Human Resources Presentation at AP Leadership Meeting December 3rd, 2013 BY GLENN MALEYKO, Ph.D Executive Director of Staff and Student Services A few of the slides are based on a presentation by Jim Gullen Oakland Schools at the MIEM conference in Lansing on February 29th, 2012. The video protocol is based on work by Wendy Zdeb-Roper MASSP. Some of the Slides are also based on the Danielson iobservation training (Pam Rosa) from WCRESA on April 3rd and 4th.

Presentation Topics HR website and service orientation “The Covey model HR Blog and Website http://blog.dearbornschools.org/humanresources/ Employee Discipline District Hiring Procedures Teacher Evaluation

Discipline and Due Process

We have an entire presentation on the website http://blog.dearbornschools.org/humanresources/ We also have a page designated for employee rights

There are Rules to be followed and rights to be respected. Due Process There are Rules to be followed and rights to be respected.

Effective Discipline Correct inappropriate behavior and prevent reoccurrence What will it take to Accomplish Effective Discipline?

Effective Appropriate Timely Motivation to Improve Not Demoralizing – Does not do more harm than good Not Too lenient – promoting, encouraging or rewarding inappropriate behavior

Due Process Weingarten Rights – Allows a Union employee a representative from the union to observe and assist in an investigatory interview where the employee may face disciplinary action Loudermill Rights – Requires that notice of charges and an opportunity for the employee to address the charges prior to the issuance of Time off or Discharge Discipline. 5th Amendment Constitutional Right

Bullard Plawecki Employee Right to Know Act Introduction Employees have a right to know what is in their file They may review their file two times per year. You must let them know when something is being placed in their file.

Appropriate Coaching & Teaching (Informal Discipline) vs Formal Discipline A Disciple is a A Follower Show Leadership

Progressive Discipline Teacher Evaluation Based (Plan 3) Awareness Assistance Discipline Incident Based Coaching Verbal Warning Written Reprimand Time Off Discharge

Progressive Discipline The Punishment should fit the offense Consider past record – both Good and Bad Consider extenuating circumstances – Known or Discovered in the investigation Some offenses may result in immediate discharge – You’re Fired!

Dearborn Hiring Practice Process outlined on the website. Applicants apply through applicant central website Principals have a vacancy and fill out a requisition. Principals conduct interviews. All potential teacher candidates must be observed teaching a lesson.

Questions

Hiring Continued Recommendations come into Human Resources We conduct a final interview process which includes ability to legally work, criminal checks, background checks, and other new hire documents. All teachers complete a writing samples We also go to job fairs to recruit teachers.

Administrative Hiring Get involved at the building level, district level and beyond. People on the committee should know you already Give presentations before colleges Go above and beyond the call of duty to be recognized.

Admin Hiring Process 1. Posting and Applying 2. Screening committee 3. 1st Set of committee interviews and written portion (Usually 3-4 committees)

Admin Hiring Continued 4. Second level of interviews (Superintendent level). Recommendations to the board of education. Process subject to changes and modifications.

Sick Leave Use You may be deceived if you Trust to much, but you will live in torment is you don’t Trust enough. Frank Crane (1861 - 1928)

Sick Leave Use The Benefit of the Doubt Employee Privacy Customer Friendly Doctors District Wide Consistency Contractual Rights Performance Reviews Attendance Impacts Effectiveness and Student Achievement.

Sick Leave Use FMLA – Information on HR Web Site Federal protections for up to 12 weeks (60 days) Unpaid time off Continuation of Health Insurance Right to return to job Cannot take adverse action for approved use

Sick Leave Use Right to Verify Employee may not request FMLA Rights Serious Health Condition (3 or more continuous days) under FMLA Employee may not request FMLA Rights DFSE – after 4 or more consecutive days or in the sole judgment of the employer… DFSE – after 5 or more consecutive days or in the sole judgment of the employer…

Sick Leave Use More than 10 total days in year (DFT contract) Pattern of use that indicates potential abuse More than 10 total days in year (DFT contract) Days in conjunction with weekends and holidays High Use over a period of years with little of no explanation – Earn and Burn Data more than 7 years old should not apply

Dearborn Teacher and Administrator Layoff, Recall, and Placement Policies

Legislative Changes During the Summer of 2011 the State of Michigan Passed Legislation that impacts Teacher Tenure, Evaluations, and Prohibited Subjects of Bargaining. We are now required by law to pass policies that include layoff, recall, and placement of teachers and administrators.

