Putting the System in practice

1. Putting the System in practice MASBO September 13, 2012

5. Valve Handbook for New Employees Risks (What if I screw up?) “Nobody has ever been fired at Valve for making a mistake. It wouldn’t even make sense for us to operate that way. Providing the freedom to fail is an important trait of the company-we couldn’t expect so much of individuals if we also penalized people for errors. Even expensive mistakes, or ones which result in a very public failure, are genuinely looked at as opportunities to learn. We can always repair the mistake or make up for it.”

6. Public School SystemTranslation Risks (What if I make a mistake?) “Nobody has ever been fired in our school districtfor making an honest mistake in an effort to benefit students. It wouldn’t even make sense for us to operate that way. Providing the freedom to try new methods or ideas, and fail is an important trait of our organization-we couldn’t expect so much of individuals if we penalized our staff for taking risks and not succeeding. Even costly mistakes, or ones which result in a very public failure, are genuinely looked at as opportunities to learn and grow. We can always repair the mistake or make up for it.”

7. Public School District Translation(Continued) “Making mistakes is a great way to discover that your assumptions were wrong or that your method was a little bit off. As long as you update your method and move forward with an improved way, you’re doing it right. Look for ways to test your beliefs and values. Never be afraid to pilot a new idea or collect more data.” “It helps to set goals and benchmarks and anticipate what would happen if you do not reach those goals. Ask yourself, “What would I expect to see if I am right?” Or “What would it look like if I am wrong?” Then ask yourself, “What do I see? What do I hear? What do I say?” If something totally unexpected happens, try to figure out why.

8. Public School District TranslationContinued “There are still some bad ways to fail. Repeating the same mistake or using the same instructional strategy over and over again without it benefitting our students is one. Not listening to feedback from peers, supervisors, parents, or students before or after a mistake is another. Never ignore the evidence or the data; particularly when it says you’re wrong.” “Remember, our overall collective goal, PreK-12 is to prepare all students to succeed in this ever-changing complex world that awaits them after high school. In other words, we need to prepare them for college and/or career readiness. The only way that we can do that is to continue to experiment with new ideas, make mistakes, learn from those mistakes, and grow from the experience.”

9. “We are all in this together”“It will not be perfect”“We will be making mistakes along the way.”“We need your help to make the process better.”

11. http://rpseducatorevaluation.wikispaces.com/

12. Reading Public SchoolsEarly Adopter Activities • Piloted • Educator Plan • Principal/Assistant Principal Evaluation • Superintendent Evaluation • Contract Language Approved • Created Several Forms • Self Assessment • SMART Goal Development Workbook • Educator Plan • Formative Evaluation • Summative Evaluation • Unannounced/Announced Observations • Developed an Electronic Portfolio System

13. Reading Public schoolsEarly adopter activities • Presented at Several Workshops • Blue Ribbon • NEC/SEEM • MASS • Brookline Public Schools • Peabody Public Schools • Harvard Public Schools • Professional Development for Administrator, Team Chairs, Department Chairs, Directors • Difficult Conversations Workshop • SMART Goals/Supervision/Teacher Rubric Workshop • TAP Committee Meetings • Review of Forms • Discussion of Process

14. Continuous Learning 5 Step Evaluation Cycle: The Heart of the System • Foundation for the model • Every educator is an active participant in an evaluation • Process promotes collaboration and continuous learning • Adaptable for all educators Massachusetts Department of Elementary and Secondary Education

15. Massachusetts Department of Elementary and Secondary Education

16. An Example MASBO Workshop September 12, 2012

17. Example • Bob Smith • Business Manager for Sunnydale School District for 10 Years • Suburban • PreK-12 • 4800 students • 6 Elementary Schools • 2 Middle Schools • 1 High School • Per Pupil Expenditure: $12,500 • Average Budget Increase over last 5 Years: 2% • Self-Directed Growth Plan

18. District StrategySunnyDale School District • Learning and Teaching • Deepen and refine our focus on the instructional core to meet the academic, social, and emotional needs of each child. • Performance Management • Build a system that measures school performance and differentiates support based on need and growth. • Investment and Development • Compete for, support, recruit, and retain top talent while creating leadership opportunities and building capacity within our staff. • Resource Allocation • Improve the alignment of human and financial resources to achieve strategic objectives.

19. Step 1: Self-Assessment

20. STEP 1-Self-Assessment • Strengths • II-A-2 (Operational Systems) • Creates and maintains a district environment in which custodial and other staff take personal responsibility for keeping the campus clean, attractive, welcoming, and safe. Is able to model this element. • II-D-1 (Laws and Policies) • Provides the resources and support for all school personnel to understand and comply with state and federal laws and mandates, school committee policies, procurement processes and collective bargaining agreements. Is able to model this element.

