Washington State Principal Evaluation System Workshop 1

1. Washington StatePrincipal Evaluation SystemWorkshop 1

2. Welcome WASHINGTON STATE PRINCIPAL EVALUATION

3. What is a LCFFS? Your LCFFS WILL: • Attend all three Principal Evaluation Workshops with your team (unless otherwise noted) and • Work in your district for 3.75 days to support your work on the use of the AWSP Framework and Rubrics to evaluate Principals and help connect the Teacher and Principal evaluation criteria (dates TBD by LCFFS and District Superintendents)

4. What is a LCFFS? Your LCFFS WILL NOT: • Be your district’s legal expert on Washington State Evaluation law, • Evaluate Principals in your district, or • Train teachers or Principals on the Instructional Framework your district has adopted

5. Norms • Please help us start and end on time • Please respect the views of others • Please focus on what is happening here today • Please silence cell phones • Please close email: open during breaks only • Please avoid side conversations • Please maintain a cordial and collaborative tone

6. Today’s Learning Targets Learn about the development of the AWSP Leadership Framework and Rubrics

7. Today’s Learning Targets Understand expectations and legal issues that affect the “Pilot” work for“RIG” districts in 2012-13

8. Today’s Learning Targets Reflect on best practices for self assessing, setting goals and using evidence to monitor progress on agreed-upon goals

9. Today’s Learning Targets Identify common language we can all use and share throughout the year to develop a shared purpose with one another and with those we evaluate

10. Today’s Learning Targets Be introduced to AWSP’s Leadership Framework and Rubrics and begin to: Become familiar with the content in the Framework and Rubrics examine how to effectively use the document understand why using The AWSP Leadership Framework and Rubrics will help Principals grow professionally

11. Sharing our Learning Your work will assist others by adding to what was learned last year in Districts with TPEP “Pilots” You can help by: • Giving feedback throughout the year • Remaining flexible • Learning as you go • Holding onto your sense of humor

12. An ally in our work? “As we work together to restore hope to the future, we need to include a new and strange ally—our willingness to be disturbed. Our willingness to have our beliefs and ideas challenged by what others think. No one person or perspective can give us the answers we need to the problems of today. Paradoxically, we can only find those answers by admitting we don’t know. We have to be willing to let go of our certainty and expect ourselves to be confused for a time.” Margaret Wheatley Turning To One Another

13. What Do You Need to Know What do you need to know to pilot Washington’s New Principal Evaluation System in 2012-13?

14. It’s A Test! You can get help on THIS test! Complete the test with a partner. You and your partner may use the document, “What Do You Need to Know?” As you fill in the blanks, discuss the implications of the language for you professional practice

15. It’s in the law • RCW 28 A 405.100 • Engrossed Substitute Senate Bill 5895

16. It’s A Test! • Creating a school culture that promotes the ongoing improvement of learning and teaching for students andstaff; • Demonstrating commitment to closing the achievement gap; • Providing for school safety;

17. It’s A Test • Leading the development, implementation, and evaluation of a data-driven plan for increasing student achievement, including the use of multiplestudent data elements; • Assisting instructional staff with alignment ofcurriculum, instruction,and assessment with state and local district learning goals;

18. It’s A Test • Monitoring, assisting, and evaluating effective instruction and assessment practices; • Managing both staff and fiscal resources to support student achievement andlegal responsibilities; and • Partnering with the school community to promote studentlearning

19. Rubrics and Frameworks A Shared Language and A Shared Purpose:

20. The Framework: Foundation of the New Principal Evaluation Eight Evaluation Criteria Define a principal’s leadership responsibilities “Recommended Components” for each Criterion

21. Recommended Components: • Provide examples of: • The knowledge and skills, • Evidence and measures, and • System conditions • that allow principals successfully to carry out that specific responsibility

22. Criterion Recommended Components The Framework: Criterion 5 and Recommended Components

23. Rubrics An authentic assessment tool to measure the principal’s performance. For each criterion, the rubric answers the question: What does this criterion look like in action, in the real professional practice of this principal?

