1 Principal Practice and School Learning Objectives July 29, 2013 Joe Schroeder, AWSA Associate Executive Director Patty Polczynski, Templeton Middle School Principal

2 Top Questions from the State EE Pilots How do SLOs work and what weight will they have in the Student Outcomes side of Educator Evaluations? What is the frequency and scope of evaluations that will need to occur under Educator Effectiveness? How does educator evaluation align with performance or merit pay?

3 Top Questions from the State EE Pilots How do SLOs work and what weight will they have in the Student Outcomes side of Educator Evaluations? What is the frequency and scope of evaluations that will need to occur under Educator Effectiveness? How does educator evaluation align with performance or merit pay?

4 Wisconsin Educator Effectiveness System Original Thinking of the Design Theme

5 July 2013 DPI Update

6 July 2013 DPI Update

7 Turn and Talk with a Neighbor What ramifications do these recent updates about weighting of student outcome measures have for your local communication and/or planning efforts?

8 Top Questions from the State EE Pilots How do SLOs work and what weight will they have in the Student Outcomes side of Educator Evaluations? What is the frequency and scope of evaluations that will need to occur under Educator Effectiveness? How does educator evaluation align with performance or merit pay?

9 DPI Process Manuals for the Full Pilot Teacher EvaluationPrincipal Evaluation

10 Standards for Educator Practice TeachersPrincipals Teacher Practice Interstate Teacher Assessment and Support Consortium (InTASC) Teaching Standards (2011) Framework for Teacher Evaluation Charlotte Danielson’s Domains & Components Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities Principal Practice Interstate School Leaders Licensure Consortium (ISLLC) Standards (2008) Framework for Principal Evaluation Wisconsin Framework for Principal Leadership Domain 1: Effective Educators Domain 2: Leadership Actions

11 Architecture of the Wisconsin Frameworks for Teacher and Principal Practice DomainsComponents Elements Elements Elements Elements Elements Elements

12 Danielson Framework for Teaching (Page 16 of the Teacher Process Manual) Domain 1: Planning and Preparation 1a Demonstrating Knowledge of Content & Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessments Domain 2: Classroom Environment – 2a Creating an Environment of Respect & Rapport – 2b Establishing a Culture for Learning – 2c Managing Classroom Procedures – 2d Managing Student Behavior – 2e Organizing Physical Space Domain 3: Instruction – 3a Communicating with Students – 3b Using Questioning & Discussion Techniques – 3c Engaging Students in Learning – 3d Using Assessment in Instruction – 3e Demonstrating Flexibility & Responsiveness Domain 4: Professional Responsibilities – 4a Reflecting on Teaching – 4b Maintaining Accurate Records – 4c Communicating with Families – 4d Participating in Professional Community – 4e Growing and Developing Professionally – 4f Showing Professionalism

13 Wisconsin Framework for Principal Leadership (Principal Process Manual) Domain 1: Effective EducatorsDomain 2: Leadership Actions 1.1 Human Resource Leadership Recruiting and Selecting Assignment of Teachers and Instructional Staff Observation and Evaluation of Teaching Educator Development and Learning Distributed Leadership 2.1 Personal Behavior Professionalism Time Management and Priority Setting Use of Feedback for Improvement Initiative and Persistence 1.2 Instructional Leadership Mission and Vision Student Achievement Focus Staff Collaboration School-wide Use of Data Student Learning Objectives (SLOs) 2.2 Intentional and Collaborative School Culture School Climate Communication Conflict Management Consensus Building 2.3 School Management Learning Environment Management Financial Management Policy Management

14 Comparing the Wisconsin Frameworks for Teacher and Principal Evaluation TeachersPrincipals 4 Domains 2 22 Components 5 76 Elements 21 Where Feedback Occurs in the Wisconsin Educator Effectiveness System

15

16 EE Alphabet Soup InTASC: Professional Teacher Standards ISLLC: Professional Principal Standards PPG: Professional Practice Goals SLO: Student Learning Objective (Teachers) School Learning Objective (Principals) EEP: Educator Effectiveness Plan (evaluation)

17 Full Pilot Updates to the Developing Wisconsin Principal Evaluation Process

18 Orientation Data Review, Development of SLO(s), & Self- Reflection for EEP Development EEP Meeting & Goal Approval Observations & other evidence collection Mid-Year Review Observations & other evidence collection Rating of professional practice & SLO(s) Final Evaluation Conference Wisconsin Principal Evaluation Cycle for 2013 Full Pilot See p. 9 in the Principal Manual for the Annual Evaluation Cycle

19 Integrating the Three Roles Teacher Process Manual: p. 20. Principal Process Manual: p. 20.

20 Principal Evaluation: p. 37 Tools, Guidelines, and Forms for the Process: Process Manual Appendices

21 The frequency and scope of evaluations that will need to occur under Educator Effectiveness May 2013 Educator Effectiveness Newsletter

22 Stand, Turn and Talk with a Neighbor An important connection I just made A question or concern that still needs to be addressed Ramifications of this information upon our local communications and/or planning efforts

23 Top Questions from the State EE Pilots How do SLOs work and what weight will they have in the Student Outcomes side of Educator Evaluations? What is the frequency and scope of evaluations that will need to occur under Educator Effectiveness? How does educator evaluation align with performance or merit pay?