Formation of the Policies The formation of the proposed policies started in December 2012 as we began to study what other districts were doing. However, this is totally new so there were not a lot of models to follow. Thus we created our own model. The DFT and ADSA were given an opportunity to provide input into the formulation of these polices.

Policies Continued All potential policies were reviewed by our attorney The Board Policy Committee met on April 25th to discuss and review the potential policies. The entire Board of Education had a discussion regarding this at the April 29th Board Meeting.

Changes Continued We believe that our model is on the cutting edge with regards these policies. It is good for our students and the Dearborn Educational Model.

Proposed Policies and Guidelines: 1. DFT Layoff and Recall 3131 2. DFT Placement 3130.10 3. ADSA Layoff and Recall 3131.10 4. ADSA Placement 3130.20

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).

Layoff and Recall Formula Continued 2. Plan III teacher level of implementation (only applies to teachers plan III Improvement Plan). 3. Discipline-suspension over 5 days. 4. Employees with severe attendance problems on step 6 of the absence verification procedure.

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

DFT Placement Policy and Guidelines Teachers can apply for transfers Administrators will review resumes for potential candidates There will be several performance and qualification criteria for selection of specific assignments

DFT Placement Policy and Guidelines Continued Teachers will have to interview for potential transfers and will need to be accepted by building administrators/ interview committees The Superintendent has the right to realign staff in the best interest of students and the school program 34

Any employees rated ineffective will not have recall rights. Summer School Placement will now be based on a formula that involves performance and attendance

ADSA Layoff, Recall, and Placement Formula Not much has changed from the contract. We kept most of the language.  There are criteria when considering layoff similar to the policy with the DFT but they are evaluated as a whole vs. a sequential process. This is similar for the placement policy and guidelines for administrators.

Questions?

Thank you to the following individuals/groups for their support The Board of Education Policy Committee The Board of Education Mr. Whiston, Superintendent Union Leadership for their input.

Teacher Evaluation

Legislation Requires Rigorous, transparent, and fair performance evaluation systems Evaluations based on multiple rating categories Evaluation based in part on student growth: as determined by multiple measures of student learning including national, state or local assessments or other objective criteria as a significant factor.

Evaluation Components Observation Protocol 1. The measurement of practice (what an educator does) based on a definition of practice that is clear, observable, commonly accepted, and supported by transparent measurement methods and instruments that are technically sound and validated against desired outcomes.

Evaluation Components Student Outcomes 2. The measurement of student outcomes based on a definition of desired student outcomes that is clear commonly accepted, and supported by transparent measurement methods and instruments that are technically sound and validated against desired outcomes.

Defining Effective Teaching Two basic approaches: Teacher practices, that is, what teachers do, how well they do the work of teaching Results, that is, what teachers accomplish, typically how well their students learn Assessing Teacher Effectiveness, Charlotte Danielson

Observation Protocol has been the predominant focus, however that will shift soon Currently calls for 25% based on student growth and assessment.

Evaluation Focus Shift: What does this mean?

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

Governor’s Council will Make specific recommendations to the Governor and Legislature regarding this by April 30, 2012 They Shall submit a growth and assessment tool (MCL) 380.1249(5)(a)

They Shall submit a growth and assessment tool (MCL) 380.1249(5)(a) That is value-added (MCL) 380.1249(5)(a) (I) Has at least a pre and post test (MCL) 380.1249(5)(a) (IV) It must be based on 3 years of data if the data is available. (MCL) 380.1249(2)(a) (II)

MCEE Council Recommendations Michigan Council for Educational Effectiveness Report was released July 2013.

Growth-Achievement Measurement Options 1. State Tests (MEAP/MME/MiAccess) 2. Other third party assessments (Tera Nova, Iowa, etc) 3. Locally Created Assessments -common assessments ? - unique assessments (SRI, DRA, Writing prompts, other).

Growth- Achievement Measures continued. 4. Measures other than Tests Portfolios, presentations, projects, product assessments. 5. Some combination of the above- The legislation calls for multiple measures. Each measure comes with strengths and weaknesses.

Timelines Have Changed All Evaluation Documents must be submitted to HR by May 10th. Goal Deadlines Moved up Goals for Subsequent Year Should be discussed and teachers should create them with data from year-end evaluations A Google Calendar with Evaluation Deadlines will be created.

