school administrator performance evaluation system facilitated by sherri torkelson and kaye...

School Administrator Performance Evaluation System Facilitated by Sherri Torkelson and Kaye Henrickson CESA #4 November 18, 2014

The purpose of the Wisconsin Educator Effectiveness System is to help educators grow as professionals in order to increase student learning. 2

95% of Student Outcomes Score 5% of score OUTCOMES School-wide VA Reading or Graduation SLOs (completed annually by everyone) 100% of Educator Practices Score Scores on 6 EP Standards PRACTICES Observations Artifacts DPI calculates Student or Program Growth Artifacts/ Data Quality of Process Compiled across 3-year cycle

Resource Documents and Videos All of the resources referenced today can be accessed using this link SAPES Workshop Resources 11.18.14 This symbol means you have the handout in your packet!

Todays Key Questions What is the data saying? What are the tiers and foundational components of the EP model? How do Central Office and District Administrator Evaluation Systems fit into EP? How will school administrator performance be documented? What does this mean for me the evaluator? How will school administrator performance be rated? Using MyLearningPlan

Whats the data saying? Key Question Key Question

Data Highlights

What are the tiers and foundational components of the EP model? Key Question Key Question

Improve Student Learning by enhancing the effectiveness of all educators and providing each school district with.. an effective teacher in every classroom, an effective administrator in every school, an effective leader(s) in every district, and an effective educational system in every community. Goal of the CESA 6 Effectiveness Project

Classroom Teacher Eval. (TPES) Dist. Adm./ Supt. Eval. (DAPES) Central Office Admin. Eval. (COPES) Ed. Specialist Eval. (ESPES) School Admin. Eval. (SAPES)

Implementation of DAPES & COPES will assist districts to fulfill State Statute 121.02(1)(Q) Each School Board shall evaluate in writing all certified school personnel in the first year and at least every three years.

5-Tiered Professional Evaluation System EDUCATIONAL SPECIALISTS SUPERINTENDENTS CLASSROOM TEACHERS CENTRAL OFFICE ADMINS SCHOOL ADMINISTRATORS BusinessC&IFacilitiesHRTechPS/SP Ed

How do Central Office and District Administrator Evaluation Systems fit into EP ? Key Question Key Question

5-Tiered Professional Evaluation System EDUCATIONAL SPECIALISTS SUPERINTENDENTS CLASSROOM TEACHERS CENTRAL OFFICE ADMINS SCHOOL ADMINISTRATORS BusinessC&IFacilitiesHRTechPS/SP Ed

CENTRAL OFFICE ADMINISTRATORS: District employees designated as administrators who provide leadership and services to other administrators, teachers, staff, parents and students. Central office administrators supervise other staff members, a program or a department. CENTRAL OFFICE ADMINS BusinessC&IFacilitiesHRTechPS/SpEd *6 COMMON Performance Standards *UNIQUE Indicator Options for each Professional Category

The CESA 6 Effectiveness Project Performance Evaluation Standards Overview TeachersEducational Specialists School Administrators Central Office Administrators District Administrators Professional Knowledge Leadership for Student Learning Mission, Vision & Goals Strategic Leadership Instructional Planning Communication& Collaboration School ClimatePlanning & Analysis Instructional Leadership Instructional Delivery AssessmentHuman Resources Leadership Human Resources / Instructional Leadership Human Resources Leadership Assessment FOR/OF Learning Program Planning & Management Organizational Management Operations and Resource Management Learning Environment Program DeliveryCommunication & Community Relationships Communication & Community Relationships Communication & Community Relationships Professionalism See handout: EP Performance Standards for All Systems

COPES Training: CESA #4: January 15, 2015

What is the basis of school administrators evaluation? Key Question Key Question

Influences on Student Achievement: Explained Variance Hattie (2003): http://acer.edu.au/documentshttp://acer.edu.au/documents

1. Leadership for Student Learning 2. School Climate 3. Human Resources Leadership 4. Organizational Management 5. Communication and Community Relations 6. Professionalism School Administrator Performance Standards

Alignment to ISLLC Standards Alignment to ISLLC Standards: Interstate School Leaders Licensure Consortium Standards* SAPESISLLC Standard 1: Vision for Learning Standard 2: Schoo l Climate Standard 3: Effective Management Standard 4 Collaboration and Communication Standard 5: Acting w/Integrity Ethnically Standard 6: Understanding Political Legal Influences 1. Leadership for Student Learning XXXXX 2. School Climate XX 3. Human Resources Leadership XX 4. Organizational Management XX 5. Communication and Community Relations XX 6. Professionalism X *EP Leaders are updating this Alignment to reflect the 2014 ISLLC Standards REFRESH.

