Upload
diana-lamb
View
215
Download
0
Tags:
Embed Size (px)
Citation preview
1
PILOT DPAS II
Training for School Board
Members
2
Our Process - necessary for the Superintendent and all Administrators Training I
Overview of DPAS II Review the main components and timelines Review forms
Training II Work through the process
3
Accountability Legislation – An OverviewDPAS II Only effective for those districts
participating in the pilot For any administrator participating in the For any administrator participating in the
pilot, any rating received on a Summative pilot, any rating received on a Summative Evaluation during the pilot period shall Evaluation during the pilot period shall not be included in the determination of a not be included in the determination of a pattern of ineffective administrationpattern of ineffective administration
4
Who is an Administrator in this Regulation? An administrator is a
professional employee of a board in a supervisory capacity involving the oversight of an instructional program.
5
Administrator
Inexperienced – less than three years of service as an administrator
Experienced – three or more years of service as an administrator
Role Experienced - three or more years of service as an administrator in that role
6
Linking DPAS II Evaluations Superintendent
Assistant Superintendent District Office
Directors/Supervisors School Administrators
Principals/Assistant Principals Teachers/Specialists
7
Evaluator Credentials
Evaluators must complete DPAS II training developed by DOE.
Evaluators will receive a certificate of completion which is valid for five years and is renewable upon professional development focused on DPAS II as specified by DOE.
8
FORMATIVE PROCESS
Consists of Goal setting Conference Self-Evaluation Survey of Staff Supervised by the
Administrator Formative Conference/Reports
9
Appraisal Criteria
Component I – Assessment on Leader Standards
Component II – Assessment on Goals and Priorities
Component III – Assessment on School and District Improvement Plan (Strategic Plan)
Component IV – Assessment on Measures of Student Improvement
DSTP Accountability Ratings District adopted norm or criterion referenced assessments Assessments selected by districts to measure quality and equity of student
learning across content areas Other measures of student performance that are used by teachers in the school
are standards based and DSTP- like
10
Summative EvaluationFour Components Equally Weighted and Assigned a Rating of Satisfactory or Unsatisfactory
Satisfactory Unsatisfactory
ISLLC Standards
Satisfactory Unsatisfactory
Goals and Priorities
Overall Summative rating Effective Needs Improvement Ineffective
Satisfactory Unsatisfactory
School Improvement Plan
Satisfactory Unsatisfactory
Student Performance
11
Summative Evaluation Rating Effective – received Satisfactory in all four of
the components. Needs Improvement received one
Unsatisfactory Component rating out of the 4 components. (Summative rating may be delayed until the DSTP data is available.)
Ineffective – received two or more Unsatisfactory Component rating out of the four.
12
Let’s Break It Down!
13
Assessment of Leader StandardsComponent I1.Assessment of Leader Standards
2. Aggregated assessment on the DPAS II Surveys from (in summative evaluation) Those individuals who the
administrator supervises, The administrator himself/herself, The supervisor
14
Assessment of Goals and PrioritiesComponent IIAdequate progress on the
administrator’s professional goals
(These are to be collaboratively agreed upon in the formative meeting.)
15
Assessment of the School Or District Improvement Plan - Component IIIThere is growth in the
goals and objectives in the school or district improvement plan.
The school plans link to the district plans.
16
Assessment on Measures of Student Improvement - Component IVA satisfactory rating on this component means the administrator demonstrates
acceptable performance by: DSTP results show performance has improved. Based on formula for school accountability rating, there are consistent
indicators of improvement in school accountability
And by Meeting at least four of the additional 5 criteria below:1. Makes progress on targets for school improvement on the DSTP2. There is improvement on goals established for the equitable distribution of
learning outcomes based on gender, race, SES, special education status and language proficiency
3. There is consistent evidence of improvement on district adopted norm and criterion referenced assessments.
4. There is improvement in the per cent of student who are meeting the targets for school or district accountability.
5. There is improvement on student attendance or graduation rate.
17
Improvement Plan
Developed for an administrator who receives an overall rating of Needs Improvement or Ineffective on the Summative Evaluation or an Unsatisfactory on any component on the Summative Evaluation regardless of the overall rating.
An Improvement Plan shall also be developed if performance on the Formative Process is Unsatisfactory.
18
Improvement Plan Contents Identification of the specific deficiencies and recommended
areas of growth. Measurable goals for improving the deficiencies to satisfactory
levels. Specific resources necessary to implement the plan, including
opportunities to work with curriculum specialists or other administrators with relevant experiences.
Procedures and evidence that must be collected to determine that the goals of the plan were met.
Timelines for the plan, including intermediate check points to determine progress.
Procedures for determining satisfactory improvement.
19
Improvement Plan
Developed collaboratively by the administrator and evaluator.
If can not be developed collaboratively, the evaluator has the authority to determine the plan.
The administrator is responsible for implementation and completion of the IP.
Upon completion the administrator and evaluator shall sign the documentation that determines the satisfactory or unsatisfactory completion of the plan.
