachers • 61% Older Teachers

12. What do teachers want??? (Public Agenda, 2010) • Administrators who remove students with severe discipline problems from classrooms • 56% Gen Y Teachers • 70% Older Teachers • Administrators who make the latest technology available to aid instruction • 52% Gen Y Teachers • 55% Older Teachers

13. What do teachers want??? (Public Agenda, 2010) • Administrators who provide & improve Professional Development opportunities • 50% Gen Y Teachers • 52% Older Teachers

14. How much time do you spend with your Teachers? • What percent of your time is spent with your teachers? • Observing your teachers & giving them feedback to increase their curricular & instructional expertise? • Providing PD for your teachers to increase their curricular & instructional expertise? • Monitoring/coaching teachers as they implement new skills?

15. Monitoring and Evaluating

16. Formative Assessments • Administer Formative assessments to students: • August/September • November/December • February

17. Formative Assessments • Use PLCs as a venue to make curricular/instructional decisions based on review and discussion of student data and artifacts

18. Formative Assessments • UseBaseline data & common assessment data (unit related and course pre-summative) to determine: • Which students are proficient? (AL3+=Tier 1) • Which students are basic? (AL2=Tier 2) • Which students are below basic? (AL1=Tier 3) • Determine which curricular/instructional changes need to be made. Then teachers plan & adjust accordingly. • This is a continuous cycle

19. MonitoringSIP with Teacher Evaluation • Who? • The Principal • AP

20. Monitoring SIP with Teacher Evaluation • 1’ for Everybody Writes*: What, why, & how can Principals & APs monitor their SIP implementation using the TE process? • 1’ for Numbered Heads Together**: • Participants number off in teams. • Participants put heads together. • Participants share what they wrote with their team: • Team members revise their writing as needed as they listen to their team members. • Facilitator selects a number; participants with that number respond. *TE 2.f; **TE 2. c & e

21. MonitoringSIP & Teacher Evaluation • What? • Walk through classrooms daily (30-45 seconds per classroom) • Classroom Walk- throughs (3-5’) • Informal Observations (10-25’) • Formal Observations (30’ )

22. MonitoringSIP & Teacher Evaluation • Why? • Identify patterns of growth or need for improvement in TE EPCs

23. Monitoring SIP & Teacher Evaluation • How? Use TE rubrics to observe: • Knowledge of content & pedagogy (TE 1.a) • Knowledge of students (TE 1. b) • Knowledge of resources & technology (TE 1.d) • Communicating with students (TE 2.a) • Strategies to evoke HOT (TE 2.b) • Lesson delivery & student engagement (TE 2.c) • Using assessment to adjust instruction (TE 2.d & 2.e) • Integrating content area reading & writing (TE 2.f)

24. MonitoringSIP with Teacher Evaluation • How? • Affirmteachers’ growth&/or provide next steps (TE) for improvement • Provide PD for teachers in areasneeding improvement. • Coach & monitor teachers’ implementation of effective instructional strategies* TE: *2 c & e

25. Refer to the following EPCs to explain where you have observed a pattern indicating a need for improvement & how you plan to address this need? • 2’ for Everybody Writes* • Knowledge of content & pedagogy (TE 1.a) • Knowledge of students (TE 1. b) • Knowledge of resources & technology (TE 1.d) • Communicating with students (TE 2.a) • Strategies to evoke HOT (TE 2.b) • Lesson delivery & student engagement (TE 2.c) • Using assessment to adjust instruction (TE 2.d & 2.e) • Integrating content area reading & writing (TE 2.f) TE:*2.f

26. EPC’s cont. • 2’ for Numbered Heads Together*: • Participants number off in teams. • Participants put heads together. • Participants share what they wrote with their team: • Team members revise their writing as needed as they listen to their team members. • Facilitator selects a number; participants with that number respond. *TE 2.c & e

27. Do a few things well! • The Elegance of the Hedgehog: • Hedgehogs see what is essential, & ignore the rest. (They can roll into a ball in order to survive.) • Educators,commit to the essentials for increasing student achievement , & ignore the rest. • Be clear on your priorities!