Florida’s Race to the Top

1. Florida’s Race to the Top Great Teachers and Leaders Technical Assistance Webinar Principal Evaluation System Development March 3, 2011

2. Leadership Focus: Doing the Right Things, Right Now Douglas B. Reeves For a complete copy of the slidesgo to: www.LeadandLearn.com The Leadership and Learning Center DReeves@LeadandLearn.com 303-504-9312, ext. 512

3. The Leadership Performance Matrix New Dimensions for Leadership Assessment, Coaching, and Evaluation By Dr. Douglas Reeves and The Leadership and Learning Center in partnership with Learning Sciences International

4. Overview • A New Vision for Leadership Assessment • Why Leadership Evaluation is Broken • The Challenge of Leadership Development • The Keys to Improving Leadership: Feedback That is Accurate, Constructive, and Timely • iObservation for Leadership Growth, Development and Performance • Saving Time and Increasing Impact • New Research on Leadership and Student Achievement

5. Purpose • To help identify emerging leaders, develop novice leaders, and challenge the most expert leaders to continuously improve performance and student achievement • To improve individual and organizational performance by establishing leadership performance standards

6. Progression of Principal Evaluation

7. A New Vision for Leadership Assessment From: To: Formative assessment that is professional and energizing Constructive feedback leads to improved performance Clarity and consistency, from the newest assistant principal to the superintendent • Annual reviews that are late, uncomfortable, and ineffective • Anything less than “superior” is a dagger in the heart • Ambiguity and subjectivity rule the day

8. Why Leadership Evaluation is Broken • 18% of leaders in a national study* have never been evaluated • The vast majority of evaluations are too late to improve performance • Many evaluations are ambiguous and subjective • Pervasive expectations for superior ratings • “Fact-free debates” – opinions without evidence *Assessing Educational Leaders (2nd edition), by Dr. Douglas Reeves, Corwin Press

9. The Challenge of Leadership Development • Three decades of research prove that leaders have a profound influence on teaching effectiveness and student achievement • Goodlad – 2,500 case studies • Marzano, McNulty, and Water – meta-analysis • Reeves and White – quantitative analyses • Baby Boom retirements will cause unprecedented shortage in leaders • Leadership is stressful and high-risk, often because leadership evaluation is ineffective

10. Keys to Improved Leadership Performance Feedback is only effective if it is: • Accurate – based on objective evidence and clear performance descriptions sufficiently clear that different evaluators come to the same conclusion • Constructive – designed not just to evaluate people, but to improve performance • Timely – provide soon after the performance and with the ability provided to the leader to use the feedback to improve

11. iObservation • Moves evaluation from a year-end paperwork drill to a process of continuous reflection • Adds clarity and specificity to professional learning community conversations • Directly links leadership performance to Marzano’s Teacher Evaluation through use of teaching strategies and student results • Focuses leadership conversations on the right people at the right time on the right topics

12. 10 Leadership Dimensions Resilience Personal Behavior and Professional Ethics Student Achievement Decision Making Communications Faculty Development Leadership Development Time/Task/Project Management Technology Personal Professional Learning

14. Leadership Dimension 3.0 Student Achievement

15. Scale for Look-For 3.1 Planning and Goal Setting

16. Coaching Questions for Look-For 3.1 Planning and Goal Setting

17. iObservation Reports for Growth Over Time

19. PD Resource Library

20. Saving Time and Increasing Impact • Move from 15, 20 or more annual evaluations to systematic notes on daily and weekly conversations • Clear and specific rubrics save time and writing, and provide common language • Continuum of improvement challenges the most successful leaders and encourages the new and developing leaders • Explicit links to from leadership practices to teacher practices to student learning gains.

21. Summary • Professional Learning Communities must understand the relationship of leadership, teaching, and student performance – one integrated system • No “new initiatives” but rather a systematic support for deep implementation of the teaching and learning initiatives already in place • Improved leadership assessment magnifies the impact of every other effort in the system

22. Closing the Implementation Gap Research The critical variable for professional learning is DEEP IMPLEMENTATION Source: Reeves. D. (2010). Transforming professional development into student results. Alexandria, VA: ASCD

23. Planning for Success: • Efficacy – bone deep belief that teaching and leadership matter • Prioritization – six or fewer • Specificity • Measurability • Monitoring (adult actions, not just test scores)

24. Only High Implementation Yields Gains (Reeves, Transforming Professional Development Into Student Results, ASCD, 2010)

25. Only High-Performing SchoolsDeep Implementation Helps

26. Only Low Performing SchoolsDeep Implementation Mitigates Damage (Reeves, Transforming Professional Development Into Student Results, ASCD, 2010)

27. Other Key Findings • More than six priorities inversely related to achievement • 90% faculty participation, 3-5 times higher achievement gains than 10% faculty participation • PRACTICES, not PROGRAMS

29. Professional Learning Communities And Reading Achievement

32. Sustainability in High Performing High Poverty Schools • 90 90 90 Research • Replicated over time by independent researchers • Virtually identical findings: 1) Laser-like focus on achievement 2) Collaborative scoring 3) Non-fiction writing 4) Multiple opportunities for success

33. From 90 90 90 to 100 100 100 • Poverty levels increasing • Second language students increasing • Parental anxiety and stress increasing • And . . . • Dramatic reduction in failures • Increase in college credit • Improvement in discipline and morale

34. The Relative Impact of Demographics, Teaching, and Leadership on Achievement • Socioeconomic status – 50% of a standard deviation • Feedback on student performance – 73% • Formative assessment – 90% • Teacher clarity – 72% • Teacher-student relationships – 72% • Microteaching – 88% Source: Hattie, John (2009). Visible Learning

35. Learning Activity #2 – Implementation Rubric • Specify a CURRENT strategy • Proficient • Progressing • Not meeting standards • Exemplary – challenge your most experienced and expert staff

36. Focus Tool: The Implementation Audit • 1) What is our initiative inventory? • 2) What is the range of implementation? • 3) What is the impact of implementation on student achievement?

37. Using the Implementation Audit Low Impact High LOW Implementation HIGH

38. The “Not To Do” List • Weeds have deep roots • Weed Your Own Garden • EVERYBODY has a “Not to Do” list – choose a conscious or unconscious list

39. Standards of Evidence • Belief • Experience • Shared opinions • Objective observation • Preponderance of the evidence

40. Questions and Discussion For a complete copy of all research slides, please e-mail: DReeves@LeadandLearn.com (303) 504-9312, ext. 512

41. Key Principal Evaluation Dates March – May 2011 Outreach from The Leadership and Learning Center to coordinate targeted assistance Targeted assistance to examine or plan to create Principal Evaluation system Principal Evaluation System Plan Submission by June 1, 2011