Sample Performance Indicators Examples may include, but are not limited to: The school administrator: 4.1Demonstrates and communicates a working knowledge and understanding of the states public education rules, regulations and laws, and school district policies and procedures. 4.2Establishes and enforces rules and procedures to ensure a safe, secure, efficient, and orderly facility and grounds. 4.3Monitors and provides supervision for all instructional programs, building space usage, and activities. Standard 4: Organizational Management The school administrator fosters the success of all students by supporting, managing, and overseeing the schools organization, operation, and use of resources. Performance Standard Performance Indicators Main Components Distinguished* In addition to meeting the requirements for Effective Effective Effective is the expected level of performance. Developing Developing Needs Improvement Unacceptable The school administrator is highly effective at organizational management, demonstrating proactive decision-making, coordinating efficient operations and maximizing available resources. The school administrator fosters the success of all students by supporting, managing and overseeing the schools organization, operation, and use of resources. The school administrator inconsistently supports, manages, or oversees the schools organization, operation and/or use of resources. The school administrator ineffectively supports, manages, or oversees the schools organization, operation or use of resources. Performance Appraisal Rubric

Visiting the SAPES Guidebook Available online at EP-Resources.cesa6.org Lets do a walk-through of the School Administrators Guidebook

Activity: Looking Deeper at the Standards Each person take one of the performance standards and indicators p. 21-26 of SAPES Guidebook. Summarize it in one sentence. Review the SAPES Rubric. Give an example of what Effective might look like for your Standard.

How will school administrator performance be documented? What does this mean for me the evaluator? Key Questions Key Questions

Multiple Data Sources School Administrator Evaluation Professional Goal Setting SurveysObservations Doc Log

Observation/School Site Visits Provide information on the wide range of responsibilities of school administrators May range from watching school administrators interactions to observing programs and shadowing the administrator Evaluators discuss various aspects of the job via formal interview or less structured discussion Data Collection Procedure Forms to be Completed EvaluatorSchool Administrator Observation/ School Site Visits Observation Forms

Examples of Observations HS principal in parent meeting informal observation form Committee or Staff Meeting formal or informal observation Watching while MS principal deals with a student behavior issue at the volleyball game informal observation Tagging along on a Building Walk Through formal or informal observation Other central office people (certified administrators) can do some of the observations and document them in MLP

Summary of Observations New/In Need of Improvement Admin Summary Year Admin Non Summary Year Admin Formal (includes pre- and post- conference and 45 minutes of observation) One by December 15 One by end of year Informal (15-20 minutes) One by January 30 Two by End of Year One by January 30 One by End of Year (Three informal during the evaluation cycle) One by End of Year

Documentation Log Artifacts provide evidence of meeting selected performance standards Demonstrates an administrators skills, talents, and accomplishments through an organized collection of work No REQUIRED artifacts for School Administrators Emphasis is on quality, not quantity Data Collection Procedure Forms to be Completed EvaluatorSchool Administrator Document LogDocumentation Log

Lets talk about Artifacts: What is the difference between an Artifact and Evidence? Review the CESA 4Possible Artifacts for Principals document. For your standard, highlight possible artifacts your principals already have/do.

