Lead Evaluator for Principals Part I, Session 2

1. Lead Evaluator for PrincipalsPart I, Session 2 July 2, 2012 8:30 – 11:30 Dawn Shannon and Barb Phillips

2. At the end of this session, you will. . . • Explain criteria for quality evidence and how this is used in principal evaluation • Collect evidence, evaluate quality and classify evidence to components of your districts’ rubric Defend your position about this classification • Describe “goals” that provide evidence for significant sections of the rubric • Describe areas of the rubric that you will need further time to describe evidence collection processes. • Compare current practices with recommended practices. Describe the implications for your district.

3. Proposed Agenda • Reviewing significant learning from 6/25 • Classifying evidence • Collecting evidence and classifying the evidence within the rubric • Identifying sections of the rubric that require additional consideration • Describing what will need to change in your current practice

4. A review. . . Significant learnings • Describe 2 significant differences between APPR requirements for TEACHERS and the requirements for PRINCIPALS • SED provides an option for goal setting. Describe 2 ways to utilize goal setting in your APPR process for principals. • Describe three things about the rubric for principals that all of your principals and supervisors MUST know!

5. What do these RTTT initiatives have to do with evaluation of principals?

6. EVIDENCE BASED OBSERVATION What types of evidence could be collected during a site visit?

7. Evidence CollectionWhat are qualities of effective evidence? Observable Aligned Representative Sufficient (remember: free of bias, opinion, not a summary)

8. Determine the quality of the evidence (see green sheet) • Does the evidence have examples of OARS? • Is the evidence a summary? • Is there bias, opinion present in the evidence?

9. “goals”. . . samples The principal will. . . • Complete all observations of teachers, conduct post conferences, and provide teachers with feedback • Implement a complete DDI structure for a grade or school • Design and monitor a peer leader model for supporting teaches in implementing the common core.

10. The good, bad, and ugly about these “little g” goals . . • Lack clear performance expectations (results + actions and behaviors) • Need strategy definitions (To be successful, what does the principal need to know and do) • What is the reason for doing these goals? What are they designed to accomplish? Why do them?

11. Describe what kind of evidence the evaluator would collect for these “goals” Identify how this evidence would be used in the districts’ rubric. What components of the rubric are NOT covered by these goals?

12. Collecting evidence a simulation. . . Goal one: The principal conducts high quality observations with provides effective feedback to all teachers. SCENARIO: The supervisor observes the principal giving feedback to a teacher after the observation. . .

13. Observe the lesson • Observe the simulation of the post conference. • Compare your evidence with a colleagues’ evidence. • Classify your evidence. • Join another colleague and defend your position.

14. Debrief the evidence collection process. . • What did you learn? • What are your personal goals after this activity? • What are the implications for your district?

15. Reflection. . How is this system of evaluation different from current practice in your district? What structures will you need to have in place to ensure that this evaluation process is successful?

16. What’s Next??? THANK YOU! We have thoroughly enjoyed the opportunity to work with you today! Dawn and Barb