© 2012, Community Training and Assistance Center © 2012, Teaching Learning Solutions Linking ISLLC and your Principal Rubrics to a Case Study Re-Certification: 4/4A

© 2012, Community Training and Assistance Center© 2012, Teaching Learning Solutions Outcomes for Participants will demonstrate expertise in the understanding of the ISLLC standards, and of research-based best practices that help define the characteristics of effective educational leadership. Participants will build competence in the application of the approved/selected Principal Evaluation Rubrics. Participants will demonstrate expertise in evaluating and supporting a principal’s leadership of the SLO process. Participants will demonstrate skills in objectively assessing school leader effectiveness through the application of the assessment criteria to identified case studies. Participants will establish agreement in scoring / rating the effectiveness of a school leader against the criteria of the selected Principal Evaluation Rubrics.

© 2012, Community Training and Assistance Center© 2012, Teaching Learning Solutions Outcomes for January 2013 Develop an understanding of how principal effectiveness can be determined through well selected evidence viewed through the lens of the ISLLC Standards and the corresponding rubrics Understand the alignment of the ISLLC Standards with the approved Principal Evaluation Rubrics Establish guidelines for the use of evidence in the scoring of case studies, including summative test results, interview data and SLO process artifacts Apply our knowledge and skills to the assessment of Principals’ Practice using case studies Know and understand how leading the SLO process provides evidence of a principal’s practice Score principals’ practice using the state selected rubrics, share and justify the ratings for the purpose of establishing rater agreement Collaborate with colleagues

© 2012, Community Training and Assistance Center© 2012, Teaching Learning Solutions Required Elements of for Lead Evaluator Certification 1.NYS Teaching Standards and the ISLLC 2008 Leadership Standards 2.Evidence ‐ based observation techniques 3.Application and use of the student growth and value ‐ added growth model 4.Application and use of State ‐ approved teacher/principal rubrics 5.Application and use of any assessment tools you intend to use (e.g., portfolios, surveys, goals) 6. Application and use of any State ‐ approved locally developed measures of student achievement you intend to use

© 2012, Community Training and Assistance Center© 2012, Teaching Learning Solutions Required Elements of for Lead Evaluator Certification, Cont. 7.Use of the Statewide Instructional Reporting System 8.The scoring methodology used by the department and/or your district 9.Specific considerations in evaluating teachers and principals of English language ***Other: While not listed as a training component, districts will need to ensure inter ‐ rater reliability for both their teacher and principal evaluation systems

© 2012, Community Training and Assistance Center© 2012, Teaching Learning Solutions Assessing School Leader Effectiveness Learning from research: Clifford, Behrstock-Sherratt, & Fetters. (March 2012). The Ripple Effect: A synthesis of research on principal influence to inform performance evaluation design. Napperville, IL.American Institutes for Research. The Ripple Effect, pages 1 – 13. “practice perspective”: from which principal effectiveness is defined by quality of principals leadership or administrative practices. -Quality of principal’s work in school, answering questions on what the principal knows, values, and does. “impact perspective”: from which principal effectiveness is defined by the principal’s impact on his or her school. -Ability to attain specific, observable changes.) Is this different from current perspective? If so, how?

© 2012, Community Training and Assistance Center© 2012, Teaching Learning Solutions Assessing School Leader Effectiveness Review of the state approved Principal Evaluation Rubrics Individually - select your district rubric for our work: Marshall’s Principal Evaluation Rubric Multi-Dimensional Principal Performance rubric. Read the selected rubric, and identify which indicators in the rubric assess a principal’s practice, and which indicators assess a principal’s impact. Share your findings with your table group – and discuss any areas where you may disagree with your peers. 7

© 2012, Community Training and Assistance Center © 2012, Teaching Learning Solutions Principal Evaluation Content and Processes Establishing Group Understanding of the ISLLC Standards and Approved Rubrics Used in the Principal Evaluation Process

© 2012, Community Training and Assistance Center© 2012, Teaching Learning Solutions Standards and Rubrics Task: Establish the connections between the ISLLC Standards and the approved rubrics - using the crosswalk documents. Locate the following documents: The ISLLC Standards One of the 3 rubrics selected for this work The ISLLC crosswalk document for that rubric The SLO crosswalk document for that rubric Review the crosswalk documents while reading the ISLLC Standards and the rubric, noting where and how the rubric assesses functions of the ISLLC standards.