Surveys Gathers client data regarding their perceptions of the school administrators performance. Provides feedback for professional growth and development; helps administrators set goals for continuous improvement (formative evaluation) Options: staff, community, family survey Survey administered once annually during third nine weeks prior to April 15 Sample forms are in the guidebook Actual survey responses seen only by school administrator Data Collection Procedure Forms to be Completed EvaluatorSchool Administrator Surveys Survey Summary Form

Professional Goal Setting Plan Complete the SLO Process first and consider how you might link to your (PPG) Professional Practice Goal. Data Collection Procedure Forms to be CompletedEvaluatorSchool Administrator Professional Goal Setting Plan Professional Goal Setting Form Mid Year SLO Review End of the Year SLO Review Score Report Summary Year Scoring Only Year 1 Complete 1 SLO Complete full Self Assessment of Professional Practice Set PPG Year 2 Complete 1 SLO From Self- Assessment of Professional Practice data focus in on one or two standards & complete PPG Year 3 Summary Year Complete 1 SLO From Self- Assessment of Professional Practice data focus in on one or two standards & complete PPG

Professional Goal Setting Plan Complete the SLO Process first and consider how you might link to your (PPG) Professional Practice Goal. Data Collection Procedure Forms to be CompletedEvaluatorSchool Administrator Professional Goal Setting Plan Professional Goal Setting Form Mid Year SLO Review End of the Year SLO Review Score Report Summary Year Scoring Only Year 1 Complete 1 SLO Complete full Self Assessment of Professional Practice Set PPG Year 2 Summary Year Complete 1 SLO From Self-Assessment of Professional Practice data focus in on one or two standards & complete PPG

Activity: The Principal Professional Goal Setting Plan Watch Anne Clooney, Middle School Principal, as she meets with her superintendent about her Professional Goal Setting PlanWatch Anne Clooney Professional Goal Setting Plan

Turn and Talk: What similarities are there between the conference you just observed and previous conferences youve had with principals/your superintendent? What differences?

Thinking of your district: Have you had any Goal Setting Conferences with your Principals yet? What reflections do you have from them what went well? Are there things you would do differently? What might make them even more informative to both of you? If you havent had any, how will you structure them using the new form?

DocumentationLog Artifacts provide evidence of meeting selected performance standards Provides school administrator with opportunity to demonstrate quality work Surveys Surveys Once annually. Options: staff, community, family survey Actual survey responses seen only by school administrator --- Complete a Survey Summary Form. Summary of Data Sources for School Administrators Professional Goal Setting Plan A plan documented in My Learning Plan that lists the school learning objective, professional practice goals, and professional growth strategies. Observations/ School Site Visits Provide information on wide-range of contributions made by school administrators May range from watching school administrators interactions to observing programs and shadowing the administrator

Data Collection Procedure Form(s) to be Completed Evaluator School Administrator Professional Goal Setting Plan Professional Goal Setting Form Mid Year SLO Review End of the Year SLO Review Score Report Summary Year Scoring Only Observation/ School Site Visits Observation Forms Document LogDocumentation Log SurveysSurvey Summary Form Summary of Data Collection Responsibilities

Roles and Responsibilities Implementation Leader Supporter of Evaluators Evaluator

Implementation Leader Implementation Planning Tools 2 Year Evaluation Cycle2 Year Evaluation Cycle 3 Year Evaluation Cycle3 Year Evaluation Cycle EPIC Resources: EPIC and Liaison Res- ponsibilites, EPIC Checklist EP Readiness Audit

Supporter of Evaluators Professional Development for Administrators Monthly Check Ins at Admin meetings on EP Implementation Calibration two times a year ChecklistsChecklists Standards and Indicators Deep Dive Just In Time Support Mini ModulesMini Modules Support Sessions MLP, SLOs, Surveys, Coaching, Mid Interval Conferences, PIP, others? Resources and Tools EP Resource Page

Evaluator Checklist Superintendent as EvaluatorChecklist

SAPES Timeline TimelineSchool Administrator Responsibilities Evaluator Responsibilities SeptemberReview school data to identify area(s) of need for SLO. SeptemberIdentify targeted student populations and evidence sources September early OctoberAdminister appropriate baseline measure of student knowledge and set growth targets for SLO By October 15Complete Professional Practice Goal Setting Plan By October 30Review SLO with new/in need of improvement and summary year school administrators By December 15Conduct 1 announced site visit with pre-observation & post- observation conferences for new/in need of improvement school administrators