20
Challenge Process
Administrator can challenge any rating on the Summative Evaluation or the Formative Process.
Must submit additional information within ten working days of the date of administrator’s receipt of the Summative Evaluation.
This is part of the appraisal record. It is forwarded to supervisor of the evaluator. Within ten days of receiving the challenge, the supervisor will
review all documentation and issue a written decision. If denied the decision, the supervisor shall state reasons for
denial. The decision of the supervisor of the evaluator is final.
21
Questions and Short Break
22
Working together toward a plan that works!
23
Evaluators are responsible for Effective Feedback that is….. Descriptive
Specific First Hand Not Opinion Timely Behavioral Patterns Factual Honest
24
Tips for Receiving Feedback
Listen openly. Take time to digest. Acknowledge valid points. Accept compliments. Paraphrase what you heard. Show that you understand even if you don’t
agree with the speaker’s interpretation. Ask for clarification. Request feedback.
25
School Leadership Standards
Interstate School Leaders Licensure Consortium
(ISLLC) Standards
26
Uses of the ISLLC Standards Preparation for next generation of school
administrators.
Mentoring of new administrators.
Professional development of practicing administrators.
Administrator evaluation.
27
Leader StandardsComponent IWanted: School
Administrator“Must be more powerful
than a locomotive, faster than a speeding bullet, able to leap tall buildings in a single bounce – blue uniform with tights and cape furnished.”
Apply Any School District
28
Understanding of Effective Leadership
Heavy reliance on research based on linkages between educational leadership and productive schools, especially in terms of outcomes for children and youth.
Emphasis on strong educators, anchoring their work on central issues of learning and teaching as well as school improvement
Focus on school leaders who are moral agents and social advocates for the children and the communities they serve.
Making the valuing and caring connections with others as individuals and as members of the educational community
29
The Changing Nature of Society The emergence of a more diverse society-
racially, linguistically, and culturally. Changing economy, more information based
with global emphasis. The decrease of social capital and the
increase of poverty. The use of trend data.
30
An Evolving Model of Schooling Rethinking teaching and learning to successfully
engage and challenge all students.
A new emphasis on caring centered and community focused conceptions of schooling.
Stakeholders external to the school are playing significantly enhanced roles in education.
31
Central Themes
A Vision for Success
A Focus on Teaching and Learning
An Involvement of All Stakeholders
A Demonstration of Ethical Behavior
32
Student Centered Reform The bottom line of schooling, after all, is student
learning. Everything principals do- establishing a vision, setting goals, managing staff, rallying the community, creating effective learning environments, building support systems for students, guiding instruction, and so on must be in service of student learning. (Institute for Educational Leadership, 2000, p.4)
Superintendent oversees that happens in ALL schools and is consistent with District Plan and Goals
33
Standards
DispositionsWhat does the administrator believe in, value and is committed to?
Skills/Performances What processes does the
administrator facilitate and what activities
does he/she engage in?
Knowledge What does the administrator
know and understand?
Core Values
34
Standard 1 A school administrator is an educational
leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.
35
Standard 2
A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional development.
36
Standard 3
A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.
37
Standard 4
A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing the community resources.
38
Standard 5
A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.
39
Standard 6
A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural contexts.
40
Component II – Assessment of Goals and Priorities
What has been accomplished in the district plan to date?
What other factors should be addressed that are not included in the district plan?
What are the priorities for this evaluation year?
What is reasonable to accomplish?
41
Component III – Assessment of the District Strategic Plan
How are we using the plan? How well has the district communicated
the plan? How are we doing? Has the board allocated appropriate
resources and support for the plan? Are we addressing our priorities?
42
DATA
The measure of success is not whether you have a tough problem to deal with, but whether it’s the same problem you had last year.
- John Foster Dulles
43
Tools for Understanding Problems and Improving Results Data helps you: Refine the definition of a problem by
quantifying its frequency or impact.
Verify which potential causes of a problem are actual causes.
Monitor whether changes you have made to fix a problem have had the desired impact.
44
Tools for Measuring Student Performance
Standardized Assessments – (norm and criterion referenced) Year to Year Cohort Progress
Curriculum –embedded assessments ( performance assessments, portfolios, and student assessment) District Assessments
Other Factors
45
Delaware’s AYP Intermediate Targets
How is our district meeting AYP? Elementary Middle High
Which schools are meeting AYP? Which schools did not make AYP? How are your schools doing on the State
Progress Determination? What role did our superintendent play? What are the next steps for improvement?
46
DSTP Reading (1998 – 2005)Percent of 3rd graders who
Met or Exceeded the Standard
82% 84%91%95%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
DE 3rd NN 3rd1998 1999 2000 20012002 2003 2004 2005
47
No Name Elementary School% of 3rd grade students who met
or exceeded the standards95
100
84
94
60
79
0
10
20
30
40
50
60
70
80
90
100
Reading Math Writing
19981999200020012002200320042005
48
Questions to Ask?
