How to Build a Collaborative Approach as a School Superintendent with the Implementation of Effective Evaluations and Staff Accountability

by Brian Whiston, Superintendent, State of Michigan, M.A. Glenn Maleyko, Superintendent, Dearborn Public Schools, Ph.D AASA Superintendent Conference February 11, 2016

Presentation Outline  Relationships and Union Collaboration –Routine PLC meetings –A good sense of humor  Evaluations and District Policy- A collaborative approach  Accountability- –Employee Performance –Teacher –Budget  Community Relations an Visibility  Public Relations and Use of Electronic Media  Relationships and Union Collaboration –Routine PLC meetings –A good sense of humor  Evaluations and District Policy- A collaborative approach  Accountability- –Employee Performance –Teacher –Budget  Community Relations an Visibility  Public Relations and Use of Electronic Media

Dearborn Demographics  19,800 students  Over 58% ELL  73% Free and Reduced Lunch  Over 2400 Staff members  Over 1300 staff in the teacher’s union  19,800 students  Over 58% ELL  73% Free and Reduced Lunch  Over 2400 Staff members  Over 1300 staff in the teacher’s union

In order to be successful, professional learning communities must be embedded in the culture of our school. Teamwork and collaboration at Dearborn Public Schools is not an option, it is who we are and what we do as a part of our daily routine. Brian Whiston and Glenn Maleyko

Team Collaboration We can achieve our fundamental purpose of high levels of learning for all students only if we work together. We cultivate this collaborative culture through the development of high performing teams. Dufour & Eaker

Strong Labor/Management Collaboration  Teacher Eval Committee  Assessment Committee  PD Committees  District Curriculum Committees  Meetings Between Union Heads HR/Superintendent  Participation at Gen Admin and Eval Training  Teacher Eval Committee  Assessment Committee  PD Committees  District Curriculum Committees  Meetings Between Union Heads HR/Superintendent  Participation at Gen Admin and Eval Training

Monthly Union Meetings  1 pm. Dearborn Federation of School Employees – Support Staff  2pm Dearborn Federation of Teachers (DFT) instructional  3pm All union heads and exempt employee representatives  4pm Association of Dearborn Schools Administrators (ADSA)  1 pm. Dearborn Federation of School Employees – Support Staff  2pm Dearborn Federation of Teachers (DFT) instructional  3pm All union heads and exempt employee representatives  4pm Association of Dearborn Schools Administrators (ADSA)

Relationships, Relationships, Relationships  Give Union heads a seat at the table  Sometimes do favors to build a greater relationship-- Stephen Covey- Deposit philosophy  Greater Buy-in with implementing educational programs and initiatives  Open Door Philosophy and Willingness to listen. Does not mean that there is always a 100% agreement.  Keeps us apprised of rumors and other issues out there.  Sometimes go to local restaurant/bar for meetings  Give Union heads a seat at the table  Sometimes do favors to build a greater relationship-- Stephen Covey- Deposit philosophy  Greater Buy-in with implementing educational programs and initiatives  Open Door Philosophy and Willingness to listen. Does not mean that there is always a 100% agreement.  Keeps us apprised of rumors and other issues out there.  Sometimes go to local restaurant/bar for meetings

Joint Leadership Collaboration with unions  Cabinet Members attend an annual out of town conference with the DFT leadership to build relationship and joint leadership capacity.  All about Buy-in and a Better Product/Performance  Joint Presentations with HR and DFT president  Cabinet Members attend an annual out of town conference with the DFT leadership to build relationship and joint leadership capacity.  All about Buy-in and a Better Product/Performance  Joint Presentations with HR and DFT president

Negotiations 2013 Dearborn Federation of Teachers  Interest Based Modified Model  Developed some innovative ideas elementary prep, $ savings tied to foundation  Relationships were Key.  Superintendent Participated Directly  Had Fun and Celebrated upon getting a TA  Interest Based Modified Model  Developed some innovative ideas elementary prep, $ savings tied to foundation  Relationships were Key.  Superintendent Participated Directly  Had Fun and Celebrated upon getting a TA

Prohibited Subjects  The union has a seat at the table to discuss non-negotiable items including prohibited subjects of bargaining in some cases  As a result: Greater Buy-in from faculty with the implementation of those policies.  Better product due to ideas and suggestions from the union  The union has a seat at the table to discuss non-negotiable items including prohibited subjects of bargaining in some cases  As a result: Greater Buy-in from faculty with the implementation of those policies.  Better product due to ideas and suggestions from the union

DFT Layoff and Recall Formula (A new policy that we developed)  There is a sequential order to the ranking system  1. Evaluation ratings. (Ineffective, minimally effective, effective and highly effective).  There is a sequential order to the ranking system  1. Evaluation ratings. (Ineffective, minimally effective, effective and highly effective).

