DPAS II for Administrators Training for Evaluators of

DPAS II for Administrators: Training for Evaluators of District Leaders Summer 2015

Session Outcomes As a result of active participation, superintendents and other supervisors of district administrators will: 1. Be prepared to implement the DPAS II for administrators appraisal cycle for district administrators in SY 15 -16 2. Increase their understanding of Delaware’s definition of effective district administrator leadership and how that is reflected in the appraisal rubric 3. Increase their skills in key areas of evaluation, including: 4. • assessing the quality of student performance targets for district administrators • helping administrators establish leadership practice priorities • providing accurate and actionable feedback to individual leaders Have key action steps for implementing the evaluation system for district administrators © New Leaders, Inc. All rights reserved. | 2

Today’s Agenda 1. Welcome and overview of the day 2. Review of Purpose of District Administrator Evaluation 3. Overview of the Guide for Evaluating District Administrators 4. Goal Setting 5. Assessing Leadership Practice 6. Implementation: Superintendents Sharing Practices 7. Close the day © New Leaders, Inc. All rights reserved. | 3

Review of Purpose of District Administrator Evaluation

Warm-up Think about your own experience as a district administrator (other than in the superintendent role). Think about how you were evaluated. Write down your reflections on these questions: • What was the process? • How did your supervisor know how you were doing in your job? • What aspects of being an administrator were the focus of your evaluation? • In what ways was your evaluation helpful? In what ways was it unhelpful? Turn to a neighbor and share your reflections. © New Leaders, Inc. All rights reserved. | 5

How Districts Organize for Success Help leaders grow and succeed Service to schools Align actions to vision © New Leaders, Inc. All rights reserved. | 6

Key Ideas in DPAS II for Administrators Provides space for professional judgment Supports professional growth Communicates key messages about district leadership Facilitates quality talent management © New Leaders, Inc. All rights reserved. | 7

Reflections • What is your for vision for your school district? • What are the key contributions of district leaders to the accomplishing the vision and pursuing the strategy? • How can you leverage the evaluation system to keep a focus on the vision and strategy? • How do you provide support to administrators to facilitate this? Share reflections with a partner. © New Leaders, Inc. All rights reserved. | 8

Who Counts as a “District Administrator? ” DPAS-II Evaluation is required for… Licensed and certified administrators who oversee instruction DPAS-II Evaluation is not required for… Administrators who supervise noninstructional aspects of school and district operations such as but not limited to, transportation, maintenance, finance, nutrition, discipline and personnel. Who is in the grey area? Take 3 minutes to sketch out who you think is in and who is out. Discuss at tables and be prepared to share questions and decisions. © New Leaders, Inc. All rights reserved. | 9

Effective Leadership Brainstorm Take 3 minutes on your own to list what it takes – skills, knowledge, habits, mindsets – to be an effective district administrator in your school district Share and compare with your table group. Where are there similarities? Differences? © New Leaders, Inc. All rights reserved. | 10

Toward a Shared Vision of Administrator Effectiveness Practice based on Practice supported each district’s by a common definition of definition and effectiveness shared practice © New Leaders, Inc. All rights reserved. | 11

Overview of Guide for Evaluating District Administrators

The Guide Review each section. What are the “MUST KNOWS” in each section. © New Leaders, Inc. All rights reserved. | 13

Timing and Steps Recommendation: Start and end with district administrator evaluations. © New Leaders, Inc. All rights reserved. | 14

Five Components of District Administrator Evaluation 1. VISION AND GOALS 2. TEACHING AND LEARNING 3. PEOPLE, SYSTEMS, AND OPERATIONS 4. PROFESSIONAL RESPONSIBILITIES 5. STUDENT IMPROVEMENT © New Leaders, Inc. All rights reserved. | 15