24

25

26

27 This week’s joint-authored letter to WI Superintendents Emphasizes true purpose of EE Provides related info/research brief Urges deliberate movement forward, as system develops over time

28 Turn and Talk with a Neighbor 1) Which of the pictures just shown (or a different one in your own mind) might best describe a common response of people back home when they hear about Educator Effectiveness? 1) What next step might your team take to help Educator Effectiveness meet its intended purpose?

29 Principal Effectiveness The Framework for Principal Leadership: Leverage Points and Pilot Participant Feedback

30 Wisconsin Framework for Principal Leadership (Principal Process Manual) Domain 1: Effective EducatorsDomain 2: Leadership Actions 1.1 Human Resource Leadership Recruiting and Selecting Assignment of Teachers and Instructional Staff Observation and Evaluation of Teaching Educator Development and Learning Distributed Leadership 2.1 Personal Behavior Professionalism Time Management and Priority Setting Use of Feedback for Improvement Initiative and Persistence 1.2 Instructional Leadership Mission and Vision Student Achievement Focus Staff Collaboration School-wide Use of Data Student Learning Objectives (SLOs) 2.2 Intentional and Collaborative School Culture School Climate Communication Conflict Management Consensus Building 2.3 School Management Learning Environment Management Financial Management Policy Management

31 Distinguished Proficient Refers to professional principal practice that involves and empowers staff, students, and community in the learning process to create a highly successful school. Principals performing at this level are master administrators and leaders in the field, both inside and outside of their schools. Basic Refers to successful, professional practice. The principal consistently leads at a proficient level. It would be expected that most experienced principals would frequently perform at this level. Unsatisfactory Refers to principal practice that has the knowledge and skills to influence student and organizational learning, but its application is inconsistent (perhaps due to recently entering administration or recently transitioning to a new administrative role). Guidance and support around necessary competencies is needed. Refers to principal practice that does not convey understanding of the concepts underlying the component. Such practice negatively impacts educator performance and school progress. Intensive intervention and support is needed. Levels of Performance for Principal Professional Practice: The Wisconsin Principal Evaluation Practice Model defines four levels of performance for each element.

32 Wisconsin Framework for Principal Leadership (Principal Process Manual) Domain 1: Effective EducatorsDomain 2: Leadership Actions 1.1 Human Resource Leadership Recruiting and Selecting Assignment of Teachers and Instructional Staff Observation and Evaluation of Teaching Educator Development and Learning Distributed Leadership 2.1 Personal Behavior Professionalism Time Management and Priority Setting Use of Feedback for Improvement Initiative and Persistence 1.2 Instructional Leadership Mission and Vision Student Achievement Focus Staff Collaboration School-wide Use of Data Student Learning Objectives (SLOs) 2.2 Intentional and Collaborative School Culture School Climate Communication Conflict Management Consensus Building 2.3 School Management Learning Environment Management Financial Management Policy Management

33 Development Pilot Participant Evaluation: Preliminary Findings Principal Self-Ratings to Elements of Professional Practice

34 Development Pilot Participant Evaluation: Preliminary Findings Overall Themes of Feedback

35 Sources of Evidence for Each Element of Principal Practice

36 Key Evidence Collection and Feedback Requirements A minimum of two observations and 2-3 principal interactions (interviews/structured conversations) and activities (school visits/walkthroughs); particularly those that inform EEP focal areas Formative feedback within 1 week

37 Potential Sources of Evidence 1.1. Human Resource Leadership School Improvement Plan Recruitment Methods Observations of Staff / Faculty

38 Potential Sources of Evidence 1.2. Instructional Leadership Memos, Newsletter, Website Samples of SLOs Team Meeting Agendas

39 Reflection and Discussion 1) What sources of evidence might be of greatest value for the various principal practice elements under review? 2) To what degree are such sources of evidence already in place in your district?

Distributed Leadership Tabletop group Activity: Each person review: rubric and consider indicators case artifacts including case narrative with principal interview regarding distributed leadership, school improvement plan, leadership team meeting agenda and observation documentation, and faculty/staff survey results

41 Assessment Using these artifacts, come to consensus about the assessment of competency (Distributed Leadership) by: – Underlining or highlighting indicators evidenced within the 4-point rubric – Identifying specific facets of evidence that support this assessment

42 Distributed Leadership Distributed Leadership Rarely encourages staff members to seek increased responsibility based on their interests and qualifications Rarely monitors progress or completion of delegated tasks and/or responsibilities Rarely provides support to emerging leaders Encourages staff members to seek increased responsibility based on their interests and qualifications Creation of staff leadership opportunities is not aligned with school goals Assesses completion of delegated tasks and/or responsibilities, but not necessarily progress on related goals Understands importance of mentoring or coaching emerging leaders, but there is little evidence of such support Purposefully leverages staff for leadership opportunities based on their strengths, experiences, and demonstrated success with students Develops distributed leadership strategy that is aligned with school goals and engages teachers with instructional or content leadership activities Assesses completion of delegated tasks and progress on related goals Provides formal and informal feedback, including mentoring or coaching, to emerging leaders that contributes to their success Systematically leverages staff members for increased responsibility based on their strengths, experiences, and demonstrated success with students Develops distributed leadership strategy that is aligned with school goals and engages teachers with instructional or content leadership activities Helps staff develop their ability to manage multiple tasks and related goals and assess results Provides formal and informal support, including mentoring or coaching, and guided leadership opportunities to emerging leaders Develops, supports and encourages shared expectations for distributed leadership

43 Distributed Leadership Debrief Beginning to Consider More Robust Practice