© 2012, Community Training and Assistance Center © 2012, Teaching Learning Solutions Principal Evaluation Cycle Going Beyond Gold to Platinum…

11 © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center Data / Evidence Gathering Interpreting: Structured review processes, conferencing and clarifying Conclusions – Rating the principal’s practice Identify areas of growth to ensure student achievement Goal Setting Principal Evaluation Cycle

12 © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center Data/ Evidence Gathering Interpreting: Structured review, conferencing and clarifying Conclusions – Rating the principal’s practice Identify areas of growth to ensure student achievement Goal Setting Principal Evaluation Cycle Observation evidence sources: In school – faculty meetings, team meetings, teacher evaluations (paired), parent meetings, daily work, administrative meetings Outside school – administrative meetings, board meetings, community functions, school events Artifacts: Student data School data Documents, surveys, plans s, newsletters, teacher evaluation records School publications (handbooks)

13 © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center Data Gathering Interpreting: Formative review, conferencing, and clarifying Conclusion based on Standards and Rubrics Identify areas of growth to ensure student achievement Goal Setting Principal Evaluation Cycle Meetings to look at evidence based on the Standards Clarifying misconceptions Interpret performance based on rubrics

14 © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center Evidence / Data Gathering Interpreting: Formative review, conferencing and clarifying Conclusion based on Conclusion based on Standards and Rubrics Identify areas of growth to ensure student achievement Goal Setting Principal Evaluation Cycle Must address all Standards Data must be linked to rubrics for determining level of performance NO JUDGEMENT AT THIS POINT

15 © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center Evidence / Data Gathering Interpreting: Formative review, conferencing and clarifying Conclusion based on Standards and Rubrics Identify areas of growth to ensure student achievement Goal Setting Principal Evaluation Cycle Ongoing process

16 © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center Evidence / Data Gathering Interpreting: Formative review, conferencing and clarifying Conclusion based on Standards and Rubrics Identify areas of growth to ensure student achievement Goal Setting Principal Evaluation Cycle Rating of effectiveness based on evidence gathered relative to the Standards.

17 © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center Evidence / Data Gathering Interpreting: Formative review, conferencing and clarifying Conclusion based on Standards and Rubrics Improvement needed increasing Student Growth Goal Setting Principal Evaluation Cycle Identify strengths and areas for growth in Principal practices to ensure student learning. Develop a plan for moving forward.

18 © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center Evidence / Data Gathering Interpreting: Formative review, conferencing and clarifying Conclusion based on Standards and Rubrics Identify areas of growth to ensure student achievement Goal Setting Principal Evaluation Cycle Cycle repeats

© 2012, Community Training and Assistance Center© 2012, Teaching Learning Solutions Recognizing & Gathering Defensible Evidence Defensible evidence is... Objective - free of opinion & bias Quantifiable when appropriate – contains numerical information and data Specific data and artifacts “Low inference” – all summary and descriptive statements are factual, and supported by details and artifacts as appropriate 19

© 2012, Community Training and Assistance Center© 2012, Teaching Learning Solutions Recognizing & Gathering Defensible Evidence Defensible evidence is NOT... Subjective Judgmental Opinionated Infused with recommendations and interpretations “High inference” – summarized and lacking details needed to defend / validate any judgment High inference evidence is an indication that you need to develop questions, and gather more objective (low inference) evidence to support an accurate interpretation of the principal’s practice. 20

© 2012, Community Training and Assistance Center© 2012, Teaching Learning Solutions Example ISLLC STANDARD AND FUNCTIONSPECIFIC DATA/QUESTIONS TO ASK 1. Vision An educational leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders. Function B. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning Data – shows that individual & sub- groups of students are targeted, and specific strategies identified to ensure increased achievement. Question: How will you provide support to teachers to ensure that the selected strategies are understood and monitored?

© 2012, Community Training and Assistance Center© 2012, Teaching Learning Solutions Example – SLO Leadership ISLLC STANDARD AND FUNCTIONSPECIFIC DATA/QUESTIONS TO ASK 1. Vision An educational leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders. Function B. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning SLO-Related Data Sampling of SLOs Teacher feedback from SLO conferences SLO-Related Questions to Ask How do your teachers’ SLOs align to the school and district vision and goals? How are your teachers and students progressing on their SLOs? How do you know?