Leadership Practice Components and Criteria 1. VISION AND GOALS 2. TEACHING AND LEARNING • • • Communicates the district's vision for high student achievement and college and career readiness Develops, monitors, and adjusts strategies to meet goals of the district strategic plan Builds a culture focused on service to schools and student outcomes Advocates for cultural competence and a commitment to equity • • • Supports the development of rigorous curricula and assessments aligned to state standards Supports quality instructional practices Provides integrated data systems to allow schools and departments to accurately analyze student data and drive instructional practice Utilizes professional learning to develop the capacity of all educators and school instructional leaders 3. PEOPLE, SYSTEMS, AND OPERATIONS 4. PROFESSIONAL RESPONSIBILITIES • • • Increases school leader and/or district staff effectiveness through evaluation and support Enables schools and district to attract, hire, and retain top-quality candidates at all levels, including teachers, school leaders, and central office staff Obtains, allocates and aligns resources in alignment with district plan Establishes, monitors, and analyzes policies & systems from the district to the school level • • • Builds professional relationships and constructively manages change Engages in self-reflection and on-going professional development Demonstrates a persistent focus on proactive problem solving Exhibits professionalism in service to all community stakeholder groups © New Leaders, Inc. All rights reserved. | 16

Assessing Leadership Practice (Components 1 -4) Highly Effective Expert level of performance across components + build the capacity of others to lead Effective leadership practices across components Needs Improvement Knowledge and awareness of effective leadership practices, but not consistent execution Ineffective Unacceptable levels of performance on one or more components © New Leaders, Inc. All rights reserved. | 17

Assessing Student Improvement (Component V) Part Description Possible Measures A Improvement in Student Scores on State Administered Assessments in ELA and Mathematics Improvement in rate of students meeting goals on ELA and Mathematics assessments Improvement in rate of students meeting goals on other local priorities None for SY 15 -16 B, Section 1 B, Section 2 State approved assessments of ELA and Math Possible Method for Calculating Points 0 for SY 15 - N/A 16 0 -50 Locally-Determined State-approved measures, other 0 -50 state-recommended measures, current success plan measures pertaining to student performance, or other district priority student achievement measures Locally-Determined © New Leaders, Inc. All rights reserved. | 18

Key Steps: Goal-Setting Student Improvement (Required) • Two goals (ELA/Math + Other) • Measure, baseline data, and target Leadership Priority Areas (Recommended) • Leadership actions connected to criteria • Indicators of success © New Leaders, Inc. All rights reserved. | 19

Five Components of District Administrator Evaluation 1. VISION AND GOALS 2. TEACHING AND LEARNING 3. PEOPLE, SYSTEMS, AND OPERATIONS 4. PROFESSIONAL RESPONSIBILITIES 5. STUDENT IMPROVEMENT © New Leaders, Inc. All rights reserved. | 20

Key Steps: Evidence Collection Direct Observation Indirect Observation Artifacts Department Data The evaluator is physically present where the administrator is present and leading The evaluator is observing systems that but operate without the leader present Materials that document administrator practice Concrete results of a leader’s work © New Leaders, Inc. All rights reserved. | 21

Key Steps: Evidence Collection © New Leaders, Inc. All rights reserved. | 22

Key Steps: Evidence Collection Principal Supervision Student support and/or targeted student populations Curriculum, instructional materials, and assessment © New Leaders, Inc. All rights reserved. | 23

Key Steps: Mid-Year Conference Critical Questions: • What actions has the administrator taken to accomplish goals? • What positive accomplishments would the administrator share? • What evidence exists of progress toward goals? • What resources/supports does the principal need to help accomplish their goals? © New Leaders, Inc. All rights reserved. | 24

Key Steps: Summative Evaluation © New Leaders, Inc. All rights reserved. | 25

Processing Take a few minutes to read back through the guide. Then we will take questions to ensure your understanding. QUESTIONS? © New Leaders, Inc. All rights reserved. | 26

Goal-Setting: Assessing the Quality of Student Improvement Goals

Alignment of Improvement Goals State of Delaware accountability system and goals District performance targets and multi-year goals School performance targets and multi-year goals Administrator Student improvement goals Teacher Student performance measures © New Leaders, Inc. All rights reserved. | 28

