MAPA Toolkit Making Your MAPA More Effective MAPA

MAPA Toolkit: Making Your MAPA More Effective MAPA Task Group

“Leadership is not a magnetic personality that can just as well be a glib tongue. It is not making friends and influencing people - that is flattery. Leadership is lifting a person’s vision to higher sights, the raising of a person’s performance to a higher standard, the building of a personality beyond its normal limitations. ” - Peter F. Drucker And I quote…

Me! Me! The best kept “secret” is…

http: //dodea. edu/offices/hr/employees/MAPA. htm MAPA Evaluation Instrument MAPA Training Document Training Power. Point Evidence for Proficient Rating Q & A about MAPA and ILPs Performance Assessments Task Group Members MAPA Timeline Resource Matrix Feedback Guides SMART Objectives Sample ILPs (x 4) Mentoring MAPA Misconceptions MAPA ELECTRONIC RESOURCES

Evidence for Proficient Rating

This is a list of examples, not requirements. Focus should be on quality, not quantity. Other evidence may be used. Method of documentation is determined by supervisor and you. • Inclusion of evidence does not guarantee a specific rating. • • Evidence for a Proficient Rating

It’s your aptitude, not just your attitude that determines your ultimate altitude. - Ziglar Pithy Quote

Resource Matrix

• Comprehensive list of websites that provides resources for various aspects of administrator performance. • Includes descriptions of contents of websites • Correlates with 4 goals of MAPA • Provides various modes of sharing information, i. e. , web page, blog, podcast • Excellent list of websites for any educator to use as resources • All sites are public domain Resource Matrix

By failing to prepare, you are preparing to fail. Benjamin Franklin Notable Quotable

ILP Example, Technology S = Specific objective Clearly define what you will do and how you will do it Lead the infusion of technology… Provide staff development opportunities targeted at use of video communication, multi media and on-line resources. M = Measurable Data used to assess or measure effectiveness Concrete criteria for tracking progress and determining success The mean score of students’ performance on the technology assessment developed from the NET standards will be 80% or higher on the post test. Teacher proficiency… An increase in positive perception… A = Attainable Resources/strategies /research support to achieve objective Show the connection between your actions/results Develop pre- post-test for students. Develop and administer needs assessment for teachers… Ensure training is provided by the educational technologist, etc. Students will complete projects using technology throughout the school year. R = Results-focused impact Clearly define the result you expect to achieve. Be specific. Students will attain a score of 80% or higher on the NET and demonstrate proficiency in the use of multimedia as measured by performance tasks. An increase in positive perception of the use of technology as measured by feedback… T = Timeline List dates…start, review(s), etc. August 2009 – start Sept – October 2009 – administer NET pre-assessments November 2009 – staff development (continued) Sample ILP

• • • Promotes professional growth Aligned to our Community Strategic Plan Vehicle for dialogue with supervisor YOUR plan, YOUR Objective 1 -2 page document Short term (1 -2 year) plan Addresses one area of CSP Data-driven (multiple data sources recommended) Written in SMART format The ILP…What it is!

• • A one-size fits all plan Designed to address multiple goals Expected to be lengthy or cumbersome Expected to last more than 1 or 2 cycles The ILP…What it is not!

Guiding Questions • What data will serve as the baseline? • What data will indicate success? • How and when are data collected? • Are there barriers to the successful completion of this objective? • Are there sufficient resources available? • Does the objective support an organizational or a strategic goal? • How does the successful completion of this objective influence staff, students or community? • Are there conflicting events that might not support success? Activity

Don't use words too big for the subject. Don't say 'infinitely' when you mean 'very'; otherwise you'll have no word left when you want to talk about something really infinite. C. S. Lewis (1898 - 1963) Notable Quotable

Characteristics of Good Self-Assessments • Focus on results, not tasks. • Use the rubric to write to a specific performance level. • Be clear, concise, and precise in writing. Writing Effective Performance Appraisals

1. 2. 3. 4. Tips for the Pre-Write Have your mid-year or previous performance assessment handy while writing. Have any documentation of evidence available when writing. Start early; do not wait for the deadline. Use rubric as a reference. Writing Effective Performance Appraisals

Tips for Writing – Be Clear, Be Precise, Be Concise 1. 2. 3. 4. 5. 6. 7. Write to the rubric. (Yes, we’re saying it again!) Be specific. Use action verbs. USE DATA - Avoid slang, generalizations, and opinions. Use bulleted or short, direct statements…do not use flowery language. Use active, not passive voice. Results…How do your actions increase student achievement? Writing Effective Performance Appraisals

Performance and performance alone dictates the predator in any food chain. -SEAL Team SWITCHING GEARS

Guidelines for Comments from Supervisors • Should be aligned with one or more goals of MAPA. • Designed to acknowledge success and improve performance. • Recognizes self-assessments or presentations of evidence. • Considers professional needs of the individual and continuous professional growth. • On-going and continuous – not a once a year event. KAIZEN! Writing Effective Performance Appraisals

What not to write………. • “This employee is depriving a village of its idiot. ” • “The wheel is turning but the hamster’s dead. ” • “If you gave a penny for his thoughts, you’d get change. ” • “…a photographic memory, but with the lens cover glued on. ” Actual Comments

Activity Checklist q Aligned with one or more goals of MAPA q Designed to acknowledge success and improve performance; helpful suggestions q Recognized self-assessments or presentations of evidence q Considered professional needs of the individual and continuous professional growth; growth oriented q Implied on-going and continuous – not a once a year event Activity

“Don't say you don't have enough time. You have exactly the same number of hours per day that were given to Helen Keller, Pasteur, Michelangelo, Mother Teresa, Leonardo da Vinci, Thomas Jefferson, and Albert Einstein. " H. Jackson Brown Notable Quotable

Time to Shine! Conferencing Mentoring Face-to-Face Interaction Icing on the Cake!

• Schedule at least 3 face-to-face conferences per cycle • Address documentation and supporting evidence for each goal • Should be collaborative between employee and supervisor Conferencing Tips

Mentoring is a brain to pick, an ear to listen, and a push in the right direction. John Crosby Mentoring

Definition of Mentoring A mentor is an experienced professional who partners with an administrator to assist and support the individual in developing leadership skills in a collegial and safe environment. Mentoring refers to the process in which a knowledgeable person willingly guides and advises the other administrator. - Carl J. Weingartner, 2009 Mentoring

Characteristics of Effective Mentors positive outlook committed to process communication skills/effective listeners problem solver/sound judgment visionary/able to support as well as lead willing to share knowledge/ask thought-provoking questions • effective time managers • • • Mentoring

Questions Making Your MAPA More Effective

The real man smiles in trouble, gathers strength from distress, and grows brave by reflection. Thomas Paine (1737 - 1809) Notable Quotable

3 -2– 1 • Jot down 3 thoughts you will definitely share with a colleague about today’s presentation. • Think of 2 words that describe your reaction to today’s presentation. • Tell 1 other individual your 3 thoughts and 2 words. Summarizing Activity