25
SIP MONITORING AND EVALUATION

SIP Monitoring and Evaluation

  • Upload
    galena

  • View
    115

  • Download
    0

Embed Size (px)

DESCRIPTION

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: - PowerPoint PPT Presentation

Citation preview

Page 1: SIP Monitoring and Evaluation

SIP MONITORING

AND EVALUATION

Page 2: 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

Page 3: SIP Monitoring and Evaluation

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%

Page 4: SIP Monitoring and Evaluation

EFFECTIVE PRINCIPALS

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

*TE 2.c & e

Page 5: SIP Monitoring and Evaluation

EFFECTIVE PRINCIPALS

79% of effective principals’ time is spent: Recruiting & retaining effective

teachers In classrooms observing teachers Providing PD for teachers

Page 6: SIP Monitoring and Evaluation

RETAINING EFFECTIVE TEACHERS

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

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. *TE2.f **TE 2.c & e

Page 7: SIP Monitoring and Evaluation

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

Page 8: SIP Monitoring and Evaluation

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

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

Page 9: SIP Monitoring and Evaluation

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

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

Page 10: SIP Monitoring and Evaluation

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

Administrators who provide & improve Professional Development opportunities 50% Gen Y Teachers

52% Older Teachers

Page 11: SIP Monitoring and Evaluation

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

Page 12: SIP Monitoring and Evaluation

W H I C H EP C HAV E YO U O B S ERV ED A PAT T ER N O F G RO W T H & /O R A N EED FO R I M P R OV EM EN T I N YO U R S C H O O L ? P L EA SE EXP L A I N .

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)

Page 13: SIP Monitoring and Evaluation

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)

Page 14: SIP Monitoring and Evaluation

EPC’S CONT. 2’ 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.c

Page 15: SIP Monitoring and Evaluation

MONITORING AND EVALUATION

ALL SCHOOLS

Page 16: SIP Monitoring and Evaluation

FORMATIVE ASSESSMENTS

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

Page 17: SIP Monitoring and Evaluation

FORMATIVE ASSESSMENTS

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

Page 18: SIP Monitoring and Evaluation

FORMATIVE ASSESSMENTS

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

Page 19: SIP Monitoring and Evaluation

SIP & TEACHER EVALUATION

Who? The Principal AP

Page 20: SIP Monitoring and Evaluation

MONITORING SIP WITH TEACHER EVALUATION

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

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

Page 21: SIP Monitoring and Evaluation

SIP & TEACHER EVALUATION

What? Daily Classroom Walk-

throughs Informal Observations Formal Observations

Page 22: SIP Monitoring and Evaluation

SIP & TEACHER EVALUATION

Why? Identify patterns of

growth or need for improvement in TE EPCs

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

Page 23: SIP Monitoring and Evaluation

SIP & TEACHER EVALUATION

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)

Page 24: SIP Monitoring and Evaluation

SIP & TEACHER EVALUATION

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

Page 25: SIP Monitoring and Evaluation

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!