© 2012, Community Training and Assistance Center© 2012, Teaching Learning Solutions Process Guide Locate the Principal Evaluation Process Guide in your material Read each stage of the process guide document and discuss the following with your partners: Group 1: How is this process similar to or different from your current practices? Group 2: What are the implications for using a rubric to assess principals’ practice for All ISLLC standards, Defining school leadership in your district? Group 3: What individual or systemic challenges will the process present?

© 2012, Community Training and Assistance Center© 2012, Teaching Learning Solutions Gathering & Aligning Evidence to ISLLC Standards and Your Selected Principal Evaluation Rubric Locate and the ISLLC Standards Evidence Sources Document and the Evidence Collection Form Briefly discuss the data sources for evidence. These lists are not all inclusive. What sources would you add to the list? Consider the specific types of evidence you would collect for each ISLLC Standard (using the Evidence Source Document), and how the evidence would align to specific elements of your selected rubric.

© 2012, Community Training and Assistance Center© 2012, Teaching Learning Solutions Case Study – your task... Step 1: Individually – Read the Case Study and Artifacts from Jack Britt High School Step 2: With a partner – Discuss / underline / identify evidence of practice and impact, and Transfer (copy / paste) the evidence to the Evidence Collection Form for the appropriate ISLLC standard. Using your selected rubric, and the crosswalk documents, identify the specific elements of the rubrics that will be used to assess the principal’s practice for each evidence sample you have gathered.

© 2012, Community Training and Assistance Center© 2012, Teaching Learning Solutions Case Study – your task for the afternoon... Step 3: With your partner - For any “high inference” evidence, develop questions that you would ask the principal to gather additional, specific information Step 4: With your partner - Rate the principal’s practice: After gathering all evidence and aligning the evidence to the ISLLC standards and your selected rubric, Read the levels of performance Discuss the evidence with your partner, and determine a rating for the principal’s practice. Record your ratings, and be prepared to share and discuss the evidence to support your ratings, and the rationale for the rating on Thursday morning.

© 2012, Community Training and Assistance Center© 2012, Teaching Learning Solutions Debrief - Plus / Deltas Reflection: How will the principal evaluation criteria and processes shape the work of principals in your setting? Questions.... ? Please complete your Plus and Deltas, and leave them on the tables.

© 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center Thank you for your participation! ~ Happy New Year!~

© 2012, Community Training and Assistance Center© 2012, Teaching Learning Solutions Preparations for Thursday’s Work Be prepared to debrief the Britt Case Study. Bring your evidence, questions, & ratings, and prepare to discuss the rubric you used and the rationale for your scoring. And – indicate the ISLLC Standards & functions you assessed, and those that you were unable to assess. Become familiar with the Paula Evans Case Study and the support materials. Do a quick read of the materials (Paula Evans and Cambridge Rindge and Latin School). This is a large case study that will be reviewed on Thursday. You will have additional reading time on Thursday.

© 2012, Community Training and Assistance Center© 2012, Teaching Learning Solutions Review of Today’s Objectives Develop an understanding of how principal effectiveness can be determined through well selected evidence viewed through the lens of the ISLLC Standards and the corresponding rubrics Understand the alignment of the ISLLC Standards with the approved Principal Evaluation Rubrics Establish guidelines for the use of low inference (objective) and high inference (subjective) evidence in the scoring of case studies, including summative test results, interview data and SLO process artifacts Apply our knowledge and skills to the assessment of Principals’ Practice using case studies Know and understand how leading the SLO process provides evidence of a principal’s practice Score principals’ practice using the state selected rubrics, share and justify the ratings for the purpose of establishing rater agreement Collaborate with colleagues

© 2012, Community Training and Assistance Center© 2012, Teaching Learning Solutions Debrief - Plus / Deltas Reflection: How will the principal evaluation criteria and processes shape the work of principals in your setting? Questions.... ? Please complete your Plus and Deltas, and leave them on the tables.

© 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center Thank you for your participation! ~ See you on Thursday ~