sip m onitoring and e valuation. e ffective p rincipals 1’ for everybody writes*: what makes...

SIP MONITORING

AND EVALUATION

EFFECTIVE PRINCIPALS

1’ for Everybody Writes*: What makes Principals effective?

1’ for Numbered Heads Together**:

Participants number off in teams.

Participants put heads together.

Participants share what they wrote with their team:

Team members revise their writing as needed as they listen to their team members.

Facilitator selects a number; participants with that number respond. *TE 2.f; **TE 2. c & e

WHAT CORRELATES MOST CLOSELY WITH A PRINCIPAL'S LEVEL OF EFFECTIVENESS?

Ability to recruit/retain effective teachers- 42.4%

Time spent on classroom observations/PD for teachers - 36.16%

Principal’s Level of training & PD- 7.89%

Other - 6.73%

Time spent on organization/management activities- 3.8%

Principal’s Years of experience-2.63%

Principal’s Level of education- .39%


30 seconds to Tell Your Partner*: Where do effective principals spend the majority of their time?

*TE 2.c & e


79% of effective principals’ time is spent:

Recruiting & retaining effective teachers

In classrooms observing teachers

Providing PD for teachers

RETAINING EFFECTIVE TEACHERS

1’ for Everybody Writes*: What is the role of principals & APs in retaining effective teachers?






Facilitator selects a number; participants with that number respond. *TE2.f **TE 2.c & e

WHAT DO TEACHERS WANT??? (PUBLIC AGENDA, 2010)

Administrators who back & support teachers

74% Gen Y Teachers (born between 1975-1995)

77% Older Teachers (born before 1975)

A principal who frequently observes in classrooms and gives teachers detailed feedback on how they’re doing.

70% Gen Y Teachers

61% Older Teachers


Administrators who enable a lot of collaboration among teachers & guidance from other instructional experts in developing lesson plans

68% Gen Y Teachers

67% Older Teachers

Administrators who prepare teachers to adapt or vary their instruction to meet the needs of a diverse classroom

65% Gen Y Teachers

61% Older Teachers


Administrators who remove students with severe discipline problems from classrooms

56% Gen Y Teachers

70% Older Teachers

Administrators who make the latest technology available to aid instruction

52% Gen Y Teachers

55% Older Teachers


Administrators who provide & improve Professional Development opportunities

50% Gen Y Teachers

52% Older Teachers

HOW MUCH TIME DO YOU SPEND WITH YOUR TEACHERS?

What percent of your time is spent with your teachers? Observing your teachers & giving them

feedback to increase their curricular & instructional expertise

Providing PD for your teachers to increase their curricular & instructional expertise

W H IC H EP C H AVE YOU OB S ER V ED A PAT TER N OF G R OW TH & /OR A N EED FOR IM PR OV EM EN T IN YOU R S CH OOL ? PL EA S E EX P L A IN .

2’ for Everybody Writes (2.f)

Knowledge of content & pedagogy (TE 1.a)

Knowledge of students (TE 1. b)

Knowledge of resources & technology (TE 1.d)

Communicating with students (TE 2.a)

EPC’S CONT.

Strategies to evoke HOT (TE 2.b) Lesson delivery & student

engagement (TE 2.c) Using assessment &/or adjusting

instruction (TE 2.d & 2.e) Integrating content area reading &

writing (TE 2.f)

EPC’S CONT.

2’ for Numbered Heads Together*:



Participants share what they wrote with their team: Team members revise their writing as

needed as they listen to their team members.

Facilitator selects a number; participants with that number respond. *TE 2.c

MONITORING AND EVALUATION

ALL SCHOOLS

FORMATIVE ASSESSMENTS

Administer Formative assessments to students: August/September November/December February


Use PLCs as a venue to make curricular/instructional decisions based on review and discussion of student data and artifacts


Use Baseline data & common assessment data (unit related and course pre-summative) to determine: Which students are proficient? (AL3+=Tier 1) Which students are basic? (AL2=Tier 2) Which students are below basic? (AL1=Tier 3)

Determine which curricular/instructional changes need to be made. Then teachers plan & adjust accordingly.

This is a continuous cycle

SIP & TEACHER EVALUATION

Who? The Principal AP

MONITORING SIP WITH TEACHER EVALUATION

1’ for Everybody Writes*: What, why, & how can Principals & APs monitor their SIP implementation using the TE process?






Facilitator selects a number; participants with that number respond. *TE 2.f; **TE 2. c & e


What? Daily Classroom Walk-

throughs Informal Observations Formal Observations


Why? Identify patterns of

growth or need for improvement in TE EPCs

Affirm growth &/or provide next steps (TE) for improvement


How? Use TE rubrics to observe:

Knowledge of content & pedagogy (TE 1.a)

Knowledge of students (TE 1. b)

Knowledge of resources & technology (TE 1.d)

Communicating with students (TE 2.a)

Strategies to evoke HOT (TE 2.b)

Lesson delivery & student engagement (TE 2.c)

Using assessment to adjust instruction (TE 2.d & 2.e)

Integrating content area reading & writing (TE 2.f)


How?

Coach & monitor teachers’ on their next steps for TE

Provide PD on needed effective instructional strategies*

Coach & monitor teachers’ implementation of the school’s effective instructional strategies *TE: *2 c & e

DO A FEW THINGS WELL!

The Elegance of the Hedgehog:

Hedgehogs do one thing well. They can roll into a ball to protect themselves in order to survive.

Let’s commit to the essentials for increasing student achievement so, we can survive & ignore the rest.

Be clear on your priorities!

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