Session #3 March 2, 2012 TST BOCES Materials culled from OCM BOCES and NYSED Network Team Trainings of Lead Evaluators of Principals from December 2011 and January – February 2012 Lead Evaluator of Principals Training

Quality Evidence How would you rate your evidence in terms of the 3 criteria (alignment, robustness, transparency)? Do you need to collect additional evidence? What may serve as supporting or complementary evidence? Do you feel you have enough evidence to make a judgment about the principal’s current performance on the targeted goal? What evidence will show growth toward this goal?

Evidence of...? Research from late 2011 and early 2012 Cambridge Education resources regarding Leadership and Culture Leadership for NYS Regents Reform Policies

National Bureau of Economic Research Working Paper The Long-Term Impacts of Teachers: Teacher Value-added and Student Outcomes in Adulthood (Chetty, Friedman & Rockoff. December, 2011).

Teacher Effectiveness Chetty, Friedman & Rockoff, M children from childhood to early adulthood in 1 large district Teacher/course linkages and test scores in grades 3-8 from US government tax data from W-2s: on parents AND students About parents: household income, retirement savings, home ownership, marriage, age when student born About students up to age 28: teen birth, college attendance, earnings, neighborhood “quality”

Teacher Effectiveness Chetty, Friedman & Rockoff, 2011 Value-added is: “the average test-score gain for his or her students, adjusted for differences across classrooms in student characteristics such as prior scores” vs. NYS Student Growth Scores: growth compared to the average growth of students who scored similarly on previous tests

Teacher Effectiveness Chetty, Friedman & Rockoff, 2011 A high value-added teacher arrives in a new school to teach fourth grade: What happens? “We find that when a high VA teacher joins a school, test scores rise immediately in the grade taught by that teacher; when a high VA teacher leaves, test scores fall. Test scores change only in the subject taught by that teacher, and the size of the change in scores matches what we predict based on the teacher’s VA.”

Teacher Effectiveness Chetty, Friedman & Rockoff, 2011 Having a higher value-added teacher for even one year in grades 4- 8 has substantial positive long-term impacts on a student’s life outcomes including: Likelihood of attending college ( ↑ 1.25%) Likelihood of teen pregnancy ( ↓ 1.25%) Salary earned in lifetime ( ↑ $25K ) Neighborhood ( ↑ college grads) Retirement savings ( ↑ )

Teacher Effectiveness Chetty, Friedman & Rockoff, 2011 Why do we care? What are the implications for Principal Evaluation?

Measures of Effective Teaching Gates Foundation, 2012

All the observation rubrics are positively associated with student achievement gains Using multiple observations per teacher is VERY important (and ideally multiple observers) The student feedback survey tested is ALSO positively associated with student achievement gains Combining observation measures, student feedback and value-added growth results on state tests was more reliable and a better predictor of a teacher’s value-added on State tests with a different cohort of students.

Measures of Effective Teaching Gates Foundation, 2012 Highest scores for orderly environment Lowest scores for more complex aspects of instruction

Measures of Effective Teaching Gates Foundation, 2012

So What If... New York’s evaluation system is based mostly on State test scores and that’s not good. A principal knows a good teacher when s/he sees one; we don’t need to include value-added results too. I’ve been doing teacher observations for years. I don’t need to go to your training. Teacher Value-added information is unreliable and shouldn’t be a part of teacher evaluation. By putting test scores into teacher evaluation, everyone will do even more to “teach to the test” and if that doesn’t work, they’ll cheat.

The Wallace Foundation January, 2012

The School Principal as Leader: Guiding Schools to Better Teaching and Learning The Wallace Foundation, 2012 Most school variables, considered separately, have little impact The real payoff comes when individual variables combine to reach a critical mass Creating the conditions under which that can occur is what an effective leader does Leadership is second only to classroom instruction among school-related factors that affect student learning in school.

The School Principal as Leader: Guiding Schools to Better Teaching and Learning The Wallace Foundation, Shaping a vision of academic success for all students, based on high standards. 2. Creating a climate hospitable to education in order that safety, a cooperative spirit and other foundations of fruitful interaction prevail. 3. Cultivating leadership in others, so that teachers and other adults assume their part in realizing the school vision. 4. Improving instruction to enable teachers to teach at their best and students to learn at their utmost. 5. Managing people, data and processes to foster school improvement.

The Importance of Culture Leadership styles impact on staff performance by creating the environment in which staff work, which in turn influences their discretionary effort. Discretionary Effort

The Importance of Culture

Highest Achievin g Lowest Achievin g ∆ 1. The school culture here makes everyone feel obligated to teach well School leaders push teachers to deliver excellent teaching Teacher here hold one another accountable for working hard This school sets high standards for academic performance Teachers in this school share and discuss student work with other teachers I collaborate with other teachers here on designing assessment of student learning

So What... What is one specific way in which an effective principal could create a positive school culture -- focusing not on a positive culture all about the adults but for a culture of high expectations for student learning? As a principal’s evaluator, what objective evidence would you seek to help you evaluate the principal’s role in leading this change?

