PowerPoint Presentation

Sub-headingADMINISTRATOR EVALUATION AND SUPPORT SYSTEM

Curriculum, Instruction and Assessment Leader Proposed Adaptations

This module is designed to provide proposed adaptations for Curriculum, Instruction and Assessment leaders in the implementation of Connecticuts Guidelines for Educator Evaluation specific to their role. Please be aware that these proposed adaptations are awaiting final approval by the CSDE; however, they may be used as part of the 2014-2015 academic year permissive pilot. Curriculum, Instruction and Assessment leaders who evaluate staff or who are required to operate under an 092 certification would be the audience for this module.

You are encouraged to first view the Administrator Orientation Module which can be found separately at connecticutseed.org to acquaint yourself with the basic components of the administrator evaluation and support system. Once you are familiar with those basic components, you can view this module. Here, you can explore more detailed examples of how those basic components can be used to support the growth of administrators who hold your Curriculum, Instruction and Assessment Leader position.

0Common Titles for Curriculum, Instruction and Assessment Leaders 1Assistant Superintendent for Curriculum and InstructionDirector of CurriculumProgram Coordinator/SupervisorChief Academic OfficerCoordinator of Elementary or Secondary Instruction

Unlike the titles of principal and assistant principal, Curriculum, Instruction and Assessment Leader positions can be more varied in titles and responsibilities depending on the district.

Regardless of the district involved, your essential responsibility may involve the development of the instructional program, the oversight of instructional staff and the districts assessment program. You may find yourself charged with one or more of these responsibilities.

The proposed adaptations for leaders in the areas of curriculum, instruction and assessment are intended to make Connecticuts evaluation and support system responsive and relevant to the responsibilities of your role and function.

1Components Of Evaluation2

ANNUAL SUMMATIVERATINGOUTCOME RATINGPRACTICE RATINGTeacher Effectiveness Outcomes

As a reminder, the Administrator Evaluation and Support process incorporates four components. We will discuss proposed adaptations impacting each of these four components during this module.

2Performance and Leadership Practice3GUIDELINESLeadership Practice comprises 40% of the summative rating

Districts may generate ratings from evidence based on the CCL Leadership Standards

Use of a rubric is not required for Curriculum, Instruction and Assessment Administrators

The Leadership Practice Rating is comprised of two components, a rating for administrative performance and a rating for stakeholder feedback. For Curriculum, Instruction and Assessment Leader positions, the Connecticut State Department of Education has published an advisory document, Guide to the Application of the Common Core of Leading (CCL): Connecticut School Leadership Standards in the Observation of Practice of Central Office and Other District Administrators. This document can be found at connecticutseed.org and can provide proposed adaptations in the rating of professional practice for Curriculum, Instruction and Assessment administrators.

While recognizing the shift in emphasis for duties and responsibilities for Curriculum, Instruction and Assessment Leaders, the six Performance Expectations of the Common Core of Leading: Connecticut School Leadership Standards are still the foundation for the observation of leadership practice. The Guidelines for Educator Evaluation do not require the use of a rubric in the evaluation of Curriculum, Instruction and Assessment administrators; however, best practice necessitates that at a minimum an understanding of anticipated performance expectations within the context of the CCL or the advisory Guide occur during the goal-setting conference.

3Performance and Practice: Weighting of Standards4The CCL outlines six Performance Expectations (PEs)

PE 2: Teaching and Learning - 50%

All other PEs (Equally-weighted) - 50%

As a reminder the Guidelines require a specific weighting system for the six Performance Expectations in the case of school principals. For Curriculum, Instruction and Assessment Leaders, the weighting of standards may be different, but must be established at the goal setting conference.

The recommendation within the Permissive Pilot is to weight Performance Expectation 2 of the CCL, the teaching and learning standard, as 50% of the performance and practice component and to weight each of the remaining five Performance Expectations equally to comprise the remaining 50% of the performance and practice component.

4Focus Area Development5Proposed AdaptationsIdentify specific areas in which administrators want to improve

Based on reflection on past performance and aligned with the CT Leadership Standards

Includes action steps to move practice in support of the improvement of teaching and learning

Support administrators in accomplishing their Student Learning Indicators and Stakeholder Feedback targets

While there is no requirement in the Guidelines for Curriculum, Instruction and Assessment administrators to develop a Focus Area, best practice indicates that administrators who identify Focus Areas for their practice find that doing so helps them to better accomplish their Student Learning Indicators and survey targets. Administrators are not expected to focus on improving their practice in all six Performance Expectations areas in a given year. Rather, it is recommended that they identify two specific focus areas of growth to facilitate professional conversations about their leadership practice with their evaluator.

It is likely that at least one and perhaps both, of the practice focus areas will be in instructional leadership, given its central role in driving student achievement. What is critical is that the administrator can connect improvement in the practice focus areas to the outcome goals and survey targets, creating a logical through-line from practice to outcomes.

Please also note that there is no required format for the writing of Focus Area statements. Each district may create its own specific format.

5Focus Area Example6P.E. 2 (B): Curriculum and Instruction To align curriculum with the CT Core Standards, results from an audit of the secondary curricula in ELA, Social Studies and Science will be reviewed and analyzed to inform curriculum work that will take place in the 2014-15 school year to ensure the integration of appropriate literacy and performance tasks into course content.

In this sample Focus Area, the Curriculum, Instruction and Assessment administrator seeks to strengthen his or her impact in leadership areas related to Performance Expectation 2 of the Connecticut Leadership Standards. A curriculum, instruction and assessment leader would need to ensure that curriculum is aligned to state standards.