21. Step 1-Self-Assessment • Areas to Strengthen • II-E-1 (Budget Development) • Develops a budget through a process that includes limited participation from relevant stakeholders; budget requires some revision in order to meet statutory requirements; budget is readable but is not consistently clear and aligned with the district’s vision, mission, and goals. • II-E-2 (Allocation of Resources) • Inconsistently proposes allocation of existing resources that inconsistently meets the differentiated needs of all students and educators; inconsistently ensures educationally sound programs and quality facilities • Compared to comparable school districts, the allocation to Regular Day is 5-7% less.

22. STEP 1-Self Assessment • Other Issues Facing District • 3 Schools are at Level 3 Accountability • Implementing new nutrition guidelines • Implementing new Common Core State Standards, Educator Evaluation, and District Determined Measures

23. STEP 2-Analysis, Goal Setting, and Plan Development • Areas to Consider for Goals • Improving the budget process so that it is more participatory and involves all stakeholders. • Making non-Regular Day cost centers more effective and efficient to allocate more resources to Regular Day to assist Level 3 schools, and Common Core/Educator Evaluation/Assessment Development • Effectively implementing the new Federal and State Nutrition Guidelines

24. S.M.A.R.T. Goals • S = Specific and Strategic • M = Measurable • A = Action Oriented • R = Rigorous, Realistic, and Results Focused (the 3 Rs) • T = Timed and Tracked Massachusetts Department of Elementary and Secondary Education

28. Possible SMART Goals • Professional Practice Goal (Team Goal with District Leadership Team)-During the FY14 Budget Process, we will develop and implement a budget process that is inclusionary and involves input from all stakeholders as measured by pre/post survey results and number of participants at budget sessions. • Student Learning Goal (Team Goal with Directors)-During the FY14 budget process we will examine all non-regular day cost centers to identify areas in the budget that can be made more effective and efficient. As a result of this process, we will be able to decrease the non-Regular Day Cost Centers by at least 2% and proportionately increase the Regular Day budget to help address Level 3 Schools and Teaching and Learning Systems Implementation.

29. Possible SMART Goal • Student Learning Goal (Team with Food Service Director): During the 2012-13 School Year, we will implement the new federal and state nutrition guidelines in our school lunch program. As a result of this implementation, we will see a 10% increase in lunch sales and a 10% decrease in our offset from the operating budget.

30. Massachusetts Department of Elementary and Secondary Education

31. Making a S.M.A.R.T. Goal S.M.A.R.T.er S.M.A.R.T. Goal Statement + Key Action Steps + Benchmarks (Process and Outcome) Massachusetts Department of Elementary and Secondary Education

32. Laying the Foundation • Teams will work together to develop a completed educator plan. • As a team, action steps will be identified. • Merge these activities into one Educator Plan that addresses each of the goals in a strategic, coherent manner. Then document the needed supports and resources and determine a timeline.

33. Principal Educator Plan Example Sample Professional Practice Goal for a Principal: I will manage my time more effectively in order to increase the frequency and impact of classroom observations by learning how to do 10-minute observations with feedback and, by the start of the second semester, conducting eight visits per week, on average, that an increasing percentage of teachers report are useful.

34. STEP 3Implementing the Plan • Key Action steps from Educator Plan are carried out • Data and evidence are collected • Benchmarks are monitored

35. Possible Evidence from goals • Goal 1 (Budget Participation) • Pre/Post Survey from Stakeholders • Agendas of Budget meetings • Focus Group Sessions with Stakeholders • Attendance sheets of budget meetings • Completed budget • Announced and Unannounced observations of budget meetings and presentations • Goal 2 (Budget Efficiency) • 3 Year Snapshot of each cost center • Agendas of meetings with Directors • Programs implemented to increase cost efficiencies in each cost center • Regular Day programs funded as a result of cost efficiencies • Announced and Unannounced observations of budget meetings and presentations • Goal 3 (Food Service Implementation) • Menus • 3 year Snapshot of Food Service budget including offset from operating budget • Point of Sales data • Pre/Post Survey Data • Announced and Unannounced observations of budget meetings and presentations

36. Step 4Formative assessment/evaluation • Educator collects and presents evidence on goals and standards of the rubric • Standard 1: Instructional Leadership • Standard 2: Management and Operations • Standard 3: Family and Community Engagement • Standard 4: Professional Culture • Educator meets with Supervisor mid-cycle to refine goals, if necessary • Formative report completed and given to educator

37. Step 5Summative evaluation • Occurs at end of cycle • Supervisor meets with educator • Educator presents evidence to goals and performance standards • Future goals and direction are discussed • Summative Evaluation Completed

40. Example of a two-fer or three-ferSunnyDale School District

41. Final Thoughts

42. Ted PresentationRegina Duncan • http://www.ted.com/talks/regina_dugan_from_mach_20_glider_to_humming_bird_drone.html

43. Questions • “What would you attempt to do if you knew you could not fail? • “What could we as a school district attempt to do for students if we knew we could not fail.

44. Questions MASBO Presentation September 13, 2012