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Administrative Evaluation Committee Orientation Meeting Dr. Christine Carver, Associate Superintendent of Human Capital Development Mr. Stephen Foresi, Director of Human Capital Development

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Objectives Long Term To revise the Newington Public Schools Administrative Evaluation and Professional learning Plan. Today Define the purpose of the committee work, outlining short and long term objectives. Provide a framework to outline the work. Provide an overview of the current status of the Performance Evaluation Advisory Council (PEAC). Provide an overview of summer tasks to prepare for August 24, 2012 committee meeting. Answer any questions or concerns you might have.

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Purpose for the Work. Essential Question: How does leadership develop and support teaching and learning as their highest priority? Curriculum InstructionAssessment Instructional Leadership Focus Connecticuts Leadership Standards Vision, Mission and Goals Teaching and Learning Organizational Systems and Safety Families and Stakeholders Ethics and Integrity The Educational System

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Short Term Objectives to Get to Long Term Goals The Research What does the research say about effective leadership practices? Beliefs and Gaols What do we believe about leadership evaluation and professional leaning? What are the goals for each? Defining Effective Leadership Practices How can we define or make explicit leadership practices for leaders in Newington Public Schools? Does practice look different based on roles? Do we need to differentiate based on roles? What does effective leadership look like in practice? Defining Effective Practices for Professional Learning for Leaders What systems need to be developed to support leaders professional learning? What are effective practices in supporting leaders growth? The Evaluation and Professional Learning Process What process should be followed to evaluate leadership? How will structured support be provided for leaders?

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PERFORMANCE EVALUATION ADVISORY COUNCIL (PEAC)

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CT Leadership Standards 10-5-11 Draft Vision, Mission, and Goals: Education leaders ensure the success and achievement of all students by guiding the development and implementation of a shared vision of learning, a strong organizational mission, and high expectations for student performance. Teaching and Learning: Education leaders ensure the success and achievement of all students by monitoring and continuously improving teaching and learning. Organizational Systems and Safety: Education leaders ensure the success and achievement of all students by managing organizational systems and resources for a safe, high-performing learning environment. Families and Stakeholders: Education leaders ensure the success and achievement of all students by collaborating with families and stakeholders to respond to diverse community interests and needs and to mobilize community resources. Ethics and Integrity: Education leaders ensure the success and achievement of all students by being ethical and acting with integrity. The Education System: Education leaders ensure the success and achievement of all students and advocate for their students, faculty and staff needs by influencing systems of political, social, economic, legal, and cultural contexts affecting education.

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Centrality of Standards in Evaluation System PRINCIPALS Multiple student learning measures 45% Teacher effectiveness outcomes 5% Observations of principal performance and practice 40% Staff, community, and/or student feedback surveys 10% Standard 2: Teaching and Learning 1: Vision, Mission, and Goals 3: Organizational Systems and Safety 4: Families and Stakeholders 5: Ethics and Integrity 6: The Education System

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Student Learning (45%) Half of the student learning element based on the state test. Recommended Additional Guidelines: For state test portion of student learning, weight growth measures more heavily than attainment For locally developed measures, establish approved set of options for districts to choose Recommended Guidance from State: Provide guidance to districts to include non-test measures of student graduation or grade progression for secondary schools not demonstrating high graduation rates Provide guidance around using local measures to extend grade levels and subjects covered as possible

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Teacher Effectiveness (5%) Opportunity for district innovation Possible Measures: Growth in the percentage of teachers making adequate growth in student achievement Differing strategies for teachers at differing levels of effectiveness OR increased retention of effective and highly effective teachers Principal success in improving teachers effectiveness (though this can be challenging to operationalize)

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Principal Practice (40%) & Survey Feedback (10%) Based on the six performance expectations in CT Leadership Standards Include a focus on all practices around teacher quality and teacher evaluation 1: Vision, Mission, and Goals 2: Teaching and Learning 3: Organizational Systems and Safety 4: Families and Stakeholders 5: Ethics and Integrity 6: The Education System 40%Observations of principal performance and practice 10%Staff, community, and/or student feedback surveys

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Tools for Principal Practice Evaluation Connecticut Leadership Standards Principal Practice Rubric School Observation Tools Staff, Community, Student Surveys Non-Achievement School Data Including clear examples of evidence 10%40%

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Other Guidelines State model developed as default, with rigorous process for local opt-out 4 rating levels Annual reviews for all principals Evaluations that provide principals with useful feedback and results linked to professional development Strong training for evaluators A statewide committee (like PEAC) that meets regularly to provide implementation guidance Pilot process or staggered implementation

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Administrator Evaluation Planning Team Facilitator: Dr. Christine Carver Orientation: June 18, 2012 3:00 4:00 August 24, 2012 12:00 3:00 September 14, 2012 October 18, 2012 November 16, 2012 December 14, 2012 January 17, 2013 February 13, 2013 April 8, 2013 May 16, 2013 The Dates..

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Summer Work Marzano, R.J., Waters, T, & McNulty B.A. (2005). School Leadership that Works: From research to results. Virginia: ASCD. Marzano, R.J., Frontier, T., & Livingston, D. (2011). Effective Supervision: Supporting the art and science of Teaching. Virginia: ASCD. Guiding Question for ReadingDue Date for Forum in PD 360 Leadership Responsibilities : pp. 164 What parallels do you see between The 21 Responsibilities of the School Leader and the Connecticuts Leadership Standards? What practices currently exist? Where do we need to grow? June 30, 2012 Orders of Change: pp. 65-122 If we want to identify effective leadership practices, what structures and practices need to change? Do you see them as first order or second order change? Why or why not? July 30, 2012 Blog 3: Read Effective Supervision: What do you see as the effective leadership practices that support effective supervision? August 24, 2012

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Where will I blog my responses? PD 360

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Questions and/or concerns?