24. Rubrics: Three Common Features 1. Focus on measuring a stated objective. 2. Use a range to rate performance. 3. Contain specific performance characteristics arranged in levels indicating the degree to which a standard has been met. Pickett and Dodge, 2001 

25. Criterion’s Rubric 4-Tier Rating Scale Elements Student Growth Descriptors

26. Heidi Goodrich Andrade’s reflection on rubrics: Rubrics can teach as well as evaluate. When used as part of a formative, principal-centered approach to assessment, rubrics have the potential to help principals develop understanding and skill, as well as make dependable judgments about the quality of their own work. Principals should be able to use rubrics in many of the same ways that the principal’s evaluator uses them—to clarify the standards for a quality performance, and to guide conversations about progress toward those standards.

27. The Frameworks and Rubrics: Focus on Professional Growth • At your table, discuss Heidi Goodrich Andrade’s comments about the use of rubrics AND your own reflection on a professional growth focus in principal evaluation. • Share the strategies you might use to ensure that all principals and their evaluators maintain a “professional growth” focus during this sometimes confusing and frustrating pilot year.

28. Best Practices What can we learn from others?

29. Self Assessment It is recommended the Principalself assess using the AWSP Framework and Rubrics AND the evaluator independently complete a similar assessment of the Principal prior to the Goal Setting Conference Districts are asked to try this Self Assessment Instrument

30. Setting Goals In absence of clearly defined goals, we become strangely loyal to performing daily acts of triviaAuthor Unknown

31. Setting Goals Goals should have FORM Connors and Smith, 2011 How Did That Happen?

32. Setting Goals • Framable: Consistent with the current vision • Obtainable: Achievable in terms of current resources and capacity constraints Connors and Smith, 2011 How Did That Happen?

33. Setting Goals • Repeatable: Portable and can be clearly communicated through the organization • Measurable: Progress toward achieving the goal; can be tracked and measured Connors and Smith, 2011 How Did That Happen?

34. With an elbow partner… How might you use the FORM model to set goals with Principals in your district?

35. What Do You Need? • Which best practices are already in place in your district? • What do you need to add? Why? • How will you ensure that consistent processes are used district-wide?

36. Diving into the Frameworks

37. FRAMEWORKS DIVE • In groups of two or three: • Select one Framework Criterion (#3, #5 or #8). • Appoint a note taker to capture your group’s thoughts. • For 15 minutes: Decide what ought to be in the essential components of this Criterion.

38. FRAMEWORKS DIVE • Locate in the AWSP Framework and Rubrics document the page that contains the recommended components of the criterion you just discussed. • Criterion 3 • Criterion 5 • Criterion 8 • Use the questions in the handout to compare your thinking with the Criterion language.

39. Collecting Evidence What are others collecting and using as evidence of success?

40. Alike or Different?

41. Diving Deeper into the Rubrics

42. Criterion 5: Improving Instruction The Rubric

43. RUBRICS DIVE • Our Purpose: • To familiarize you with the elements of each criterion’s rubric; • To develop an understanding of the rating scale for each element.

44. A CONVERSATION IN YOUR GROUP Use the Criterion Worksheet to: • Review the framework—the criterion statement and the essential components—and the levels of the rubric for your criterion. • What separates the “unsatisfactory” principal from the “basic” principal? • What separates the “basic” principal from the “proficient” principal?” • What separates the “proficient” principal from the “distinguished” principal?

45. CONVERSATION, CONTINUED Next: How does this rubric align with your district’s current expectations of principal performance? Note the steps you will take to ensure that your principals understand this rubric and how it transfers into their daily practice.

46. In Workshops 2 and 3

47. In Workshops 2 and 3 • You will: • Learn how to include student assessment data as you determine a rating for each Principal • Consider multiple measures for rating each Principal

48. In Workshops 2 and 3 • Review strategies for setting clear expectations and goals, and examine effective steps for monitoring progress on the goals • Share ideas for collecting evidence aligned with AWSP’s Rubrics

49. In Workshops 2 and 3 • Receive information about how to determine a rating for principals on each of the eight criteria as well as determine a comprehensive summative rating

50. In Workshops 2 and 3 • Receive tips for having crucial conversations and for writing evaluations • Offer feedback and suggestions to Framework and Rubrics authors