Guiding Principles for Goal-Setting DOE Policy statement Select the right measures Set the right targets Determine how progress to goals will be assessed mid-year and EOY Identify leadership priority areas connected to goals (Recommended) © New Leaders, Inc. All rights reserved. | 29

Sharing Best Practices: Goal Setting Some of your colleagues are here to share their perspectives on setting goals. • Walk through your process for setting district goals and describe how evaluation connects to that work? • What prep work do you and your administrators do in advance? • How do you make the links between student improvement goals and leadership performance areas? • Walk through your own process for assessing the quality of student improvement goals. Additional questions? © New Leaders, Inc. All rights reserved. | 30

The Student Improvement Goal “Quality” Test • Data Analysis • • Explain how the goal demonstrates alignment to district priorities. Does the goal provide an opportunity for the targeted schools or student groups to move in a coordinated effort toward increases in student achievement? Provide a rationale. • Explain how the assessments help you track progress on the goals and what important benchmarks exist throughout the year. Explain how the measures allow you to track growth in addition to attainment, particularly if the goal calls for it. Alignment Measures • • • Strategies How does the goal address a critical area of growth for the students influenced by the work of the district administrator? Does one goal align to a state-approved measure B assessment, and is the other goal clearly focused on improving a key student outcome? Is the target informed and driven by past performance? Describe how the administrator identified strategies (Components I-IV) will support the target that has been set. Have the targeted schools set goals that are aligned to the district administrator’s goals, or does the district administrator goal roll up from school-level goals? . © New Leaders, Inc. All rights reserved. | 31

District Student Improvement Goal: An example Time bound to June, but set up to track progress on NWEA/MAP benchmark administrations throughout year. Reading level set up to monitor and measure student growth. This goal also addresses grades not tested in state assessment data. By June 2016, 85% of 2 nd and 3 rd grade students district-wide will reach or exceed their RIT projected growth score in English Language Arts as measured by the NWEA/MAP assessment. Assessment measure has three administrations which allows for monitoring benchmark growth toward goal. Grade level goals are clearly outlined. Setting ambitious goals for students early on is instrumental in moving toward district goal of every child reading at grade level in 3 rd grade © New Leaders, Inc. All rights reserved. | 32

Work Session: Write Student Improvement Goals Set goals and targets for an administrator you supervise. Step 1: Consider your District’s goals for district-wide improvement. Step 2: Write one or two student improvement goals for the administrator within the context of a District goal. Step 3: Reflect on how well the goals you set meet the requirements of the quality test. © New Leaders, Inc. All rights reserved. | 33

Give Feedback | Get Feedback Take your Goal Setting Forms and… 1. Find a partner from a different table who you do not know or have not worked with today 2. Each partner will get 5 minutes to explain their completed forms (rationale, connection to District goals, etc). 3. After the measures/targets are shared the partner will ask clarifying questions, apply the “quality test”, and identify strengths 4. Return to your seat to refine your measure after the “quality test” © New Leaders, Inc. All rights reserved. | 34

Checking for Understanding What strikes you as critical when carrying out this process in your own district? What needs to be in place to get a robust goal-setting process ready to go for 2015 -2016? What questions, concerns, ideas do you have about goal setting? © New Leaders, Inc. All rights reserved. | 35

LUNCH © New Leaders, Inc. All rights reserved. | 36

Assessing Leadership Practice

Standards and Rubric Connection DPAS II Component Delaware Administrator Standards (Six ISLLC) 1. Vision and Goals A vision of Learning 2. Teaching and Learning School Culture and Instructional Program 3. People, Systems and Operations The Management of Learning 4. Professional Responsibilities Family and Community Collaboration Ethics Societal Context © New Leaders, Inc. All rights reserved. | 38

Rubric Design • Directly linked to ISLLC standards. • Each component has four criteria and are the basis upon which the performance of an administrator is evaluated. • Each criterion has four performance levels described in the rubric. © New Leaders, Inc. All rights reserved. | 39

Content and Language of the Rubric • Provides lens for evaluating administrators • Articulates new performance descriptors for highly effective and effective leadership • Provides common language to describe leadership practice • Puts focus on evidence to describe level of performance • Orients feedback toward professional growth with descriptors © New Leaders, Inc. All rights reserved. | 40