2. For Plan III teachers Ineffective rating broken down into different phases. - Awareness, Assistance, Discipline 3. Discipline-suspension over 5 days. 4. Employees with severe attendance problems on step 6 of the absence verification procedure. 2. For Plan III teachers Ineffective rating broken down into different phases. - Awareness, Assistance, Discipline 3. Discipline-suspension over 5 days. 4. Employees with severe attendance problems on step 6 of the absence verification procedure. Layoff and Recall Formula Continued

5. Attendance calculation over a two-year period. 6. Attendance at Professional development. 7. Discipline involving less than five days of suspension. 8. Seniority 5. Attendance calculation over a two-year period. 6. Attendance at Professional development. 7. Discipline involving less than five days of suspension. 8. Seniority

Cultural Shifts Becoming a Professional Learning Community  “To put it as succinctly as possible, if you want to change and improve the climate and outcomes of schooling both for students and teachers, there are features of the school culture that have to be changed, and if they are not changed your well-intentioned efforts will be defeated” Seymour Sarason: Taken From Robert Eaker PLC presentation.

A Traditional School Focuses on Teaching and a Professional Learning Community Focuses on Student Learning. A Traditional School Focuses on Teaching and a Professional Learning Community Focuses on Student Learning. vgJM&safe=active A Traditional School Focuses on Teaching and a Professional Learning Community Focuses on Student Learning. A Traditional School Focuses on Teaching and a Professional Learning Community Focuses on Student Learning. vgJM&safe=active

The history of a free man is never written by chance but by choice– their choice. Dwight D. Eisenhower

If you were on a Walkthrough and Discovered this. What would you do?  uZZN0&safe=active uZZN0&safe=active  uZZN0&safe=active uZZN0&safe=active

We like to Have Fun! Thanks to the Boss. He was out at on vacation this week

Team Building and Stress Reliever  Having Fun at work helps us to deal with tough situations like staff accountability. - budget and job reduction - terminations - Calling Snow Days - Other controversial issues  Having Fun at work helps us to deal with tough situations like staff accountability. - budget and job reduction - terminations - Calling Snow Days - Other controversial issues

Anthony Muhammed The Will to Lead the Skill to Teach: 2012  Creating highly effective schools requires more than will -- it requires specific action to bring vision into reality.

Staff Accountability  Over 90 forced resignation/retirements since Most Tenured Teacher or Administrators.  Over 70 since  How do we do it.  Relationships with union are huge. We have saved a lot of $ and Time.  Following through and Superintendent Support  Training For Administrators and High Expectations for all  Over 90 forced resignation/retirements since Most Tenured Teacher or Administrators.  Over 70 since  How do we do it.  Relationships with union are huge. We have saved a lot of $ and Time.  Following through and Superintendent Support  Training For Administrators and High Expectations for all

Teachscape  We have over 90 Administrators that have passed the assessment. We are now starting the third cohort  In order to pass it requires between hours of training in addition to group meetings.  Time Given at Monthly Trainings  We also provided a small $300 stipend of one personal business day to administrators who passed showing good faith with the admin union

Evaluation Committees -Executive Director and DFT president co- chair teacher evaluation committee. Wide variety of representation from teachers principals and central office administrators. -Greater Buy-in from Teachers when implementing new processes or components -Executive Director and DFT president co- chair teacher evaluation committee. Wide variety of representation from teachers principals and central office administrators. -Greater Buy-in from Teachers when implementing new processes or components

Evaluation Committees  All Employees – established a committee with non-instructional support staff  Administrator Evaluation Committee – Executive Director Co-Chairs with ADSA president  We have conducted Joint Presentations before the board of education regarding each evaluation tool.  All Employees – established a committee with non-instructional support staff  Administrator Evaluation Committee – Executive Director Co-Chairs with ADSA president  We have conducted Joint Presentations before the board of education regarding each evaluation tool.

Danielson Training  Consultant Came to our district to Provide Training  Union heads and teachers participated alongside administrators.  Student Engagement  Learner Focused Conversations  Executive Director In-Turn Continues to Provide Training

Danielson Framework and Evaluation Plans for Teachers  Plan I -Probationary Teachers  Plan II - Effective or Highly Effective Teachers  Plan III - Ineffective or Minimally Effective Tenured Teachers.  Executive Director Completes Walkthroughs and Conducts Observations when needed to support building principals.

Plan III (IDP)  Plan III a. Awareness Phase (30 days) b. Assistance Phase (90 days) c. Discipline Phase (30 days)  No one can be placed on the Assistance Phase of Plan III without a central office administrator observation. (Provides Safeguards for all.  Superintendent observes anyone up for potential termination.  Plan III a. Awareness Phase (30 days) b. Assistance Phase (90 days) c. Discipline Phase (30 days)  No one can be placed on the Assistance Phase of Plan III without a central office administrator observation. (Provides Safeguards for all.  Superintendent observes anyone up for potential termination.

