MAPA Task Group MAPA Toolkit: Making Your MAPA More Effective

And I quote… “Leadership is not a magnetic personality - that can just as well be a glib tongue. It is not making friends and influencing people - that is flattery. Leadership is lifting a person’s vision to higher sights, the raising of a person’s performance to a higher standard, the building of a personality beyond its normal limitations.” - Peter F. Drucker

The best kept “secret” is… Me! Me! Me!

MAPA ELECTRONIC RESOURCES MAPA Evaluation InstrumentMAPA Timeline MAPA Training DocumentResource Matrix Training PowerPoint Feedback Guides Evidence for Proficient RatingSMART Objectives Q & A about MAPA and ILPsSample ILPs (x4) Performance Assessments Mentoring Task Group MembersMAPA Misconceptions

Evidence for Proficient Rating

Evidence for a Proficient Rating This is a list of examples, not requirements. Focus should be on quality, not quantity. Other evidence may be used. Method of documentation is determined by supervisor and you. Inclusion of evidence does not guarantee a specific rating.

Pithy Quote It’s your aptitude, not just your attitude that determines your ultimate altitude. -Zig Ziglar

Resource Matrix

Comprehensive list of websites that provides resources for various aspects of administrator performance. Includes descriptions of contents of websites Correlates with 4 goals of MAPA Provides various modes of sharing information, i.e., web page, blog, podcast Excellent list of websites for any educator to use as resources All sites are public domain

Notable Quotable By failing to prepare, you are preparing to fail. Benjamin Franklin

Sample ILP ILP Example, Technology S = Specific objectiveClearly define what you will do and how you will do it Lead the infusion of technology… Provide staff development opportunities targeted at use of video communication, multi media and on-line resources. M = Measurable Data used to assess or measure effectiveness Concrete criteria for tracking progress and determining success The mean score of students’ performance on the technology assessment developed from the NET standards will be 80% or higher on the post test. Teacher proficiency… An increase in positive perception… A = Attainable Resources/strategies/ research support to achieve objective Show the connection between your actions/results Develop pre- post-test for students. Develop and administer needs assessment for teachers… Ensure training is provided by the educational technologist, etc. Students will complete projects using technology throughout the school year. R = Results-focused impact Clearly define the result you expect to achieve. Be specific. Students will attain a score of 80% or higher on the NET and demonstrate proficiency in the use of multimedia as measured by performance tasks. An increase in positive perception of the use of technology as measured by feedback… T = TimelineList dates…start, review(s), etc. August 2009 – start Sept – October 2009 – administer NET pre-assessments November 2009 – staff development (continued)

The ILP…What it is! Promotes professional growth Aligned to our Community Strategic Plan Vehicle for dialogue with supervisor YOUR plan, YOUR Objective 1-2 page document Short term (1-2 year) plan Addresses one area of CSP Data-driven (multiple data sources recommended) Written in SMART format

The ILP…What it is not! A one-size fits all plan Designed to address multiple goals Expected to be lengthy or cumbersome Expected to last more than 1 or 2 cycles

Activity Guiding Questions What data will serve as the baseline? What data will indicate success? How and when are data collected? Are there barriers to the successful completion of this objective? Are there sufficient resources available? Does the objective support an organizational or a strategic goal? How does the successful completion of this objective influence staff, students or community? Are there conflicting events that might not support success?

Notable Quotable Don't use words too big for the subject. Don't say 'infinitely' when you mean 'very'; otherwise you'll have no word left when you want to talk about something really infinite. C. S. Lewis ( )

Writing Effective Performance Appraisals Characteristics of Good Self-Assessments Focus on results, not tasks. Use the rubric to write to a specific performance level. Be clear, concise, and precise in writing.

Writing Effective Performance Appraisals Tips for the Pre-Write 1.Have your mid-year or previous performance assessment handy while writing. 2.Have any documentation of evidence available when writing. 3.Start early; do not wait for the deadline. 4.Use rubric as a reference.

Writing Effective Performance Appraisals Tips for Writing – Be Clear, Be Precise, Be Concise 1.Write to the rubric. (Yes, we’re saying it again!) 2.Be specific. 3.Use action verbs. 4.USE DATA - Avoid slang, generalizations, and opinions. 5.Use bulleted or short, direct statements…do not use flowery language. 6.Use active, not passive voice. 7.Results…How do your actions increase student achievement?

SWITCHING GEARS Performance and performance alone dictates the predator in any food chain. -SEAL Team

Writing Effective Performance Appraisals Guidelines for Comments from Supervisors Should be aligned with one or more goals of MAPA. Designed to acknowledge success and improve performance. Recognizes self-assessments or presentations of evidence. Considers professional needs of the individual and continuous professional growth. On-going and continuous – not a once a year event.KAIZEN!

Actual Comments What not to write………. “This employee is depriving a village of its idiot.” “The wheel is turning but the hamster’s dead.” “If you gave a penny for his thoughts, you’d get change.” “…a photographic memory, but with the lens cover glued on.”

Activity Activity Checklist  Aligned with one or more goals of MAPA  Designed to acknowledge success and improve performance; helpful suggestions  Recognized self-assessments or presentations of evidence  Considered professional needs of the individual and continuous professional growth; growth oriented  Implied on-going and continuous – not a once a year event

Notable Quotable “Don't say you don't have enough time. You have exactly the same number of hours per day that were given to Helen Keller, Pasteur, Michelangelo, Mother Teresa, Leonardo da Vinci, Thomas Jefferson, and Albert Einstein." H. Jackson Brown

Icing on the Cake! Time to Shine! Conferencing Mentoring Face-to-Face Interaction

Conferencing Tips Schedule at least 3 face-to-face conferences per cycle Address documentation and supporting evidence for each goal Should be collaborative between employee and supervisor

Mentoring Mentoring is a brain to pick, an ear to listen, and a push in the right direction. John Crosby

Mentoring Definition of Mentoring A mentor is an experienced professional who partners with an administrator to assist and support the individual in developing leadership skills in a collegial and safe environment. Mentoring refers to the process in which a knowledgeable person willingly guides and advises the other administrator. - Carl J. Weingartner, 2009

Mentoring Characteristics of Effective Mentors positive outlook committed to process communication skills/effective listeners problem solver/sound judgment visionary/able to support as well as lead willing to share knowledge/ask thought-provoking questions effective time managers

Making Your MAPA More Effective Questions

Notable Quotable The real man smiles in trouble, gathers strength from distress, and grows brave by reflection. Thomas Paine ( )

Summarizing Activity – 1 3 Jot down 3 thoughts you will definitely share with a colleague about today’s presentation. 2 Think of 2 words that describe your reaction to today’s presentation. 132 Tell 1 other individual your 3 thoughts and 2 words.