Understanding the Effective Column of the Rubric © New Leaders, Inc. All rights reserved. | 41

Find the Big Ideas in Component 1 Read carefully down the effective column and take notes on two things. 1. What are the big ideas in Component 1? 2. What are the big cross-cutting themes? Glance at the Highly Effective column. What changes to get an administrator to this rating? Chart the “Big Ideas” at your table. © New Leaders, Inc. All rights reserved. | 42

Examples of Evidence What would be some key pieces of evidence that you may observe, gather, or discuss for Component 1? Reference page 38 On the “Big idea” chart, write these examples. Share with another group. © New Leaders, Inc. All rights reserved. | 43

Find the Big Ideas in Component 2 & 3 Read carefully down the effective column and take notes on two things. 1. What are the big ideas in Components 2 & 3? 2. What are the big cross-cutting themes? Glance at the Highly Effective column. What changes to get an administrator to this rating? Chart the “Big Ideas” © New Leaders, Inc. All rights reserved. | 44

Examples of Evidence What would be some key pieces of evidence that you may observe, gather, or discuss for Components 2 and 3? Reference page 38 On the “Big idea” chart, write these examples. Share with another group. © New Leaders, Inc. All rights reserved. | 45

Find the Big Ideas in Component 4 Read carefully down the effective column and take notes on two things. 1. What are the big ideas in Component 4? 2. What are the big cross-cutting themes? Glance at the Highly Effective column. What changes to get an administrator to this rating? Chart the “Big Ideas”. © New Leaders, Inc. All rights reserved. | 46

Examples of Evidence What would be some key pieces of evidence that you may observe, gather, or discuss for Component 4? On the “Big idea” chart, write these examples. Share with another group. © New Leaders, Inc. All rights reserved. | 47

Checking for Understanding What strikes you as important about the rubric and the ideas embedded in it? What strikes you as challenging? What other questions, concerns, ideas do you have about the rubric? © New Leaders, Inc. All rights reserved. | 48

REVISITING Who Counts as a “District Administrator? ” DPAS-II Evaluation is required for… Licensed and certified administrators who oversee instruction DPAS-II Evaluation is not required for… who supervise non-instructional aspects of school and district operations such as but not limited to, transportation, maintenance, finance, nutrition, discipline and personnel. Who is in the grey area? Get out your list of who is in and who is out. Determine based on your rubric study if you would move anyone in or out. Note the criteria you would use in Component 2 and Component 3 for each. © New Leaders, Inc. All rights reserved. | 49

Five Components of District Administrator Evaluation 1. VISION AND GOALS 2. TEACHING AND LEARNING 3. PEOPLE, SYSTEMS, AND OPERATIONS 4. PROFESSIONAL RESPONSIBILITIES 5. STUDENT IMPROVEMENT © New Leaders, Inc. All rights reserved. | 50

Implementation: Strategies of Superintendents

Sharing Best Practices Some of your colleagues are here to share their perspectives on implementing district administrator evaluation. • Walk through your process for collecting evidence throughout the year. • With frequent interaction that comes with the close work of district administrators, how do you capture evidence? • How and when do you hold conversations to check on progress? At mid-year or more frequently? • What are the most complex cases you have when it comes to evaluating your district Additional questions? © New Leaders, Inc. All rights reserved. | 52

Getting Ready for Implementation Take 15 minutes to sketch out key action steps for yourself? • What do I need to communicate now to administrators I supervise? • What actions do I need to take before the school year starts? • What questions do I still have? Find a new partner and share your action steps. • Facilitators will float to give feedback and address questions. © New Leaders, Inc. All rights reserved. | 53

Close the Day

Wrap up Complete evaluation form, please e Thank you so much for your contributions today! Shannon Holston Shannon. Holston@doe. k 12. de. us Dr. Tammy Croce Dr. John Kreitzer tjcroce@udel. edu johnk@udel. edu © New Leaders, Inc. All rights reserved. | 55