Student Achievement Related to Accountability  Test Score increases across the board  Recognized by the Mackinaw Center and the Chamber of Commerce  5 year Plan Implementation and Recognition  District Literacy Model.  Consolidated Testing with NWEA and moving towards a growth model  Test Score increases across the board  Recognized by the Mackinaw Center and the Chamber of Commerce  5 year Plan Implementation and Recognition  District Literacy Model.  Consolidated Testing with NWEA and moving towards a growth model

Winston Churchill  True genius resides in the capacity for evaluation of uncertain, hazardous, and conflicting information.

Student Growth

Dearborn Teacher Evaluation Weights “Weighting is the process of assigning different values to portions of an evaluation to reflect their relative importance in determining overall performance” MCEE (Michigan Council for Educator Effectiveness )

Teacher Evaluation Weights to Comply with State Legislation 75% will be based on Observation Protocol and the 5 Standards for Effective Teaching. This includes observations (formal and not formal), walkthroughs, other performance measures that are related to the teacher evaluation rubric which includes all 5 standards. Professional Responsibilities are included as one of the standards.

Growth Data Formula Measures – 25% 5% District growth based on state accountability measures 10% Building Growth based on state or building or district common assessments 10% Classroom Growth based on State Assessments, District Common Assessments or Classroom Assessments

10% Building Growth Data  Based on multiple measures which must include NWEA (reading, Language Usage, math and science), Explore, Plan, MME and State Accountability growth measures (when state data is made available).

10% Classroom Growth Data  Based on NWEA for the specific subject area, State Assessments, Classroom Assessments, DRA, Performance or product measures, other formative assessments, pre and post tests (specific % proficient) are required.

A Quote from Maya Angelou “People will forget what you said. People will forget what you did. But they will never forget how you made them feel” Commencement Address, 2002

Maria Montessori  One test of the correctness of educational procedure is the happiness of the child.

Budget Accountability  The Superintendent Works closely with the Executive Director of Business Services  Budgetary issues are a top priority and related to student achievement  Important Budgetary areas –Class Size –5 Year Plan –Student Achievement  The Superintendent Works closely with the Executive Director of Business Services  Budgetary issues are a top priority and related to student achievement  Important Budgetary areas –Class Size –5 Year Plan –Student Achievement

“People want to be part of something larger than themselves. They want to be part of something they’re really proud of, that they’ll fight for, sacrifice for, trust.” — Howard Schultz

 Effective visions help individuals understand that they are part of a larger world and also reassure them of their individual importance to the organization.  Reeves, Douglas (2006). The learning Leader.  Effective visions help individuals understand that they are part of a larger world and also reassure them of their individual importance to the organization.  Reeves, Douglas (2006). The learning Leader. Visionary leaders

Communication is the Key  DPS Website is a Pot of Gold   HR Blog Site  Link to DPS Vision mission-objectives Link to DPS Vision mission-objectives  Follow me on  DPS Website is a Pot of Gold   HR Blog Site  Link to DPS Vision mission-objectives Link to DPS Vision mission-objectives  Follow me on

Community Involvement and Visibility  Member of Organizations, Rotary, Kiwanis Club, Optimist, Foundations, PTA etc.  Important Dinners  Golf Outings and Events  Political Connections  Involved with Foundations  Twitter to Promote, just started.  Member of Organizations, Rotary, Kiwanis Club, Optimist, Foundations, PTA etc.  Important Dinners  Golf Outings and Events  Political Connections  Involved with Foundations  Twitter to Promote, just started.

Public Relations and Transparency  Board Meetings  Data and Documents  Website  Dearborn TV network  School Life Publications  Other local media  Board Meetings  Data and Documents  Website  Dearborn TV network  School Life Publications  Other local media

Team Collaboration Effective collaborative teams share knowledge, define learning standards, agree on pacing, build knowledge of best practice, and focus on issues that MOST impact student achievement.