What does the data tell us? What problems or challenges do they reveal? What can we do about what the data reveal? What strategies should we brainstorm? What research should we consult? What are data telling us about how effective
our current efforts are in helping us achieve our goals?
49
Goals and Priorities
The key: Linking Learning and Improvement
Using your District Strategic Plan & Goals
1. Make learning something that an entire district does.
2. Apply that learning to achieve continuous improvement.
3. What is accomplishable this year?
50
Strategic and Specific
Measurable
Attainable
Results-oriented
Time bound
SMART Goals
51
Strategic Goals
Linked to strategic priorities that are part of a larger vision of school success for the entire district.
These goals will have both broad based and long term impact because focused on the specific needs of the students for whom the goal is intended.
52
Measurable
Being able to know whether actions made the kind of difference we wanted
Being able to measure a change in results because of these actions.
Should occur in a number of different ways using a variety of tools and strategies.
Yielding consistent patterns gives greater confidence that actions have made a difference.
53
Attainable
A goal must be within the realm of our influence or control and doable given current resources.
Must know your starting point (baseline). Must know how much time you have to
accomplish the goal. Must know what kinds of resources you have
to make the necessary changes.
54
Results-Based
Define what is expected. Communicate a desired end point. Answer the question, “So What?” Not process but results. Should come in the form of student
achievement in a particular area, a percentage of students who improve in a certain area, or as a demonstration of learning that can be defined and measured.
55
Time-Bound
Helps to determine attainability. Helps to keep the goal a priority. Gives the goal urgency. Requires periodic check on how well or how
swiftly progressing toward the goal. Keeps goal dynamic part of improvement
process.
56
Example
Within the next two years, increase by 50% the number of 6th and 7th grade students scoring proficient or advanced levels in reading and math. (Currently, only one third of students score at this level.)
57
The Process
58
Create an Evaluation Plan
Reflect the Priorities and Goals discussed previously Reasonable and Obtainable
Should have Mutual Agreement Clearly defined Superintendent AND Board
Responsibilities Stages of Progress
Have a mid term review and adjustments if necessary
A final review that is fair and honest
59
Goal Setting Conference
1. Board schedules conference with Administrator prior to August 15th.
2. Conference held.
3. Goals reviewed and agreed upon.
4. SIP plan reviewed and agreed upon.
5. Goals and plans signed by both parties.
6. If revision needed, resubmitted to the board and process begins again.
60
FORMATIVE FEEDBACK FORMfor Leader Standards Name _______________ Position ____________________________ Appraiser ____________ Date of Conference __________________ This form may be used to record the content of conferences held and to
note any goals or performance expectations agreed upon, and any other pertinent information either party feels should be recorded.
Component I: Assessment on Leader Standards Standard 1: Standard 2: Standard 3: Standard 4: Standard 5: Standard 6:Narrative:
61
Plan
Develop a plan mutually with S.M.A.R.T. Goals Strategic and Specific Measurable Attainable Results-oriented Time bound
62
Mid Year Conference
Board and Superintendent discuss progress toward goals.
Discussion of unforeseen issues.
The Board makes suggestions and necessary, mutually agreed upon adjustments are made.
Board provides the administrator with two copies of the summary of the Mid Year Conference within a week of the conference.
Superintendent signs and returns one copy to the supervisor.
63
Mid Year Conference
Administrator____________ Date____________This will serve as a summary of the MId Year Conference held on______
Accomplishments and Commendations:
Narrative:
Areas for Growth and Improvement:
Narrative:
64
Mid Year Conference Scheduled in January or February
Board Schedules conference and reviews strategies and documentation submitted.
Superintendent Submits strategies and documentation of what has been done or is being done to meet the goals established at the goal setting conference and on the School Improvement Plan
65
Evaluator Self- Assessment Survey
Prior to Summative Conference
66
Distribute the Leader Standards Survey
Inexperienced or Administrators on an Improvement Plan distribute Survey to those staff members he/she Supervises by March 1.
Experienced Administrators distribute Survey to those he/she supervises by April 1.
……………………………………………………… Surveys are to be sent anonymously to Board.
67
Summative Appraisal: Board Analyzes Data from Surveys
Important to carefully consider any outlying responses.
Important to compare superintendent’s self-assessment with other surveys.
Look for trends and patterns. Helps establish targets for professional
development for the superintendent.
68
Preparing for the Summative Conference
Superintendent supplies Board with all documentation of all four components a week prior to the conference.
Survey results are compiled for review.
69
Documentation
Any additional documentation of Leader Standards
Documentation of Goals Progress on District Improvement Plan Measures of Student Improvement -
Testing data Other documentation as necessary
70
Summative Conference
Provides documentation of Leader Standards Goals and Priorities
Adjustments made Student Assessment Data
71
Board Meets with Superintendent
Reviews and discusses documentation Analyzes documentation Completes summative form
Lists accomplishments Recommendations
Provides an end of the year Summative Evaluation within a week of the conference
Administrator will sign and return.
72
Questions….. Feedback
What else do you need from us to be successful?