Continued SAPES Timeline By January 15Complete interim evaluation of new school/in need of improvement administrators including review of mid-year SLO section of the professional goal setting review form By January 15Review SLO data and complete the mid-year section of professional goal setting review form By January 30Conduct an SLO review conference with summary year school administrators regarding the mid-year section of the professional goal setting review form By January 30Complete 1 informal school site visit (about 15-20 minutes long) for new/in needs of improvement and summary year school administrators By April 15Conduct school climate survey and complete the survey summary form Review survey summary form By May 15Complete documentation logReview documentation log for new/in need of improvement/summary year school administrators Two weeks prior to end of yearReview SLO data and complete the end of year review section and PPG review on the professional goal setting review form By End of School YearReview SLO data with educator for new/in need of improvement and summary year school administrators By End of School YearScore the SLOHolistically score SLO for new/in need of improvement and summary year educators By End of School YearConduct 1 announced site visit with pre-observation & post-observation conferences for summary year school administrators By End of School YearConduct 2 additional informal site visits (about 15- 20 minutes each) for new/in need of improvement and 1 additional for summary school administrators By End of School YearConduct 1 informal site visit (about 15-20 minutes) for non-summary school administrators By End of School YearComplete summative evaluations/ hold summative conferences June 30 (DPI Mandated)Deadline for entering summary scores into My LearningPlan

Sample Evaluation Planning Spreadsheet

How will school administrator performance be rated? Question 5

Distinguished The school administrator maintains performance, accomplishments, and behaviors that consistently and considerably surpass the established standard. Sustains high performance over evaluation cycle Behaviors have strong positive impact on student academic progress and school climate Serves as role model to others CategoryDescriptionDefinition Effective The school administrator meets the standard in a manner that is consistent with the schools mission and goals. Meets the requirements contained in job description as expressed in evaluation criteria Behaviors have positive impact on student academic progress and school climate Willing to learn and apply new skills Developing/ Needs Improvement The school administrator is inconsistent in meeting standards and/or in working toward the schools missions and goals. Requires support in meeting the standards Results in less than expected quality of student academic progress Leads to professional growth being jointly identified and planned between school administrator and evaluator Unacceptable The school administrator consistently performs below the established standards or in a manner that is inconsistent with the schools missions and goals. Does not meet requirements contained in job description as expressed in evaluation criteria Results in minimal student academic progress May contribute to recommendation for school administrator not being considered for continued employment Terms used in Rating Scale

SAPES Rubric

Activity: SAPES Rubrics Review the Rubrics for each standard on the handout Whats in a Rubric? In table groups, discuss: What the rubrics mean What actions would pull an administrator away from EFFECTIVE for each of the six standards? Questions you have or items that you would like more clarity on

Summative Scoring Rules 54 Performance Level Rating Score Range Distinguished21-24 Effective16-20 Developing/ Needs Improvement 12-15 Unacceptable6-11

Summative Scoring Rules Ratings on standards ofMeans an Overall Rating of 3 or more DevelopingDeveloping/Needs Improvement 2 or more Needs ImprovementDeveloping/Needs Improvement 1 or more UnacceptableUnacceptable A Performance Improvement Plan will be required if: 1 or more Unacceptable ratings on the standards 2 or more Needs Improvement ratings on the standards 3 or more Developing ratings on the standards Or any time, as needed, to benefit from additional support

Scoring Example Scores Shared with DPI directly from MyLearningPlan Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 Summative Score by Evaluator Holistic SLO Score by Evaluator 333331??????1,2,3 or 4

Summative Reporting 58 Locally: Visually/graphically report all data in most meaningful ways Only between educator and their evaluator(s) Federal: USDE has approved this scoring process USDE has provided initial approval for state-llevel reporting ONLY (for coming year)

Scores Reported to DPI Scores Shared with DPI directly from MyLearningPlan Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 Summative Score by Evaluator Holistic SLO Score by Evaluator 1,2,3 or 4

Questions on the School Administrators Performance Evaluation System?

MLP for SAPES

MyLearningPlan http://bit.ly/MLPSuperintendent All Handouts are also on the CESA #4 EE Effectiveness webpage at SAPES Workshop Resources 11.18.14SAPES Workshop Resources 11.18.14

Principals MATTER!!

Billie Finco 608-786-4830 [email protected] http://bit.ly/CESA4EE Sherri Torkelson 608-786-4855 [email protected] Torkelson & Finco64 Kaye Henrickson 608-786-4827 [email protected]

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