All of us can consciously decide to leave behind a life of mediocrity and to live a life of greatness---at home, at work and in the community. No matter what our circumstances may be, such a decision can be made by everyone of us. Stephen Covey the 8th Habit

The Power of Professional Learning Communities  The most promising strategy for sustained, substantive school improvement is building the capacity of school personnel to function as a professional learning community. The path to change in the classroom lies within and through professional learning communities. Dufour & Eaker

Marzano, Waters and McNulty (2005) 1st order change vs. 2 nd order change  1 st order change is incremental. It can be thought of as the next most obvious step to take.  2 nd order change is anything but incremental. It involves dramatic departures from the expected, both in defining a given problem and in finding a solution  1 st order change is incremental. It can be thought of as the next most obvious step to take.  2 nd order change is anything but incremental. It involves dramatic departures from the expected, both in defining a given problem and in finding a solution

Fullan (2008) The Six Secrets of Change Fullan (2008) The Six Secrets of Change  Secret One Love your employees Secret One Love your employees  Secret Two Connect peers with purpose Secret Two Connect peers with purpose  Secret Three Capacity Building Prevails Secret Three Capacity Building Prevails  Secret Four Learning is the work Secret Four Learning is the work  Secret Five Transparency Secret Five Transparency  Secret Six Systems Learn Secret Six Systems Learn  Secret One Love your employees Secret One Love your employees  Secret Two Connect peers with purpose Secret Two Connect peers with purpose  Secret Three Capacity Building Prevails Secret Three Capacity Building Prevails  Secret Four Learning is the work Secret Four Learning is the work  Secret Five Transparency Secret Five Transparency  Secret Six Systems Learn Secret Six Systems Learn

Presentation References  Covey, S. (2004). The 8th habit: From effectiveness to greatness. New York, NY: Franklin Covey Co.  Downey, Steffy, English, Frase & Poston (2004). The Three Minute Classroom Walk- Through.  Dufour, R., Dufour, R., Eaker, R. & Many, T. (2006). Learning by Doing. Bloomington, IN: Solution Tree.  Dufour, R., Dufour, R., Eaker, R., & Karhanek. (2004). What ever it takes: How professional learning communities respond when kids don’t learn. Bloomington, Indiana: Solution Tree  Dufour, R., Dufour, R., & Eaker, R. (2002). Getting started: Reculturing schools to become professional learning communities. Solution Tree: Bloomington, Indiana.  Covey, S. (2004). The 8th habit: From effectiveness to greatness. New York, NY: Franklin Covey Co.  Downey, Steffy, English, Frase & Poston (2004). The Three Minute Classroom Walk- Through.  Dufour, R., Dufour, R., Eaker, R. & Many, T. (2006). Learning by Doing. Bloomington, IN: Solution Tree.  Dufour, R., Dufour, R., Eaker, R., & Karhanek. (2004). What ever it takes: How professional learning communities respond when kids don’t learn. Bloomington, Indiana: Solution Tree  Dufour, R., Dufour, R., & Eaker, R. (2002). Getting started: Reculturing schools to become professional learning communities. Solution Tree: Bloomington, Indiana.  Dufour, R. & Eaker, R. (1998). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Bloomington, Indiana: Solution Tree.  Education Week,, (2002) Technology in Education, October 1st,  Friend, M. (2008). Co-teach: A handbook for creating and sustaining effective classroom partnerships in inclusive schools. Greensboro, NC: Marilyn Friend Inc..  Fullan. (2008). The Six Secrets of Change.  Fullan, Hill, & Crevola. (2006). Breakthrough. Prentice-Hall.  Gardner () Do Technology Based Lessons Meet the Needs of Student Learning Styles  Jackson, Anthony W & Davis, Gayle (2000). Turning Points 2000: Educating Adolescents in the 21st Century.  Marzano, R. (2006). Classroom Assessment and Grading that Work. ASCD Publications.  Dufour, R. & Eaker, R. (1998). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Bloomington, Indiana: Solution Tree.  Education Week,, (2002) Technology in Education, October 1st,  Friend, M. (2008). Co-teach: A handbook for creating and sustaining effective classroom partnerships in inclusive schools. Greensboro, NC: Marilyn Friend Inc..  Fullan. (2008). The Six Secrets of Change.  Fullan, Hill, & Crevola. (2006). Breakthrough. Prentice-Hall.  Gardner () Do Technology Based Lessons Meet the Needs of Student Learning Styles  Jackson, Anthony W & Davis, Gayle (2000). Turning Points 2000: Educating Adolescents in the 21st Century.  Marzano, R. (2006). Classroom Assessment and Grading that Work. ASCD Publications.

 Marzano, R., Waters, T., & McNulty, B. A. (2005). School Leadership that works: From Research to Results.  National Association of State Boards of Education (2002)  McLaughlin, M., & Talbert, J. (2001). Professional learning communities and the work of high school teaching. Chicago: University of Chicago Press.  Sarason, S. B. (1996). Revisiting ‘The culture of the school and the problem of change’. New York: Teachers College Press.  Souden, Mike (2003). Evolution of Standards: Enhanced Information opportunities that technology provides. Taken on October 24, 2003, form  Stiggins, R. (2004). Student Involved Classroom Assessment: 3 rd Edition. Prentice Hall.  International Society for Technology Education (2007). NETS Standards for Teachers  International Society for Technology Education (2005). Making Technology Standards Work for you: A guide for administrators.