The Changing Role of the Principal School Buses Boilers Books

The Changing Role of the Principal School Regents Exams AP Exams 3-8 ELA Assessments 3-8 Math Assessments Budgets Spec Ed Discipline Attendance Lunch Forms Registers Graduation Rates Buses Audits ELL NYSESLAT Teacher observations Inventory Spec Ed Grad. Requirements PA/PTA SURR SINI C. A. Restructuring LAB-R NYSAA AYP Sub-groups IDEA NCLB Boilers Books

The Changing Role of the Principal School Regents Exams AP Exams 3-8 ELA Assessments 3-8 Math Assessments Budgets Spec Ed Discipline Attendance Lunch Forms Registers Graduation Rates Buses Audits ELL NYSESLAT Teacher observations Inventory Spec Ed Grad. Requirements PA/PTA SURR SINI C. A. Restructuring LAB-R NYSAA Common Core Standards Benchmarks Scantron AYP Sub-groups Data Teams nySTART JITs PLA NYS Report Cards SEDCAR Data Submission for Fed Indicators Data Verification IDEA UISA IRS NYC QR NYC Progress Reports ARIS- NYC ELA Shifts Math Shifts Boilers Books

Leadership for the CCLS 6 Shifts in ELA/Literacy Balancing Informational and Literary Text Building Knowledge in the Disciplines Staircase of Complexity Text-based Answers Writing from Sources Academic Vocabulary 6 Shifts in Mathematics Focus Coherence Fluency Deep Understanding Applications Dual Intensity

Leadership for the CCLS ELA Shift One: Balancing Literary & Informational Text ELA Shift Two: Building Knowledge in the Disciplines Principals Should: Purchase and provide equal amounts of informational and literacy texts for each classroom Hold teachers accountable for building student content knowledge through text Provide PD and co-planning opportunities for teachers to become more intimate with non fiction texts and the way they spiral together Support and demand the role of all teachers in advancing students’ literacy Support and demand ELA teachers’ transition to a balance of informational text\ Give teachers permission to slow down and deeply study texts with students

Leadership for the CCLS ELA Shift Three: Staircase of Complexity ELA Shift Four: Text Based Questions ELA Shift Five: Writing from Sources Principals Should: Ensure that texts are appropriately complex at every grade and that complexity of text builds from grade to grade. Support and demand that teachers build a unit in a way that has students scaffold to more complex texts over time Support and demand that teachers work through and tolerate student frustration with complex texts and learn to chunk and scaffold that text Provide planning time for teachers to engage with the text to prepare and identify appropriate text-dependent questions. Hold teachers accountable for fostering evidence based conversations about texts with and amongst students. Support, enable, and demand that teachers spend more time with students writing about the texts they read – building strong arguments using evidence from the text.

Leadership for the CCLS ELA Shift Six: Academic Vocabulary Principals Should: Shift attention on how to plan vocabulary meaningfully using tiers and transferability strategies Provide training to teachers on the shift for teaching vocabulary in a more meaningful, effective manner.

Leadership for the CCLS Math Shift One: Focus Math Shift Two: Coherence Principals Should: Work with groups of math teachers to determine what content to prioritize most deeply and what content can be removed (or decrease attention). Determine the areas of intensive focus (fluency), determine where to re-think and link (apply to core understandings), sampling (expose students, but not at the same depth) Give teachers permission and hold teachers accountable for focusing on the priority standards immediately Ensure that teachers have enough time, with a focused body of material, to build their own depth of knowledge Ensure that teachers of the same content across grade levels allow for discussion and planning to ensure for coherence/threads of main ideas Grade Priorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding K–2Addition and subtraction, measurement using whole number quantities 3–5Multiplication and division of whole numbers and fractions 6Ratios and proportional reasoning; early expressions and equations 7Ratios and proportional reasoning; arithmetic of rational numbers 8Linear algebra

Leadership for the CCLS Math Shift Three: Fluency Math Shift Four: Deep Understanding Math Shift Five: Application Math Shift Six: Dual Intensity Principals Should: Take on fluencies as a stand alone CC SS aligned activity and build school culture around them. Allow teachers to spend time developing their own content knowledge Provide meaningful professional development on what student mastery and proficiency really should look like at every grade level by analyzing exemplary student work Ensure that math has a place in science instruction Create a culture of math application across the school Reduce the number of concepts taught and manipulate the schedule so that there is enough math class time for teachers to focus and spend time on both fluency and application of concepts/ideas

Leadership for DDI Immediate User Friendly Teacher Owned Test-in-Hand Deep Immediate User Friendly Teacher Owned Test-in-Hand Deep Common Periodic Transparent Starting Point Aligned to State Tests Aligned to Instruction Cyclical Common Periodic Transparent Starting Point Aligned to State Tests Aligned to Instruction Cyclical Plan new Lessons Teacher Action Plans Ongoing Assessment Accountability Engaged Students Plan new Lessons Teacher Action Plans Ongoing Assessment Accountability Engaged Students

Evidence from Where? School Visits Shadowing Observations Evaluation Planning for Accountability and Support

Evidence from Where? School Visits In the first column, list features of school visits that will be effective for principal evaluation. In the second column, what sort of evidence might this feature provide? In the third column, identify the ISLCC standard or leadership quality that this evidence will qualify or describe.

Evidence from Where? Shadowing Principal Observations of Teachers Principal evaluators shadow principals observing lessons and providing feedback so that the evaluator can obtain objective first hand evidence of the principal’s ability to lead learning in the school. Working with one element of teacher observation, consider the purpose, process, pitfalls, and end results you’d expect to observe while shadowing. What will serve as evidence of effective instructional leadership?

Role of the Principal Evaluator Know what the principal has to do Standards (CCLS) Data (Common Formative & Interim Assessment) Professional Practice (APPR) Culture (PLC) How to help the principal do it How to find the time for it Help principal to choose and define the right initiative/goal for item listed above Understand how to use ISLLC (and maybe a rubric) to guide the initiative/goal Collect evidence along the way Provide growth-producing feedback Use APPR system for evaluation and identification of appropriate professional development Implement improvement plan (if necessary)

A Principal’s/Evaluator’s Year Using the draft map of a principal’s year of NYS Reform Policy-based Instructional Leadership, think about how you will provide accountability and support for the principal’s work throughout the year. Share one idea for accountability or support. Consider the context for this process – one idea is to embed this process in one major initiative per year.