Teacher Evaluation Committee Bill Tucker                      Mark Palise                 Jill Chochol                  Shannon Peterson                 Andrew Denison           Linda Salamey                 Fatme Faraj                 Robert Seeterlin                 Hassane Jaafar            Gail Shenkman                 Julia Maconochie         Chris Sipperley                 Wyatt David SteveSaleh                     G lenn Maleyko

Weighted Formula 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.

25% Growth Data 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,

10% Building Growth Data Elementary -SRI, DRA & DRA task analysis, Star Math, 6 plus 1 traits, Building/District Common Assessments, NWEA, MEAP, Art, Music and & PE common Assessments.   Middle School -SRI, DRA, Star Math, 6 plus 1 traits, Building/District Common Assessments, NWEA, MEAP, Art, Music and & PE common Assessments, and Explore. High School- Explore, Plan, MME, MEAP, SRI, Star Math, Common Assessments, AP exams, and Departmental Assessments.

10% Classroom Growth Data 10% Classroom Growth based on State Assessments, District Common Assessments or Classroom Assessments  (ex. Performance or product measures or other formative assessments, pre and post tests are required).

The Dearborn Teacher Evaluation Process and the Danielson Model: A Framework for Teaching http://www.flickr.com/search/?l=4&w=all&q=classroom&m=text

The Complexity of Teaching “After 30 years of doing such work, I have concluded that classroom teaching … is perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity that our species has ever invented. ..The only time a physician could possibly encounter a situation of comparable complexity would be in the emergency room of a hospital during or after a natural disaster” Lee Shulman, The Wisdom of Practice

Features of The Framework for Teaching Comprehensive Grounded in research Public Generic Coherent in structure Independent of any particular teaching methodology

Benefits of Any Framework for Teaching Common language Development of shared understandings Self-assessment and reflection on practice Structured professional conversation

Why Assess Teacher Effectiveness? Quality Assurance Professional Learning The Framework for Teaching Charlotte Danielson

Summary of The Framework for Teaching and the Dearborn Model A research-based definition of good teaching A roadmap to, and for navigating through, the complex territory of teaching A framework for novice-level practitioners, through accomplished teaching

What is your definition of Effective Instruction?

The Dearborn Model Standard 1: Classroom Environment Standard 2: Preparation and Planning Standard 3: Instruction Standard 4: Assessment Standard 5: Communication and Professional Responsibilities http://www.flickr.com/photos/dave_mcmt/187432/

Common Themes Equity Cultural sensitivity High expectations Developmental appropriateness Accommodating individual needs Appropriate use of technology Student Assumption of responsibility

The Wisdom of Practice If you were to walk into a classroom, what might you see or hear there (from the students as well as the teacher) that would cause you to think that you were in the presence of an expert? What would make you think: “Oh, this is good; if I had a child this age, this is the class I would hope for.”

What is your definition of Effective Instruction? Please take an index card and write down your definition. Pass the definition throughout the table, and circle or underline the important terms. Circulate the cards until you receive your original card. Next, as a group, please come to a consensus and write down your key words/definition on chart paper. We will then display the chart paper.

A Memorable Teacher Consider your long life as a student. Recall an occasion (or a pattern of occasions) that you still remember. The memory can be either positive or negative. What makes this so memorable?

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.

General Evaluation Procedures Observations of practice Conferences Samples of student work, with analysis Teacher artifacts

Superintendent’s comments Treat staff as you want to be treated Would you want your children in this class Share some positive comments Share opportunities to improve No surprises Have a real conversation Set the time – not rushed Do not just put in mailbox and ask them to review and sign This is important – treat with respect

Danielson I-observation technique 1. Verbatim, scripting of teacher or student comments 2. non-evaluative statements of observed teacher and student behavior. 3. Quantitative Data, time on task, assessment etc. 4. Environmental observations

Evaluator Rater Reliability We will view one or two clips from teachers and then rate the lesson. A table and then a whole group discussion will follow. We will vote using poll everywhere.com

Rate the Lesson Based on what you observed of the lesson, how would your rate the teacher? (understanding that this is just a snapshot Highly Effective Effective Minimally Effective Ineffective

Observations What are the strengths? What are the weaknesses? What do you still wonder after viewing a snapshot of the lesson? What questions? What recommendations might you have?