In this example, the curriculum, instruction and assessment leader would need to identify areas of the secondary curriculum that may need to be better aligned with the CT Core Standards and is proposing to conduct an audit of the curriculum to ensure the appropriate integration of literacy and performance tasks within course content. Focus Areas should relate to an aspect of your ongoing leadership work, be anchored in Connecticuts Standards for School Leaders and become the means for you to grow in your leadership practice. As your effectiveness improves, program improvement and positive learner outcomes follow.

6Stakeholder Feedback7GUIDELINESStakeholder Feedback is rated as 10% of the Summative Rating

Feedback from relevant stakeholders

May use surveys, interviews, focus groups, other methods

Valid and reliable methods

Surveys must align with CT Leadership Standards

Rating based on growth or status performance

Feedback from stakeholder groups can help the individual administrator to understand the impact of his or her leadership actions on the school community. When analyzed, the data from surveys or other feedback methods can provide the focus for organizational development and the establishment of a target for leadership action in the improvement of professional practice. Focus groups, interviews or other methods in lieu of surveys may be used to collect feedback as long as they meet the reliable and valid requirements.

Administrators are expected to set growth targets for future stakeholder feedback or to maintain levels if the stakeholder feedback is already at a high level.

7Stakeholder Feedback Groups8Suggested Stakeholder Groups for Curriculum, Instruction and Assessment Administrators

- Building Administrators- Teachers

In the case of Curriculum, Instruction and Assessment administrators, the stakeholder groups should reflect the primary clients for their work. Building administrators and district teachers comprise an appropriate stakeholder group who could provide valuable feedback to the administrator responsible for curriculum, instruction and assessment.

8Sample Stakeholder Feedback Questions 9The policies, procedures and practices of the Curriculum Office align with school and district vision, mission and goals.

Instructional resources and programs align with the districts vision, mission and goals.

Data, research and best practice shape programs and activities aligned with curriculum.

The effectiveness of professional development is monitored and evaluated in a variety of ways.

Questions directly targeted toward the curriculum, instruction and assessment administrators stakeholder groups should supplement those questions which comprise the districts current survey. In some cases, a few district questions may not be applicable to this leadership position and may be deleted. Our sample includes questions designed to gauge the perceptions of those key groups supported by curriculum, instruction and assessment programs. Such information can be used by the program administrator to enhance areas of leadership practice as a means of strengthening the overall program.

For Curriculum, Instruction and Assessment positions, there is a bank of sample questions available at connecticutseed.org.

9Recommendations for Student Learning Indicators10Guidelines Student Learning Outcomes comprises 45% of the summative rating

(22.5%) is based on goals addressing a significant portion of the students served

(22.5%) shall be based on the student performance and/or growth on the state-administered assessment in the core content areas of the schools or content areas served

The Student Outcomes rating comprises 50% of the administrators summative rating and is inclusive of two components: a rating for multiple Student Learning Indicators and Teacher Effectiveness Outcomes. The rating of Student Learning Indicators is 45% of the summative rating for administrator evaluation.

The Guidelines specify that For 092 holders serving in Curriculum, Instruction and Assessment administrator roles, districts shall rate performance based on results in the group of schools, group of students, or subject area most relevant to the administrators job responsibilities, or on district-wide student learning results.

State-tested academic learning results will not be included in administrator evaluation for the 2014-2015 school year. In which case, the locally-determined measures of student learning aligned to Connecticut learning standards would account for the full 45% of the Student Outcome Rating.

10Sample Student Learning Indicators11Sample IndicatorIndicator: During the 2014-2015 school year, 78% of students in grades K-12 will meet or exceed grade level expectations for writing as measured by the May administration of the districts standards-based performance assessment (An increase of 5% from 2013-2014 data).

For a curriculum, instruction and assessment administrator, the group of students identified for student learning indicators would be a significant portion of the students enrolled in those schools or content areas directly under the leaders supervision.

11A Development Guide for Student Learning Indicators12

This Student Learning Indicator Development Guide will assist administrators in developing rigorous Student Learning Indicators. It provides the administrator with a detailed overview of the components required for an effective Student Learning Indicator as well as guiding questions related to each component within the structure of an effective Student Leaning Indicator.

The Guide can be found at connecticutseed.org. in its full form by clicking on the Evaluation Resources tab. Additional resources for supporting the development of quality Student Learning Indicators can also be found on this website.

12Teacher Effectiveness Outcomes13GUIDELINESTeacher Effectiveness Outcomes comprises 5% of the summative ratingProposal AdaptationsRating is based on the percentage of principals, assistant principals and instructional supervisors who meet or exceed their Student Learning Indicator targets

A proposed adaptation for Curriculum, Instruction and Assessment Leaders is that Teacher Effectiveness Outcomes ratings will be determined by the percentage of principals, assistant principals and instructional supervisors evaluated by the leader who meet or exceed the targets of their student learning indicators.

13Teacher Effectiveness Outcomes 14ExemplaryProficientDevelopingBelow Standard>80% of principals, assistant principals and instructional supervisors are rated proficient or exemplary on the student learning objectives portion of their evaluation>60% of principals, assistant principals and instructional supervisors are rated proficient or exemplary on the student learning objectives portion of their evaluation

>40% of principals, assistant principals and instructional supervisors are rated proficient or exemplary on the student learning objectives portion of their evaluation